Role and Function of Marketing

At the end of this assessment, students should be able to: Demonstrate a critical understanding of the role and function of marketing in a variety or market and organizational contexts. 0 Critically evaluate and utilities marketing research data and methods to a given marketing situation.

Submission details: The deadline for submission Into registry Is on the Hand in Date shown on the Feedback sheet (1 SST Page) Students are to submit one hard copy and one soft copy (on CD) to the front office on the hand in date Students must submit before 17. 0. Any assessments brought after 17. 0 will not be accepted Plagiarism and Collusion is a serious academic offence and will result in severe penalties. Key Skills: The key skills addressed through this assessment are logical reasoning, analysis, evaluating, synthesis, learning and study, structure and consistency. Harvard Referencing: Complete reference list which MUST conform to the Harvard System of Referencing must be included at the end of your assignment and in text citations where appropriate.

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Assignment Brief: Luxury car makers are one of the most versatile and resilient businesses that struggled and survived through the current economic crisis. Concepts ranging from the fundamentals of advanced marketing strategy, to the principles of services marketing play a major role In determining the way this Industry operates and performs.

The recent changes In consumer purchaser g- power, business distributions, and ego-demographics of the target markets In this industry certainly make it an interesting sector to investigate as part of this assignment. The task is divided into two parts (Part 1 & Part 2) and candidates are expected to address both. Your task is to identify a Global Luxury Car brand; and then analyses, evaluate ND prepare an individual report (3000 words +1- 10%) addressing the following issues…

CLC part 1: value creation process [Weight – 30%] 0 Research, analyses and evaluate the key strengths and weaknesses of their existing marketing strategy [Weight – 20%] part 2: 0 Using appropriate theories (and real-life/academic case studies) suggest an alternative strategic approach for increasing their market share, profitability, and long term value creation [Weight – 40%] 10% of the overall mark is awarded for the overall structure, presentation and quality of sources used.

Candidates are encouraged to critically valuate, analyses, and recommend marketing strategies for their chosen company within a specific context of their choice (I. E. I-J, Germany, Malaysia, Trinidad etc. ). For the purpose of this assessment, students need to focus on marketing strategies been used mainly at the BBC level. Your arguments, findings and recommendations should be supported by theories, facts and figures published within academic books, Journal articles, recognized business magazines and market intelligence reports.

Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature Pass 6 – 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above.

It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 0 – 75% The work examined is excellent and is evidence of comprehensive knowledge, appropriate to that level are satisfied.

At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating 60 – Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.

Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material.

Uses a range of sources 50- Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or heretical mode(s) couched in simplistic terms.

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic Competently written, with only minor lapses from standard grammar, with acceptable format Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. 0 ? 49% Some correlation with the requirements of the assessment but there is a significant agree of irrelevance Basic understanding of the subject but addressing a limited range of material Largely descriptive or narrative, with little evidence of analysis.

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.

Fail 35 – Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Heavy dependence on description, and/or on paraphrase, is common Little evidence of coherent argument: lacks development and may be repetitive or Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Barely adequate use of literature.

Over reliance on Material provided by the tutor. The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. 30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.

The work will be weak in some of the indicators. 5-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.