Attachments

 

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BA (HONS) MARKETING

 

BA (HONS) APPLIED MARKETING

 

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version History

 

Version

Occasion of Change

Change Author

Last Modified

1

Approval Event

 

April 2019

2

Response to Panel Requirements

Graeme Price

June 2019

 

 

 

 

 


SECTION A:CORE INFORMATION

 

  1.  

Name of programme:

 

Marketing

Applied Marketing

(Note: Applied Marketing is the name of the programme for students undertaking a placement)

 

  1.  

Award title:

BA (Hons)

 

  1.  

Programme linkage:

 

No

 

  1.  

Is the programme a top-up only?

 

No

  1.  

Does the programme have a Foundation Year (Level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Level  1 without having to re-apply?

 

No

 

  1.  

Level of award:

 

Level 6

  1.  

Awarding Body:

University of Sunderland

 

  1.  

Department:

Business

 

  1.  

Programme Studies Board:

Undergraduate Business and Management

 

  1.  

Programme Leader:

 

Graeme Price


  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

As a part-time sandwich course

 

By distance learning

 

 

At the University of Sunderland London campus: 

 

Full-time on campus

 

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

 

Part-time overseas

 

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

3 Years

9 Years

Placement

4 Years

10 Years

Part-time

 

 

Distance learning

 

 

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University.


SECTION B:FURTHER CORE INFORMATION 

 

  1. Learning and teaching strategy

 

This programme allows for a focus on current trends in marketing.  The programme contains a suite of new and existing modules and offers final year students the opportunity to act as Marketing Consultants through a live projects module, encompassing a Marketing clinic setting.  It is hoped this will also be sponsored by Chartered Institute of Marketing

 

Underpinning Philosophy

The underpinning learning and teaching philosophy of the programme is designed in line with the University of Sunderland Integrated Curriculum Design Framework (i-design) to promote employability, develop UoS graduate attributes, promote innovation in teaching delivery and assessment, create an environment of engagement and partnership and ensure that teaching and learning is enhanced by the integration of research.

 

Our aim is to ensure the approach to teaching and learning on the Programme is ‘engaging’ for students. This means that the learning journey is taken beyond consultation or participation and is instead, a rich and active partnership where students work alongside staff and other students as partners.  Our philosophy is to ensure Sunderland Business School provides an environment within which students, staff and other stakeholders involved in the learning journey engage in ongoing narrative that aims to bring about demonstrable enhancement of the educational experience, the student learning journey, and student knowledge and skill levels.  This requires that we continuously improve our learning environment based on personal engagement with students, collaboration between students, academic staff and other stakeholders.  It is where students are seen as an active part of the system because they are ‘experts in their student experience’.  It is an explicit intention to ensure students are encouraged, inspired and motivated by their learning and they see the relevance of what they have learned so they are able to better apply that in the module assessment process, across the programme holistically and importantly, to connect the relevance of their learning to their future career to enhance employability.

 

The philosophy adopts what is classed as a 'Learning Centred Paradigm' i.e. it situates learners at the centre of their learning journey. It empowers and motivates students, creates engagement, enhances satisfaction and supports student achievement and ultimately effective performance in the workplace. Importantly, it considers students as partners in the learning journey. Partnership is framed as ‘a process of student engagement, understood as staff, students’ and employers learning and working together to foster engaged student learning and engaging learning and teaching enhancement. It demands all participants are actively engaged in and stand to gain from the process of learning and working together’ (HEA, 2014 p.10). The approach is positively linked with learning gain and achievement, is sophisticated in its approach and offers a more authentic relationship between students, academic staff and employers, with the explicit intention of delivering a genuinely transformative learning experience for all (HEA, 2014: Cook-Sather, Bovill and Felten, 2014).

 

Our philosophy will do the following:

  1. Transition and induct students so they are ready for their learning journey
  2. Enable students to develop their personal and professional capital – this kind of capital derives from a sense of belonging and from active relationships with others.
  3. Support the development of academic skills and understanding of the learning process ‘how to learn’
  4. Allow students to make sense of their learning through assimilating and integrating the information they have received (across the module and programme and how this manifests itself in workplaces)
  5. Stimulate critical thinking amongst students to enhance their professional capability in the workplace
  6. Give the students opportunities to express themselves and develop their academic and professional voice
  7. Create an environment where the student and academic  create a more cohesive relationship (trust)
  8. Enable opportunities for  developmental feedback and feed-forward to enhance learning, personal and professional development
  9. Encourage the cognitive and affective development of the students
  10. Create greater clarity, integration and alignment between the knowledge transfer (lecture),  the workshop/seminar activities, the independent learning students need to engage with and the assignment (constructive alignment)  this usually leads to much greater engagement with independent learning as the student sees it as an important element of their learning
  11. To develop the students professional identity (personal distinctiveness) and attune that to impact positively in their future employment

 

This philosophy impacts on the approaches to teaching and learning and actively promotes the use of inquiry based learning through the use of problem based learning approaches.

    

Encouraging Student Engagement

In order to achieve this as an inclusive curriculum, we will provide the opportunity for all learners to co-construct new knowledge, in an environment where individual levels of intellectual development become a tangible part of learning outcomes.  Our philosophical vision is to ensure Sunderland Business School provides an environment within which all social interaction and dialogue informs and encourages students to make meaning of their context, their learning needs and a capacity for reflection on their learning ability, which means they can be proactive about the concept of individual achievement.

 

The Sunderland Business School Model for Creating Engagement

The model we are suggesting is adopting what is classed as a 'Learning Centred Paradigm' - i.e. it situates learners at the centre of their learning journey.  It empowers and motivates students, creates engagement, enhances satisfaction and supports student achievement and ultimately employability. 

The Learning Centred Paradigm aims to do the following:

  1. Transition and induct students so they are ready for their learning journey
  2. Enable students to develop their social and cultural capital – this kind of capital derives from a sense of belonging, from active relationships with others and from knowing how things work around the institution
  3. Support the development of academic skills and understanding of the learning process ‘how to learn’
  4. Allow students to make sense of their learning through assimilating and integrating the information they have received (across the module and programme - this creates more programme identity - it allows the students to see the benefits of the module in its wider context of the programme)
  5. Stimulate critical thinking amongst students
  6. Give the students opportunities to express themselves and develop their academic voice
  7. Create an environment where the student and lecturer create a more cohesive relationship (trust)
  8. Enable opportunities for  developmental feedback and feed-forward on the learning thus far and for what is up and coming
  9. Encourage the cognitive and affective development of the students
  10. Create greater clarity, integration and alignment between the knowledge transfer (lecture),  the workshop/seminar activities, the independent learning students need to engage with and the assignment (constructive alignment)  this usually leads to much greater engagement with independent learning as the student sees it as an important element of their learning

 

The Philosophy and Research

Critical inquiry underpins the basis of all question led research, yet acknowledges the value of tacit knowledge in practice. We are keen to instil values of ethical and professional practice in all our research activity to ensure that students can not only apply their intellectual skills but also understand the wider implications of them in practice.

A research led, research oriented, research tutored and research based curriculum will be strategically aligned with the curriculum.

 

  1. Retention strategy

Retention is a key priority of the Faculty of Business, Law and Tourism and students are supported with a robust personal tutor system plus close links between module and programme leaders and the students on their learning journey.

The Faculty also has a dedicated retention and progression team who are based in the faculty and who engage proactively with students where there are felt to be concerns over retention.

Today’s students have to juggle a number of priorities in their lives, both inside and outside the University. To ensure the student has the best possible environment in which to academically flourish we would make full use of the university support functions where needed in such areas as financial advice and student counselling. Given the intensive nature of this proposed programme, the Faculty’s experience in student support will have a part to play in its students’ successful completion of their two years of study. Where circumstance are impacting on the students ability to perform at their best, the Exceptional Circumstances Panel will review any issue which has adversely, through no fault of their own, impacted upon the student and inform the assessment boards of their opinion.

 

  1. Any other information

NA

 

SECTION C:TEACHING AND LEARNING

 

  1. What is the programme about?

This programme allows for a focus on current trends in marketing.  The programme contains a suite of new and existing modules and offers final year students the opportunity to act as Marketing Consultants through a live projects module, encompassing a Marketing clinic setting.  It is hoped this will also be sponsored by Chartered Institute of Marketing.  In addition to this, experiential learning will be applied to as many modules as possible through company visits, guest speaker programmes and marketing events.  There will also be an opportunity for a placement year available between stages 2 and 3 (should students take this they will obtain the ‘Applied Marketing’ title, as per the other sandwich degrees offered in the Faculty).

 

We will be seeking full accreditation from the Chartered Institute of Marketing and also exploring other accreditations, which subject to budget availability may include the Institute of Direct and Digital Marketing and Digital Marketing Institute offerings.

 

  1. The role of marketing and how its’ wider functions (Operations, Management and Finance) are managed and integrated to respond and reflect society and the business community (local, national and global).
  2. How marketing is structured including the practices and processes which support problem solving and evidence based decision making which influence and has an impact upon customers and clients.
  3. The integration of marketing theories and strategies which promote corporate social responsibility which are ethical and lead to best practice approaches for managing the perceptions and perspectives of customers and clients. 
  4. The Marketing policies, strategies and practices which enable and support the customers and clients within a digital market-place.
  5. Develop as reflexive practitioners who act and behave as a researching Marketing Professional.

 

What will I know or be able to do at each Stage of the programme?

 

Stage 1

By the end of this Stage of the programme successful students should know, be able to demonstrate, or be able to do the following:

 

Learning Outcomes Stage 1 - knowledge

K1. An introductory knowledge and understanding of the major theories, practices and concepts in the organisational and functional areas of marketing.

K2.  Identify and describe the ethical, legal, social, and economic environments of marketing, from a domestic and international perspective.

K3. An introductory level of knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career- ready business graduate.

 

Learning Outcomes Stage 1 - skills

S1. Display the ability to motivate, communicate and work in teams from a range of cultural backgrounds and as an individual in a range of scenarios.

S2. Explain and apply a range of problem-solving practices and techniques for making business-related decisions.

S3. Display and demonstrate self-awareness of what is needed by future managers and leaders to build relationships with a diverse range of people.

 

Stage 2

By the end of this Stage of the programme successful students should know, be able to demonstrate, or be able to do the following:

 

Learning Outcomes Stage 2 - knowledge

K4. An analytical understanding of a wide range of theories and conceptual frameworks appropriate to marketing.

K5. A detailed and critical understanding of the issues and problems which affect marketing decisions in order to be able to debate and interpret how a range of marketing theories and processes allow for effective decision-making in pursuit of a range of different objectives in businesses including service excellence, innovation and/or stakeholder relationships.

K6. Discuss and debate the impact of the business environment (macro and micro) on marketing planning and strategy.

K7. A developed knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career-ready business graduate.

 

Learning Outcomes Stage 2 - skills

S4. Construct and evaluate information to generate ideas to make decisions for a range of scenarios.

S5. Development and organisation of self and others to achieve successful business and personal outcomes.

 

Stage 3 (BA (Hons) Marketing) 

By the end of this Stage of the programme successful students should know, be able to demonstrate, or be able to do the following:

 

Learning Outcomes Stage 3 - knowledge

K8. Critically evaluate and synthesise ideas, concepts and practices from appropriate pathway disciplines relevant to marketing theories.

K9. Evaluate and assess the ethical obligations and responsibilities of business for the purpose of responsible and sustainable marketing decisions having due regard for the environments in which they function.

K10. Interpret, analyse, evaluate and propose options that contribute to business policies, strategies and innovative practices for marketing.

K11. A detailed knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career-ready business graduate.

 

Learning Outcomes Stage 3 - skills

S6. Build a range of routines for self-analysis and an awareness and/or sensitivity to diversity in terms of people and cultures.

S7.  Construct and critically evaluate a range of business data, sources of information and appropriate methodologies, including the use and application of digital platforms for evidence-based research and decision-making.

S8. Innovate, conceptualise, synthesize and evaluate a range of ideas and solutions for contemporary marketing management scenarios.

 

Stage 3 (BA (Hons) Applied Marketing)

By the end of this Stage of the programme successful students should know, be able to demonstrate, or be able to do the following:

 

Learning Outcomes Stage 3 - knowledge

K8.Critical understanding of organisational practices, initiatives and issues through investigation or examination

K9.Critical understanding of competencies, behaviours, and attributes developed during the placement experience through the use of multiple reflective practices and tools

 

Learning Outcomes Stage 3 - skills

S6.Application of suitable investigative methods and business techniques to examine stated areas of organisational practice

S7.Ability to evaluate of the practices and processes of the organisation

S8.Ability to apply a range of reflective practice tools to develop self-awareness and insight as aspiring professionals

 

Stage 4 (BA (Hons) Applied Marketing)

By the end of this Stage of the programme successful students should know, be able to demonstrate, or be able to do the following:

 

 

Learning Outcomes Stage 4 - knowledge

K10. Critically evaluate and synthesise ideas, concepts and practices from appropriate pathway disciplines relevant to marketing theories.

K11. Evaluate and assess the ethical obligations and responsibilities of business for the purpose of responsible and sustainable marketing decisions having due regard for the environments in which they function.

K12. Interpret, analyse, evaluate and propose options that contribute to business policies, strategies and innovative practices for marketing.

K13. A detailed knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career-ready business graduate.

 

Learning Outcomes Stage 4 - skills

S9. Build a range of routines for self-analysis and an awareness and/or sensitivity to diversity in terms of people and cultures.

S10.  Construct and critically evaluate a range of business data, sources of information and appropriate methodologies, including the use and application of digital platforms for evidence-based research and decision-making.

S11. Innovate, conceptualise, synthesize and evaluate a range of ideas and solutions for contemporary marketing management scenarios.

 

Learning Outcomes – Ordinary degree

If you are awarded an Ordinary degree you will have achieved the majority of the learning outcomes for the programme studied. However you will have gained fewer credits at Stage 3 than students awarded an Honours degree, your knowledge will typically be less broad and you will typically be less proficient in higher-level skills such as independent learning.

 

  1. What will the programme consist of?

Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year’s full-time study. The summary below describes briefly what is contained in each Stage.

 

Stage 1: The aim of stage 1 is to present an introduction and foundations of the study of Marketing and underlying Business concept. To achieve this, this stage has been structured around four modular themes; Study and employability skills, Accounting and Finance, Managing and Leading People and a marketing simulation where theory is applied to the in game scenarios.  This stage has three 20 credit modules which develop students’ knowledge and understanding in terms of the contemporary challenges facing Marketing. Theme 1: Personal and Professional Development through ‘Essential Employment and Study Skills’, this module aims to develop the students’ ability to ‘learning to learn’ and to consider the starts of their personal and professional development as potential managers and leaders. Theme 2: Accounting and Finance through ‘Introduction to Accounting and Finance’, this module aims to introduction to three key areas within the field of accounting and finance; financial accounting, management accounting, and business finance. Main areas of study addressing financial accounting include the fundamental accounting concepts and conventions, and understanding, interpretation, and preparation of key financial statements. Theme 3: Management through ‘Introduction to Managing and Leading People’, this module aims to develop an understanding of the foundations for the study of management and leadership by presenting the dimensions of the study of management.  There is one 60 credit module at stage 1; Theme 4: ‘Decision Making for Marketing’, this will be a simulation game where the subject of marketing is introduced and applied to a ‘real life’ situation to support and apply student learning.

 

Stage 1 is the foundations for the study of Marketing and the four themes are developed further in Stages 2 and 3 of the Programme.

 

Stage 2: The focus of this stage of the programme is to build on the introductory areas covered at stage 1. Within this stage there are six core modules that develop on the themes presented at stage 1. Within the six core modules, four will be dedicated towards the marketing subject specialisation. The four 20 credit core marketing based modules within Stage this stage will be ‘Digital Analytics for Marketing’, ‘Marketing Management and Metrics’, ‘Managing Entrepreneurship, Innovation & Creativity’ and ‘Integrated Marketing Communications’. These modules have been developed to enable students to further evaluate key marketing management theories introduced within the Stage 1 modules, specifically within the context of how the marketing function plays an instrumental role within the modern-day international based business organization. The fifth 20 credit module ‘Business Ethics, Responsibility and Sustainability’ explores the moral issues and dilemmas facing businesses across the globe in relation to their ethical behaviour and sustainability practices. The sixth 20 credit module builds on the personal and professional development theme from stage 1, at stage 2 you will develop this by further through the ‘Personal and Professional Development’ module. This module has been designed to make the students career ready and this modules feeds into Sunderland Futures and the employability activities within the Faculty (e.g. Placements and Internships) and wider University initiatives led by the Careers and Employability Service.

 

Stage 3 (BA (Hons) Marketing): The focus of this stage is to build upon stages 1 and 2 to ensure the students are career ready or prepared for further study, the aim of stage 3 is to create ‘graduateness’ in all students. Research has been embedded into this stage in terms of research informed teaching and research informed assessments to develop the ability to make research informed decisions using evidence based approaches. The stage consists of four core modules, with all modules being dedicated towards subject specialisation, providing clear alignment to the programme. Building upon the core modules studied at Stage 2 will be the ‘Strategic Marketing, ‘Psychology of Consumers in the Digital Age and ‘Digital Analytics for Marketing’The final module is worth 60 credits and will revolve around the Marketing Consultancy Project where students will be involved in live projects and undertake a consultancy research project based on actual businesses. This module is market focussed and aims to develop skills that can be applied by the students directly into their future work experiences.

 

Stage 3 (BA (Hons) Applied Marketing): This year will be undertaken whilst you are on placement and as such draws largely upon your independent learning skills. The placement year is an excellent developmental opportunity which provides a great opportunity for you to enhance your organizational & specialist knowledge, capabilities & skills, and ability to self reflect.  These elements are crucial to this stage, the remainder of your programme, your final degree classification and subsequent career progression. The focus is on your professional experiences, development, engagement and contribution – individually, within the organizational context and as a contributor to the organization’s operational and strategic success.

 

During your placement (normally a minimum of 48 weeks duration), you will be supported by an allocated Academic Placement Mentor and a Host Supervisor at the employing organisation. Both will formally and informally monitor your progress and development via a variety of mechanisms (electronic & practical) regularly throughout the year. Delivery will use both a mixed-methods approach and utilize technology to support learning and interaction, especially if you are unable to attend workshops, for example those working overseas. At suitable points in the module, you will be required to attend Placement Development Sessions at the Business School where you will have the opportunity to discuss issues raised by Academic Placement Mentors and to share placement experiences and good practice with each other. Your studies will take the form of a 120-credit module

 

The Applied Professional Practice 1 which will require you to:

  1. Understand the strategic environment of the host organisation
  2. Undertake a practical study or project
  3. Develop and enhance their reflective and reflexive practices

Your work in this year feeds directly into a 40 credit placement module at stage 4 to give you that distinctive ‘Applied’ differentiation enabling you to stand out in your final year of study and in the graduate job market.

 

Stage 4 (BA (Hons) Applied Marketing): At this stage, you have the opportunity to maximise knowledge of your chosen programme with three modules relating to your subject specialisation and a devoted 60 credit placement module centred on your experiences in practice – Applied Professional Practice 2 which requires you to build on the elements covered and work completed in the previous stage.  During the placement you would have worked towards the development of professional behaviours and transferable skills, evidenced practical contextual and organizational knowledge, and undertaken a practical study/project. The Applied Professional Practice 2 module builds on the academic and practical work undertaken on the placement stage and examines this further to stage 4 depth. There are two major elements in this module: Critical Reflection of Professional Practice and Evaluation of the Practical Placement Project/Study. The purpose of Critical Reflection of Professional Practice is to dissect, develop and enhance the reflective practices that were introduced and applied during your placement; you will also be introduced to the shift in emphasis from reflection through learning and self-awareness towards reflexivity using reflexivity through creativity. The purpose of this is to introduce you to the use of creative tools to express and explore evolving professional identity and voice. The Evaluation of the Practical Placement Project/Study requires you to review and revisit the key environmental pressures facing the organisation and the arising imperatives that they established in their evaluation of the organisational environment and industry context in stage 2/on placement. You will then examine the extent to which your project or study addressed these imperatives and related issues. This is vital to understanding the significance and relevance of your practical placement project/study, what it was designed to achieve, and the issues that it intended to address.

 

 

  1. How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

We have of course been engaged in some excellent work in this area thus far, however, feedback from the International Student Barometer (IBS), National Student Survey (NSS) and information gathered as part of the Student Achievement Task and Finish Group Report indicates that there are opportunities for further enhancement.  Specific areas include; programme identity, learning and assessment alignment and greater student-student and student-academic engagement.  The approach set out in this document aims to support improvement in these and additional areas e.g. creating engagement ready students and staff; embedding student engagement; changing the conversation; celebrating and innovating; encouraging, listening to and responding to the student voice; transition and induction; curriculum design, delivery and organisation; curriculum content; teaching delivery; learning opportunities and student support and guidance. 

 

A list of the modules in each level of the programme can be found in the Programme Regulations.

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

  1. How will I be assessed and given feedback?

 

Written examinations

Coursework

Practical assessments

 

The assessment strategy is integral to the teaching and learning philosophy. The assessment strategy aims to allow you to demonstrate knowledge, understanding and application of business management principles and concepts. It also allows you to demonstrate skills of criticality and evaluation within a business management context. The use of formative assessment allows you to take risks and test theories with the aim of extending knowledge and confidence without fear of failure, thus encouraging a deep approach to learning. Assessment methods aim to allow you to demonstrate breadth and depth of directed and independent research. The assessment strategy at

 

Stage 1 is based on an approach which allows for formative feedback throughout the modules. The process of formative assessment will be supported by detailed feedback to increase confidence and complement the summative assessment tasks. A range of feedback methods will be used across the programme including peer-to-peer, group, class and sample based, as well as individual tutor to learner. Detailed assessment criteria will support each assessment to guide both students and tutors.  At Stage 1 additional resource will be devoted to this in order for students to build confidence and benchmark their achievements. At Stages 2 and 3 assessments will involve you synthesising and applying a number of concepts. There will be an increase in the amount of research-based coursework as you progress through the programme. As well as including academic research based on reading, analysis and evaluation of academic papers, you will research in the general sense of finding out and then applying, evaluating, analysing, comparing and recommending. A combination of individual and group work will be used in Stages 1 and 2. At Stage 3 the emphasis will be on individual summative assessment strategies. There is a diversity of assessment methods across our programmes with different assessments being tailored and utilised according to the specific requirements of each module and each programme, for example the three core personal and professional development modules make use of professional assessment methods such as learning logs and professional development plans.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

 

NO

 

The University regulations can be found here.

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation processes have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessments and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications and compensation between modules.

 


  1. Teaching, learning and assessment matrix

Stage 1

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S1

S2

S3

K1

K2

K3

Essential Study and Employment Skills

UGB160

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Management Skills Report

Professional Development Report

 

X

X

X

X

 

Introduction to Accounting and Finance

UGB163

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Case Study or Developed

Scenario

 

X

X

X

X

X

Introduction to Managing and Leading People

UGB164

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Academic Poster

 

 

X

X

X

X

 

Decision Making for Marketing

UGB168

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study, Business Simulation

Group Presentation and Individual Report

X

X

X

X

X

 

 

Stage 2

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S4

S5

K4

K5

K6

K7

Managing Entrepreneurship, Innovation and Creativity

UGB234

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Report

X

X

X

X

 

X

Personal and Professional Development

UGB260

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Portfolio of Evidence and Reflective Essay

 

X

X

X

 

 

X

Business Ethics, Responsibility and Sustainability

UGB264

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Report

X

X

X

 

X

 

Digital Marketing

UGB265

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Exam

X

 

X

X

 

 

Marketing Management and Metrics

UGB266

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Report

X

 

X

X

 

 

Integrated Marketing Communications

UGB267

 

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Report

X

 

X

X

X

 


Stage 3 (BA (Hons) Marketing)

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S6

S7

S8

K8

K9

K10

K11

Strategic Marketing

UGB335

Core

 

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Coursework

 

X

X

X

X

X

 

Psychology of Consumers in a Digital Age

UGB365

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Coursework

X

X

X

X

X

 

X

Digital Analytics for Marketing

UGB385

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Exam

 

X

X

X

X

X

 

Marketing Consultancy Project

UGB387

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study, Live projects

Group Presentation and Consultancy Report, with peer assessment

X

X

X

X

X

 

X

 

Stage 3 (BA (Hons) Applied Marketing)

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S6

S7

S8

K8

K9

Applied Professional Practice 1

UGB270

Core

 

Self-directed Study/Independent Study

Individual Coursework

X

X

X

X

X

 

 

Stage 4 (BA (Hons) Applied Marketing)

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S9

S10

S11

K10

K11

K12

K13

Strategic Marketing

UGB335

Core

 

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Coursework

 

X

X

X

X

X

 

Psychology of Consumers in a Digital Age

UGB365

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Individual Coursework

X

X

X

X

X

 

X

Digital Analytics for Marketing

UGB385

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study

Exam

 

X

X

X

X

X

 

Applied Professional Practice 2

UGB373

Core

Lectures, Workshops, Virtual Learning, Self-directed Study/Independent Study, Live projects

Individual Coursework

X

 

X

X

X

X

X

 


  1. How does research influence the programme? 

 

The following outlines how research influences and underpins the programme, it also provides information on taught elements of research.

 

Research-led: the curriculum emphasises the teaching of the subject content from an academically robust stance i.e. learners  acquire knowledge about the latest research in the subject field where the emphasis is on understanding research findings, rather than the research process, and research is presented as information content. Academic depth and rigour is achieved through ensuring the design incorporates current research literature in the field of study. It includes embedding current research both faculty and beyond. Learners will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies. Research active Faculty will also deliver guest speaker sessions at each stage of the programme.

 

Research-oriented: the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, learners will gain knowledge about the research process by which knowledge is produced. This will be embedded through: the teaching of research methods (introduction to subject at stage 1 in the Decision Making for Marketing and enhanced research skills at stage 2 induction and during the Marketing Consultancy Project module (see table below for specific elements of taught research).

 

Stage

Taught Research

1

Decision Making for Marketing (UGB168)

  • Introduction to marketing research:  what, why and who
  • Introduction to Quantitative - Research
  • Introduction to Qualitative – Research

 

2

Extended Research - Embedded into modules (UGB234, UGB264, UGB266, UGB267)

  • Critically understand the assumptions underpinning marketing research
  • Conducting and communicating research in marketing
  • Current debates and issues in marketing
  • Developing research questions, proposal writing and business planning
  • Data collection and analysis
  • Ethics in business and management research

 

3

Marketing Consultancy Project (UGB387)

  • Undertaking marketing research for ‘live’ projects
  • Using research to resolve problems
  • Undertaking and applying qualitative and quantitative research

 

Research-tutored: The programme and curriculum emphasises learning focused on learners writing and discussing research papers or essays. Learners are actively engaged in evaluating and critiquing the research of others. This will be a focus in all modules across the programme.

 

Research-based:  The programme and curriculum emphasises learners undertaking inquiry-based and problem based learning. The Marketing Consultancy Project at stage 3 will allow learners to use primary research within a ‘real-life’ problem with the intention of addressing marketing issues and/or opportunities for enhanced organisational behaviour and performance.

 

 

 

 

  1. Professional statutory or regulatory body (PSRB) accreditation.

 

PSRB accreditation is not relevant to this programme 

 

PSRB accreditation is currently being sought for this programme

This programme currently has PSRB accreditation

 

 

The programme is currently accredited until: TBC

 

The relevant PSRB(s) is: Chartered Institute of Marketing (CIM)

 

The terms of the accreditation are as follows:

 

Accreditation gives graduates (status / exemption): It is hoped that the CIM Marketing in Action module will be embedded into the programme in the Marketing Consultancy Project at stage 3.  This will give students the CIM Level 4 Certificate in Professional Marketing (by completing an additional assessment through the CIM). 

 

Further exemptions from the CIM will be given upon completion of the degree which will can lead to students achieving the CIM Level 6 Diploma in Professional Marketing. Students would need to complete one mandatory CIM module and one elective to achieve the Diploma.  If students complete 1 of these modules then they will achieve a CIM ‘award’.

 

All exemptions are valid for 5 years from graduation but would need to sign up to study within 3 years of graduating and have completed the additional modules within 5 years of graduating this depends upon successful completion of the programme.

 

SECTION E:PROGRAMME STRUCTURE AND REGULATIONS

 

Name of programme: Marketing / Applied Marketing (for students undertaking a placement)

Title of final award: BA with Honours

Interim awards[1]: Undergraduate Certificate in Higher Education, Level 4, Name: Certificate in Marketing. Undergraduate Diploma in Higher Education, Level 5, Name: Diploma in Marketing. Ordinary degree, Level 6, Name: BA Marketing. Bachelor’s degree with Honours, Level 6 Name: BA (Hons) Marketing

 

University Regulation: 4.2.1. The overall pass mark for each module is 40%. To pass a module a student must also have submitted work for each element of assessment.

 

Regulations apply to students commencing their studies: September 2020

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2020

 

Stage 2

 

 

Stage 3

 

 

Stage 4

 

 

 

 

Stage 1

 

Core modules:

Code

Title

Credits

UGB160

Essential Study and Employment Skills

20

UGB163

Introduction to Accounting and Finance

20

 

UGB164

Introduction to Managing and Leading People

20

UGB168

Decision Making for Marketing

60

 

Optional Modules

NA

 

Elective Modules

NA

 

Progression Regulations

There are no programme-specific regulations for Stage 1 of the programme

 

Stage 2

 

Core modules

Code

Title

Credits

UGB234

Managing Entrepreneurship, Innovation and Creativity

20

UGB260

Personal and Professional Development

20

UGB264

Business ESR

20

UGB265

Digital Marketing

20

UGB266

Marketing Management and Metrics

20

UGB267

Integrated Marketing Communications

20

 

Optional modules

NA

 

Elective modules

NA

 

Progression Regulations

There are no programme-specific regulations for Stage 2 of the programme

 

Stage 3 (BA (Hons) Marketing)

 

Core modules

Code

Title

Credits

UGB335

Strategic Marketing

20

UGB365

Psychology of Consumers in a Digital Age

20

UGB385

Digital Analytics for Marketing

20

UGB387

Marketing Consultancy Project

60

 

Optional modules

NA

 

Elective modules

NA

 

Progression Regulations

There are no programme-specific regulations for Stage 3 of the programme

 

Stage 3 (BA (Hons) Applied Marketing)

 

Core modules

Code

Title

Credits

UGB270

Applied Professional Practice 1

120

 

Optional modules

NA

 

Elective modules

NA

 

Progression Regulations

There are no programme-specific regulations for Stage 3of the programme

 

Programme-specific regulations

A module of a size in excess of those explicitly stated in the regulations i.e. 120 credits for UGB270 (where the Regulations only go to a maximum of 60 credits) is authorized.

 

 

Stage 4 (BA (Hons) Applied Marketing)

 

Core modules

Code

Title

Credits

UGB335

Strategic Marketing

20

UGB365

Psychology of Consumers in a Digital Age

20

UGB385

Digital Analytics for Marketing

20

UGB373

Applied Professional Practice 2

60

 

Optional modules

NA

 

Elective modules

NA

 

Progression Regulations

There are no programme-specific regulations for Stage 4 of the programme

 

SECTION F:ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

The University’s standard admissions requirements can be found in the university regulations. Programme-specific requirements which are in addition to those regulations are given below.

 

The current entry requirements for this programme is as specified in the Fees and Entry Requirements section on the programme page on the University’s website.

 

Can students enter with advanced standing?

Yes

 

 

If yes, to which Stages?

 

BA (Hons) Marketing

BA (Hons) Applied Marketing

Stage 1

 

 

Stage 2

Stage 3

 

Stage 4

 

 

 

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

  1. What kind of support and help will there be?
    1. In the department: student support in place in the faculty comprises programme level support from a dedicated programme leader, module leaders for all modules, a personal tutor who will make contact at induction and be available throughout the two years of the programme, student support officer, placement support for the work-based element of the programme and careers guidance led by our principal lecturer in employability supported by an array of central projects and initiatives. Through the University wide library services there is a generic study skills programme located at library.sunderland.ac.uk/skills.

 

  1. In the university as a whole:

The University provides a range of professional support services including wellbeing, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

  1. What resources will I have access to?

 

On campus

 

General Teaching and Learning Space

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

University Library & Study Skills support 

University Library & Study Skills, (UL&SS), supports students with the provision of a high quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, online module reading lists and study skills support.

 

All students have the full use of the University’s two libraries. The libraries are accessible during extensive opening hours and in core teaching weeks both Murray and St Peter’s libraries have provision for additional unstaffed access. The latest opening hours can be found on the library website at library.sunderland.ac.uk/about-us/opening-hours/

 

The UL&SS web site library.sunderland.ac.uk provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the UL&SS web site and a ‘Live Chat’ function enables student to access library support and help 24/7.

 

My Module Resources moduleresources.sunderland.ac.uk/

Module reading lists are live interactive resource lists available from within online module spaces on Canvas and the University’s library website.

 

What do you get?

          Real time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

          Allows you to set up RSS alerts for changes and additions to your Module Resource  list

          Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-resource access

 

How does this help you?

          Getting the right resources easily from flexible access points

          Receive guidance from your tutor on what to read  at a point of need by using search filters

          Access to a wider range of resources to support learning.

 

Study Skills Support

University Library Services includes a robust study skills support offer, available to all our students across the University both on and off campus, contributing to students’ attainment and the quality of their experience.

 

Skills delivery options include:

  • Embedded skills sessions - Throughout teaching periods embedded skills sessions are a key element to support academic learning. Study skills support team and Liaison Librarians will work with your lecturers to provide the support necessary in your subject areas.
  • Digital Skills Support including:  videos, webinars and Skype sessions, digital assignment drop-ins using LibraryTalk will be held weekly to engage those students not on campus and provide additional support at the point of contact. Study skills guides and tutorials are available to download from: library.sunderland.ac.uk/services-and-support/skills/guides// and from a link on your Canvas module spaces.
  • On campus assignment skills drop-in events - Throughout key teaching weeks when students are encouraged to attend with any assignment queries.
  • Dissertation workshops - Dissertation skills support will be provided at appropriate times and levels of study to ‘Kickstart your Dissertation’. Bookable workshops will be held demonstrating how to begin a dissertation, using University library resources to support your work, and managing references for a substantial project. Sessions will be cross-subject focusing on the skills and resources required for completing a dissertation.
  • One to One - Study Skills Advisers will be on hand to support students in a range of study skills including: effective reading, reporting writing, academic writing and referencing, note taking, critical thinking, analysis and evaluation, reflective writing, group work and presentation skills. Sessions will be booked centrally and can include study groups and 1 to 1 advice.  Students who would like to request support from Study Skills Advisers can do so from:

library.sunderland.ac.uk/services-and-support/skills/one-to-one-support/

For those studying independently away from the university campus, 1 to 1 support is available via Skype.

Access to other libraries

There may be occasions when you find it useful to use other university libraries for your studies in addition to the resources available at the University of Sunderland. Students may be able to borrow items or to access collections on a reference basis at a number of institutions throughout the UK by joining the SCONUL access scheme. To find out more and apply to join the scheme, go to: www.access.sconul.ac.uk

 

Information about the University’s facilities can be found here.

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

  1. How are student views represented?

All taught programmes in the University have student representatives for each Level (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Faculty Academic Committee, also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level Students are represented on University level Committees by sabbatical officers who are the elected leaders of the Students’ Union.

 

The University’s student representation and feedback policy can be found here.

 

Final-year students are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Academic Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes.

 

 

SECTION G:QUALITY MANAGEMENT 

 

  1. National subject benchmarks

The Quality Assurance Agency (QAA) for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. These can be found here.

 

Are there any benchmark statements for this programme?

YES

 

 

The subject benchmark(s) for this programme are: Business and Management 2015

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

  1. How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Level to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Levels of the programme and degree classification, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 


SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

New

Full Programme Title (including award):

Marketing / Applied Marketing

If replacement for existing course, specify title and course code:

 

Qualification Aim:

e.g. Foundation degree of Science, Bachelor of Arts (Honours)

BA (Hons)

Qualification Level (NQF level):

6

HECoS Code

See HESA Website https://www.hesa.ac.uk/innovation/hecos

100075

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed. If the programme is closed please specify who it is for.

Open

Faculty and School:

Faculty of Business, Law and Tourism

Sunderland Business School

Location of study:

Sunderland

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date. This is normally 18 days.  Please indicate if more or less than this number.

 

Programme Leader:

Graeme Price

Academic Team for the programme:

Undergraduate Business

Date of Approval/Modification/Review:

May 2019

Date of next review (QS to complete):

Graeme Price

Accrediting Body or PSRB
If yes please attach a completed PSRB form

No

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

Yes

 

Does this programme come under the Unistats return?

The following are excluded from the Unistats return:

  • Programmes of 120 credits or less (including top ups)
  • ‘Closed’ Courses
  • Programmes of one year’s full-time duration even if they have more than 120 credits
  • Programmes which will be delivered only to overseas students
  • Postgraduate programmes
  • A course that is run as part of an apprenticeship

Yes

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

https://www.hesa.ac.uk/collection/c16061/accreditation_list/

e.g. a short course aimed at registered nurses

No


 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim. This should be the same title as the main award unless an alternative is approved via a Programme Specific Regulation.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

Certificate in Marketing

120

 

2

Diploma in Marketing

240

 

3

 

 

 

 

2 Mode of Attendance

 

Tick all that apply

Min number of years

Max number of years

Overall length of programme in years/months/weeks

Intake dates (months)

Max and min cohort sizes

01 Full-time*

3

9

3 years/36 months

September

 

31 Part-time*

 

 

 

 

 

 

Sandwich*

4

10

4 years/48 months

September

 

Off-campus

 

 

 

 

 

 

On-campus

 

 

 

 

 

 

Distance learning

 

 

 

 

 

 

Work-based learning

 

 

 

 

 

 

Collaborative

 

 

 

 

 

 

Proposed start-date (month/year)

September 2020

Full-time (031)

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee. (Note – this includes any work-based learning).

Part-time (031)

Students who are expected to study for less than 21 hours per week.

Sandwich

Please ensure you include the title of the sandwich programme in Section 3

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted through the admissions teams or where the programme needs to be advertised on the web.

 

GGTTR

Graduate Teacher Training Registry
Education only, where applicable

 

 

4 Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

Yes (delete as appropriate)

Programme Year:

Is this sandwich placement compulsory or optional?

 

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

Yes (delete as appropriate)

Programme Year:

Is this study abroad year out compulsory or optional?

 

 

5  Major Source of Funding

Please note this relates to funding for the programme and not individual students

Office for Students (previously known as HEFCE)

Education & Skills Funding Agency (includes Degree Apprenticeships)

 

DfE   https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

 

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

 

 

Other Funding:

 

– If Other, please specify:

 

 

 

 

6 Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

 

Teacher Training Scope:

 

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

 

 

7 Fees

Where non-standard fees are proposed this will need approval by Fees and Bursaries Group before the programme can be advertised.

Undergraduate:

(Please select option)

Standard X

Other (please state):

 

Postgraduate:

(Please select option)

Fees stated are for full time programmes

All part-time programmes should be Band 2

Band 1 (classroom) £6000 (Sunderland) £6500 (UoSiL)

Band 2 (mixed) £6500 (Sunderland) £6800 (UoSiL)

Band 3 (laboratory) £7000 (Sunderland) £7200 (UoSiL)

MBA: £11500 (Sunderland) £11500 (UoSiL)

Other: (please state)

 

 

 

 

   DETAILS SUPPLIED BY: Yvonne Dixon-Todd / Graeme Price DATE:**/**/19


BA (Hons) Marketing Module List

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (i.e. designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

 

 

 

 

HECoS Code

Academic Team

L4

E

Essential Study and Employment Skills

UGB160

20

C

 

100

 

Joel Arnott

 

 

X200

 

 

E

Introduction to Accounting and Finance

UGB163

20

C

 

100

 

Andy Turton

 

 

N400

 

 

E

Introduction to Managing and Leading People

UGB164

20

C

 

100

 

Sarah Robson

 

 

N600

 

 

N

Decision Making for Marketing

UGB168

60

C

 

100

 

Graeme Price

 

 

N400

100075

 

L5

E

Managing Entrepreneurship, Innovation and Creativity

UGB234

20

C

 

100

 

William Ang’Awa

 

 

N100

 

 

E

Personal and Professional Development

UGB260

20

C

 

100

 

Ian Carr

 

 

N100

 

 

E

Business Ethics, Responsibility and Sustainability

UGB264

20

C

 

100

 

Gavin Mason

 

 

N100

 

 

E

Digital Marketing

UGB265

20

C

 

100

 

Alan Charlesworth

 

 

N500

 

 

E

Marketing Management and Metrics

UGB266

20

C

 

100

 

Anne Edwards

 

 

N500

 

 

E

Integrated Marketing Communications

UGB267

20

C

 

100

 

William Ang’awa

 

 

N500

 

 

L6

E

Strategic Marketing

UGB335

20

C

 

100

 

Joel Arnott

 

 

N500

 

 

E

Psychology of Consumers in a Digital Age

UGB365

20

C

 

100

 

Seema Bhate

 

 

N510

 

 

N

Digital Analytics for Marketing

UGB385

20

C

 

100

 

Alan Charlesworth

 

 

N500

100075

 

N

Marketing Consultancy Project

UGB387

60

C

 

20:50:30

 

Yvonne Dixon-Todd

 

 

N400

100075

 

 

 

 

 

BA (Hons) Applied Marketing Module List

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (i.e. designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

HECoS Code

Academic Team

L4

E

Essential Study and Employment Skills

UGB160

20

C

 

100

 

Joel Arnott

 

 

X200

 

 

E

Introduction to Accounting and Finance

UGB163

20

C

 

100

 

Andy Turton

 

 

N400

 

 

E

Introduction to Managing and Leading People

UGB164

20

C

 

100

 

Sarah Robson

 

 

N600

 

 

N

Decision Making for Marketing

UGB168

60

C

 

100

 

Graeme Price

 

 

N400

TBC

 

L5

E

Managing Entrepreneurship, Innovation and Creativity

UGB234

20

C

 

100

 

William Ang’Awa

 

 

N100

 

 

E

Personal and Professional Development

UGB260

20

C

 

100

 

Ian Carr

 

 

N100

 

 

E

Business Ethics, Responsibility and Sustainability

UGB264

20

C

 

100

 

Gavin Mason

 

 

N100

 

 

E

Digital Marketing

UGB265

20

C

 

100

 

Alan Charlesworth

 

 

N500

 

 

E

Marketing Management and Metrics

UGB266

20

C

 

100

 

Anne Edwards

 

 

N500

 

 

E

Integrated Marketing Communications

UGB267

20

C

 

100

 

William Ang’awa

 

 

N500

 

 

L5

E

Applied Professional Practice 1

UGB270

120

C

 

100

 

Joel Arnott

 

 

N100

 

 

L6

E

Strategic Marketing

UGB335

20

C

 

100

 

Joel Arnott

 

 

N500

 

 

E

Psychology of Consumers in a Digital Age

UGB365

20

C

 

100

 

Seema Bhate

 

 

N510

 

 

N

Digital Analytics for Marketing

UGB385

20

C

 

100

 

TBC

 

 

N500

TBC

 

E

Applied Professional Practice 2

UGB373

60

C

 

60:40

 

Joel Arnott

 

 

N100

 

 

 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements