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Quality Handbook

 

 

AQH-B2-3b Postgraduate Programme Specification Template February 2014

 

 

 

Postgraduate Programme Specification Template

 

 

 

MA MARKETING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

 

Janet Ward

Jan 17

2.0

Revised post Periodic Review event in line with panel requirements

Janet Ward

July 17

3.0

Minor modifications – restructure to 30 credit model and change to entry requirements

Janet Ward

July 2018


SECTION A: CORE INFORMATION

Programme Name: Marketing

Award Title: MA

Is this part of a group of linked programmes between which students can transfer at agreed points? (E.g. a group of programmes with a common set of taught modules): NO

Is the programme a top-up only? No

Level of award: Level 7

Awarding body: University of Sunderland

Which department is it in? Sunderland Business School

Programme Studies Board: Postgraduate Business & Management

Programme Leader: Janet Ward

How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

Part-time on campus

As work-based learning

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 


How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

1

4

Part-time

2

4

Distance learning

 

 

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

 

SECTION B – FURTHER CORE INFORMATION

Learning and teaching strategy

The QAA Benchmark Statement for Masters Awards in Business and Management principally identifies four areas that must be addressed throughout the programmes. In as much as the curricula, and indeed extra-curricula, activities focus on these aspects, so to do the teaching, learning and assessment strategies. The strategy is based on the following purposes:

  • the advanced study of organisations, their management and the changing external context in which they operate through the use of seminars, workshops, tutorials and case studies;
  • preparation for and/or development of a career in business and management by developing skills at a professional or equivalent level, or as preparation for research or further study in the area through formative and summative assessment linked to skills development in a range of modules;
  • development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice through case studies, organisational visits, on-line discussions and in peer learning and support group tasks;
  • enhancement of lifelong learning skills and personal development so as to be able to work with self direction and originality and to contribute to business and society at large through original and independent study and research.

 

All the postgraduate business programmes are vocational in the sense that they are clearly aimed at helping graduates move in to successful business and management careers.  The programmes are clearly linked to an organisational visits and speakers programme, which aims to give students access to key organisations in the region. The curriculum includes a broad range of modules based on research in both subject and pedagogy, for example Consumer Research, Digital Marketing, Social Media, Analytics and Digital research, Contemporary Issues in Marketing and Managing Brands. The team makes extensive use of Canvas on a programme and module basis including on-line discussion boards, surveys and scheduled chats.  All programmes make use of Peer Action Learning Sets (PALS), which have been developed and refined over a number of years to encourage cross cultural learning. These groups have been the subject of an extended research project the findings of which have recently been published in the International Journal of Management Education. 

 

The design of the Programme and its teaching and learning strategy is based on a continued commitment to, and is intended to support the diversity of students and the University’s successful widening participation policy. It does this via:

 

  • A detailed induction programme that introduces students to their programme and to the University. This involves sessions on study skills, support services, on the UK ‘style’ of education and on cross cultural team working.
  • A student handbook, which provides information on the module reading lists, Canvas content, and study skills as well as providing information on the course structure and the learning outcomes.
  • An E tutor – After much consultation the school have decided to implement an E-Tutor System on postgraduate business programmes. This will involve developing a Canvas site with information on study skills, support services, policies and procedures as well as a section on Frequently Asked               Questions. This site will be operated in conjunction with the programme leader, the module leaders and the Peer Action Learning Sets and Support Group Coach.
  • Guidance on careers and progression. Whilst a number of students may arrive on the programme with a clear idea of their future career path, others are not so certain. In consequence, the Programme Team will work closely with the Careers and Opportunities Centre to help students understand the options available to them

 

To provide a high quality, appropriately resourced, safe and healthy learning environment for all members of the academic learning community based on an understanding of how learners learn and continuously improve quality in all aspects of academic delivery

As noted above a number of modules within the curriculum are directly related to staff research/reach-out/professional activity.  Additionally a number of staff research interests focus on Management Education and their research directly influences their teaching approaches or the operating practices of the Programme.

 

To support and enable continuous improvement of the learning experience, including the e-learning experience, through a blended approach of learning modes

The teaching and learning methodologies are designed to encourage, over the duration of the Programmes, a greater independence within students for taking responsibility for their own learning. The balance of lectures and workshops, the varying uses of Canvas (including self-assessment exercises and asynchronous debates) and the incorporation of self-directed study into the modules all contribute to the development of independent learners. In addition, extra-curricula activities such as organisational visits and guest speaker’s programmes encourage students to engage in activities that, although not assessed, contribute directly to their learning and to their career prospects.

 

Retention strategy

Initiatives to support key periods in the student journey, such as induction, and personal difficulties exist alongside academic initiatives to support retention and progression. For example, the Peer Action Learning Sets (PALS) provision aims to enable students to learn with and from each other by reflecting on real and theoretical problems and issues, encourage and develop skills in cross cultural team working, develop an active approach to learning, and provide mutual support to group members from a range of diverse backgrounds. Modules across the programme design workshops to enable tutors to know and understand their students and to help students to overcome academic or personal difficulties - both formal and informal contact between staff and students are encouraged and systematically supported. 

 

All on campus students will have access to the University's central support services including Counselling, Disability service, Health and Well-being, Chaplaincy, financial support and advice, International Office and the Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic issues which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from University Academic Services. Full details of these services can be found on the University's website. Where appropriate, academic or support staff in the Faculty will sign post students to these specialist services. In addition, students have access to a personal tutor section on the VLE which is an information source for many of these services. The University Tutorial Support Policy applies to this programme. The Programme Leader will continue to be available to all students should they require advice or one-to-one support on a particular issue.

 

SECTION C - TEACHING AND LEARNING

What is the programme about?

The MA in Marketing provides the opportunity to study contemporary marketing theory and practice. It is designed for both graduate students who intend to become marketing professionals, and for managers who have already gained knowledge or experience of marketing and who seek to further their careers as highly qualified marketers.

The MAM is a distinctive alternative as a subject specialist Masters programme. The title reflects the comprehensive content of a degree that seeks to provide the graduate manager with all the necessary knowledge of key marketing concepts and theories required to pursue a high level career in marketing-related business and management. The objectives of the MAM programme expressed as learning outcomes are designed to be consistent with the Quality Assurance Agency’s Benchmark Statement for postgraduate Business degrees and with the Chartered Institute of Marketing‘s requirements for a postgraduate qualification. The outcomes are distinguished as knowledge-based outcomes and transferable skills-based outcomes. Overall, these are to:

  • Provide an opportunity to study marketing at Masters level in a programme offering academic rigour with a strong focus on critical application
  • Develop systematic knowledge and understanding of marketing in an international context
  • Build up a practically oriented and detailed knowledge of marketing theory that can be readily applied to solving marketing-related problems at managerial level
  • Enable participants to develop marketing skills to improve marketing performance within their existing or future employment.

 

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

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

 

Learning Outcomes Postgraduate Certificate – Skills

S1 Demonstrate the ability to apply marketing theory systematically to a range of organisations

S2Independently conduct research and gather marketing intelligence on specified organisations and business sectors

 

Learning Outcomes Postgraduate Certificate – Knowledge

K1Critically appraise the main components of marketing and how these relate to other aspects of business management

K2 Assess which challenges affect the marketing performance of a range of organisations

K3 Evaluate how organisations develop successful current and future competitive positions

K4Analyse how organisations develop effective marketing planning and control processes.

 

Learning Outcomes Postgraduate Diploma – Skills

S3   Apply knowledge of marketing management theory to solve marketing-related problems at managerial level

S4   Develop the professional skills and competencies required for marketing management internationally

 

Learning Outcomes Postgraduate Diploma – Knowledge

K5  Evaluate the impact of the international business environment on an organisation’s marketing activities

K6   Develop detailed and comprehensive knowledge of specific aspects of contemporary marketing practice

 

Learning Outcomes Masters of Business Administration – Skills

S5    Design and undertake appropriate qualitative and quantitative research as necessary to analyse a marketing-related topic/task/problem

S6Employ appropriate analytical skills

S7 Interpret and record information relevant to the research topic

 

Learning Outcomes Masters of Business Administration – Knowledge

K7 Identify a specific substantive marketing problem/issue/task within an organ-isation/business sector placing them into strategic and operational context in the research investigations

K8 Formulate valid research questions via; (a) a review of the related academic literature, (b) a critical review of the activities and operations of consumers/ organisations and the environment within which they operate

K9   Demonstrate a clear understanding of different research methodologies and their limitations, and be able to explain when one might be more appropriate than another in the context of the chosen research topic

K10  Collect, use and compare appropriate qualitative/quantitative data pertinent to the research question

K11 Demonstrate that the project findings have been logically derived and that conclusions/ solutions/recommendations are fully supported by the foregoing evidence

K12   Derive recommendations for strategic marketing in the organisation or the appropriate business sector

 

What will the programme consist of?

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

The Master of Arts in Marketing (MAM) normally requires one year’s study on a full time basis. However, as well as the final award there are two interim awards within this programme. These are:

Postgraduate Certificate (PG Cert.) in Marketing and the Postgraduate Diploma (PG Dip.) in Marketing. The interim awards are available to those students wishing to leave the course having gained 60 M-level credits (PG Cert.) or 120M-level credits (PG Dip.) respectively. The M.A.M. is acquired by the attainment of 180 M-level credits overall which includes 60 credits from a supervised independent research project. The pattern of delivery involves full time students studying the three strands of the MA in the same academic year. The learning materials will be the same for all students on a module.

 

TERM 1:

TERM 2:

TERM 3:

PG Certificate

PG Diploma

Master of Arts

 

 

PGBM127 Markets & Marketing in the Digital Age

CORE 30 credits

 

PGBM147 Managing Brands

CORE 30 credits

Choice of two options from:

 

PGBM153 Consumer Research

30 credits

 

PGBM152 Digital Marketing

30 credits

 

PGBM157 Contemporary Issues in Marketing 30 credits

 

PGBM137 Social Media, Analytics and Digital research

30 credits

 

 

PGBM155 Marketing Dissertation

(Core) 60 credits

 

Students studying full time would normally be expected to complete the programme in 50 weeks.

Students may take a leave of absence between completing the PG Certificate and starting the PG Diploma. However, studies for the PG Diploma should normally be completed within two years of commencing the PG Certificate studies.  Students may take a leave of absence between completing the PG Diploma and starting the MA year. However, studies for the MA should normally be completed within three years of commencing the PG Certificate studies.

 

There are two modules that comprise the Certificate level. First Markets & Marketing in the Digital Age gives an overview of contemporary marketing theory and practice. While Managing Brands gives an overview of the role of brands and the brand manager in a range of business contexts. The programme development team recognise that students at Masters level need to deal with strategic considerations in the management, direction of any organisation and its societal role. Options are offered in term 2 for the diploma phase of the programme.  There are a choice of two optional modules from a selection of four marketing based modules, subject to availability. These include Social Media, Analytics and Digital Research, Consumer research, Digital Marketing, and Contemporary Issues in Marketing. The Contemporary Issues module covers five topical issues allowing students to keep a broader base of employment options open and develop their critical marketing skills further.

 

The final phase of the Masters programme focuses on research. Students will be required to undertake an independent research project which alone represents a third of their overall degree. Tutor support will be offered to guide them through this process and research methodology training is provided in semester 3 as part of the 60 credit dissertation.

 

Responsible Leadership, Ethics, Responsibility and Sustainability

The Business School has long been an advocate of ethics, responsibility and sustainability (ERS) in the field of business, management and responsible leadership, indeed the School has been cognisant of the Principles for Responsible Management Education (PRME), specifically

Principle 1 – Purpose: developing capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable economy

 Principle 3 – Method: create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership Principle 5 - Partnership – interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities to explore jointly effective approaches to meeting these challenges.

 

We have also given specific attention to the values promoted by the accreditation bodies such as EFMD.  The School has adopted the guiding standard produced by EPAS around ERS to shape its programme and module design and redesign to ensure that ‘all students are provided with a perspective on the role of ERS in modern management and business so that, as future managers, they contribute to societal well-being’. 

 

Underpinning Activities

  • The development of postgraduate programmes have an ERS theme embedding into them.  Our curriculum framework has been developed to include ERS as part of the deliberation process when developing and revising all aspects of pedagogy at the school during the product review and refresh process.
  • We continue to explore the significance of ERS for each specific subject discipline and module and consider how relevant content can be best delivered to enhance the student learning experience
  • Ongoing engagement and interaction with managers of business includes business breakfast seminars which cover issues of ERS,  a speaker series involving managers and leaders from a range of organisational contexts and organised company visits
  • ERS is integrated throughout all relevant taught modules (see below for programme specific ERS integration)

 

The programme specifically focuses on ERS in the following module

 

Module

ERS Activity

PGBM127 Marketing & Marketing in the Digital Age

Purpose & Corporate Social Responsibility (CSR) introduced

Business & Research ethics introduced

 

How will I be taught?

Scheduled teaching activities

Independent study

Placement

 

 

A range of teaching and learning methods are employed across each level of the Programmes, as indicated in the table below. These methods encourage learners to develop the intellectual and cognitive skills that are required of all graduates irrespective of their final destination. Module descriptors are available separately. The diversity of teaching and learning approaches is designed to impart knowledge, to encourage understanding and to provide opportunity for the application of that knowledge to actual or hypothetical situations. It is also intended to foster enthusiasm within the student body.  In addition, the employment of any particular method within modules and across levels will vary so as to cater appropriately for both the subject and the student. That notwithstanding all modules will employ to some extent the following features:

  • Didactic exposition: although this will vary from module to module, and indeed from teacher to teacher, all modules will take advantage of the opportunity for the tutor to explain to the whole class, a concept, to take questions, to outline areas of knowledge, indicate methods of tackling a problem and demonstrate methods of analysis and synthesis of materials. Audio-visual aids will be used as appropriate, such as the use of overhead slides, ‘PowerPoint’ and video. Key points will normally be outlined in handouts.
  • Interactive sessions: whether during seminars or whole group teaching sessions, students will be expected in the course of all modules to interact with each other and/or with the tutor to develop ideas, work on tasks, practice skills or explain material.
  • Research: The induction programme contains activities which introduce students to the library (including practical exercises) and to the available electronic sources of information e.g. Emerald. All modules, throughout the Programme, require students to engage in the research of both primary and secondary sources of management information. The level and depth of research required for the completion of modules will then increase as the student progresses throughout their Programme culminating in the final dissertation module.
  • Directed Private Study: This will include reading, preparation for class or for assessment, group activity, revision, and carrying out assessment work. All module guides will provide students with advice in respect of this, and as a minimum will provide details of required reading (for preparation of timetabled sessions and/or for the completion of assessments). Whilst these methods will form the backbone of much of the teaching and learning strategy, the programmes utilize a much wider, more eclectic combination of approaches.

 

As is evident throughout this specification, Canvas has become an important element of the teaching and learning strategy with its specific usage varying from module to module. Where modules are delivered off-campus, our strategic partners may use other Virtual Learning Environment systems in place of Canvas to support student learning.  In some instances Canvas is used mainly as a repository for module documents, such as lecture materials and overhead slides, whilst others involve direct web links, discussion boards and self-assessment exercises. Canvas is part of the programme teams aim to offer a blended approach to teaching and learning by using a range of tools in the delivery of the modules.

 

Case studies are extremely common throughout the Programme and are intended to enable students to develop, inter alia, the ability to;

  • Identify the issues in need of research;
  • Apply subject specific knowledge to a realistic and/or practical context;
  • Make critical judgments of the merits of a particular argument; and
  • Present and make reasoned choices between alternative solutions.

The case studies may take the form of real cases or issues in debate at any given moment in time or may be hypothetical problems which are reflective of realistic problems.

 

Peer Action Learning Sets and Support Groups - Collaborative work is supported by an integral part of our (PALS) provision. This scheme has the following aims:

  • Enable students to learn with and from each other by reflecting on real and theoretical problems and issues
  • Encourage and develop skills in cross cultural team working
  • Develop an active approach to learning
  • Provide mutual support to group members from a range of diverse backgrounds

The Peer Action Learning Sets seek to draw on the strengths of the group members by sharing practical and academic experiences, and by encouraging critical reflection on the nature of the subjects being studied.  Jacques, D. (2000) argues that: “groups are demonstrably valuable for many of the more sophisticated aims of Higher Education to do with critical thinking, making diagnoses or decisions, solving problems, and changing or maintaining attitudes to the subject under study.” The role of the PALS is to support the programme’s intellectual aims of enhancing criticality, judgement, analysis and understanding of values as well as providing the support to underpin them. This could include strengthening the student’s sense of belonging to the programme, helping develop trust and encouraging enthusiasm for the subject.  These issues are even more important when dealing with international students who may be studying in the UK for the first time. Team working skills are of course seen as of vital importance for future management roles. The PALS enables students to develop experiences in collaborative decision making, interpersonal skills and negotiation.  Groups are encouraged to engage in Action Learning through a continuous process of learning and reflection, supported by their peers. Through this process individuals learn with and from each other by working on real problems and reflecting on their own experiences.  The key to the PALS is the relationship between reflection and action,

 

Self-directed study is included in all modules as a way of encouraging students to take a greater responsibility in respect of their learning experience.

 

Study Skills and Development Week takes place part way through the first term.  No module workshops or lectures take place during this week but instead the time is used to enable students to focus on developing skills and reflecting on other aspects of their learning and career aspirations.  This might include attending workshops on cross cultural group working, information skills, bibliographical referencing, job-seeking skills, writing curriculum vitae and participating in organisational visits.  The Programme Leader team work closely with the PALS coaches, the Library, the Careers Centre and Languages Staff to provide opportunities for students to reflect on and develop a range of subject specific and transferable skills.

 

The teaching and learning methods adopted take account of the diverse educational backgrounds of students and also consider students with special needs and specific learning difficulties, Canvas being particularly helpful in this respect.  It has been noted for example that some International students are happier engaging in on-line discussions then they might be in face-to-face debates in workshops. The Business and Management team recognises the importance of appropriate support and guidance, for all students, in the overall teaching and learning strategy. The ability of students to make the most of the learning opportunities offered to them may be adversely affected by non-academic factors, and Section 7.0 outlines the provisions within the Programmes, School and the wider University which are available.

 

A list of the modules in 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.

 

How will I be assessed and given feedback?

Written examinations

Coursework

Practical assessments

 

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 assessment strategy adopted on the programme is designed to;

  • Ensure that all graduates have achieved the learning outcomes for the Programmes. Module Learning Outcomes are directly related to Programme Learning Outcomes and all assessments indicate which Module Learning Outcome they are assessing.
  • Assess achievement, both formatively and summatively over the whole of the degree programme.
  • Distinguish between levels of achievement and reward attainment of objectives
  • Utilise a range of assessment methods and techniques which engage student interest and foster enthusiasm for the subject.

 

Students are informed, via Module Guides, of the nature, timing and criteria for each assessment used. The programme leaders work with staff to ensure that the deadlines for assessed work are spread across the assessment period. All assessments are internally moderated by designated members of the team and by the relevant External Examiners before issue. Careful moderation processes and scrutiny of assessment ensure equivalence of standard and appropriateness of assessment for measuring outcomes. An internal and external moderation operates likewise with regard to completed student work.

 

The assessment strategy requires the use of a diverse range of methods; research assignments, case studies, essays and reports offering the opportunity for students to demonstrate knowledge, understanding and application of both theory and practice. Such methods will also allow students to indicate both the breadth and depth of their directed and independent research. Examinations are deliberately kept to a minimal level as they are not necessarily thought to be the best way of assessing knowledge and understanding. This is a view that the team has taken following a great deal of discussion with external examiners and within subject groups. Case studies, based on real or hypothetical facts of varying degrees of complexity, are a common assessment method adopted across the programme. Whilst most are fictional, all have elements of fact within them, and thus students are well schooled and tested in the ability to identify the material details, discuss the relevant theoretical frameworks citing appropriate primary and secondary sources and displaying appropriate skills in writing and evaluation. Students are encouraged to participate in group work, particularly in seminar or workshop activities, its formal inclusion in assessments however is limited, principally on the grounds that the final qualification is awarded to individual students and thus should be based on individual work.  Where group work is used the module guide will indicate in clear terms how individual performance is assessed. Presentation skills are also an important element of the programme and are utilised frequently within seminars and workshops.

 

The programme utilises a range of methods to assess the learning outcomes of the programme and the modules. 

Formative assessment is utilised throughout the programme and will take place through the  adoption of a range of approaches which are detailed in the module descriptors, indicatively these approaches may include: group work, observations, individual or group presentations, student conferences, round table debates, blog/journal activities, discussion board questions and feedback, peer review, question and answer sessions, debriefing exercises, Socratic seminars, role play, progression tests, assignment discussion, case study activity and theory/practice related discussions. 

Summative assessment will be conducted for each module.  The marking criteria will be followed throughout assessments.  All assignments are designed to test students’ understanding of theory and applied perspectives and their ability to use this appropriately to critically analyse individual and/or organisational practices, evaluating current practice and research.

Students are required to demonstrate self-reflection and reflective practice where appropriate and to demonstrate reflexivity in relation to rigorous exploration of their beliefs and behaviours as individuals who critically analyse situations and theory.  It is recognised that not all subjects lend themselves to this approach, but the programme as a whole will present many opportunities for students to demonstrate these skills.

Students will be provided with feedback on their assignments to help them prepare later assessments.

Summative Assessments may include: examinations, reports, case studies, essays, dissertations, professional projects, written reflections, presentations and portfolios.  Specific details related to the assessment approach will be noted in the module descriptors.

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 assessment and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications.

 

Teaching, learning and assessment matrix

 


Module List

 

Award, and Level

New/Existing/ Modified  Module

Module Title

Module Code

Module Credit Value

Core or Option

Must choose (ie designated option):

Assessment weighting %

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

 

JACS Code

Cert L7

E

Markets & Marketing in the Digital Age

PGBM127

30

C

 

50:

50

NONE

Janet Ward

 

 

N500

E

Managing Brands

PGBM147

30

C

 

100

Karen Wharton

 

 

N500

Dip L7

E

Social Media, Analytics and Digital Research

PGBM137

30

O

Students

must

select 2 options, totalling 60 credits

50:

50

Janet Ward

 

 

N500

N

Contemporary Issues in Marketing

PGBM157

30

O

70:

30

Janet Ward

 

 

N500

N

Digital Marketing

PGBM152

30

O

100

Alan Charlesworth

 

 

N500

N

Consumer Research

PGBM153

30

O

100

Seema Bhate

 

 

N500

MA L7

N

MA Marketing Dissertation

PGBM155

60

C

 

100

Seema Bhate

 

 

N500

 

 

 


MATRIX OF MODES OF TEACHING, LEARNING AND ASSESSMENTAPPENDIX 3

NB. Not all option modules may be offered in any one academic year and will depend on the availability of staff and the priorities of the school. In addition, modules will usually need to be selected by a minimum number of students. Option modules may be available on more than one programme and the Programme Leaders will liaise with the Faculty Management Team to ensure there is a reasonable amount of choice in any given year.

 

 

Module

Code

Core / Option

Modes of T&L

Modes of

Assessment

LO K1

LO K2

LO K3

LO K4

LO K5

LO K6

LO K7

LO K8

LO K9

LO K10

LOK11

LOK12

LO S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

Markets & Marketing in the Digital Age

PGBM127

C

Case study; Debate discussion; Lecture; Self directed study; Seminar; Canvas; Company visits integration

Case Study

Report

Formative – Seminar activity

T D A

T D A

T D

A

T D

A

 

 

 

 

 

 

 

 

T D A

T

D

A

 

 

 

 

 

 

 

Managing Brands

PGBM147

O

Problem based learning; Case study; Debate discussion; Lecture; Self-directed study; Seminar; Canvas

Report

Formative –Seminar activity

T D

A

T D

A

T D A

T D A

 

 

 

 

 

 

 

 

T D A

T D A

 

 

 

 

 

Consumer Research

PGBM153

O

Case study; Debate discussion; Lecture; Self directed study; Seminar; Canvas

Report

Formative – Seminar activity

 

 

 

 

T D A

T D A

 

 

 

 

 

 

 

T D A

T D A

T D A

 

 

 

Digital Marketing

PGBM152

O

Debate discussion; Lecture; Self directed study; Canvas; Workshop

Report

Formative –Seminar activity

 

 

 

 

T D A

T D A

 

 

 

 

 

 

 

 

T D A

T D A

 

 

 

Social Media, Analytics and Digital Research

PGBM137

O

WorkshopsCase study; Debate discussion;  Self-directed study;  Canvas;

Formative –Seminar activity

Social media Audit

Videography project

 

 

 

 

T D A

T D A

 

 

 

 

 

 

 

T D A

T D A

T D A

 

 

 

Contemporary Issues in Marketing

PGBM157

O

Debate discussion; Self-directed study; Workshop, Presentations

Formative –Seminar activity

Infographic

Critical Marketing report

 

 

 

 

T D A

T D A

 

 

 

 

 

 

 

 

T D A

T D A

 

 

 

MA Marketing

DISSERTATION

PGBM155

C

Debate discussion; Group work; Lecture; Self directed study; Visiting speakers

 

 

Research Exercise; Dissertation

Formative – Project Plan; Reflective Commentary

 

 

 

 

 

 

T D A

T D A

T D A

T D A

T D A

T D A

 

 

 

 

T D A

T D A

T D A


How does research influence the programme? 

Adequate support for developing research skills is embedded in the Programme. Activities which support development of research skills, include, the marketing live project at induction, organised for students on the MA Marketing Programme. At the end of the activity students are awarded prizes in the form of Amazon book vouchers. Adequate support and opportunities exist to develop MA Marketing students as researchers. For example, during Reading week (which usually occurs mid-way during each term), specific sessions on skills development are delivered by the Library services. The activities include, Harvard referencing skills, academic writing skills development, searching for books and journals online, English language skills, etc. In addition, the Company Visits programme enables students to visit at least one organisation, in class groups. It is the responsibility of each student to research information about the organisation being visited and to develop potential questions and topics for discussion during the visit. The Company visits have several purposes, including, providing students with insight into how organisations are structured and to gain an appreciation of their development, enabling students to identify the value and purpose of particular business management practices, enabling students to engage with managers of the organisations on a range of issues related to the strategies being developed and the directions being taken by the organisations, and ensuring that students can highlight some key factors affecting the development of the organisations.

 

Modules on the MA Marketing programme have been developed specifically to enhance subject knowledge.  The dissertation enables students to investigate a contemporary business and management topic utilising primary and secondary sources of information. The investigation involves a literature search, an evaluation of that literature and the development of conclusions on the status of the management topic. Some students may wish to do a work-based project by working in a consultative capacity with a specific organisation, or by applying the concepts and theories encountered from previous organisational experience. This type of project involves analysing and evaluating substantive strategic problems or issues within the organisation and formulating appropriate solutions and/or recommendations.

Opportunities exist for students to network with practitioners from industry, through the Guest or Visiting speakers’ programme, which enables guest speakers to discuss their business and management experiences with the students.  In some instances, the speaker present case material related to his/her organisation.

 

SECTION D EMPLOYABILITY

How will the programme prepare me for employment?

The Postgraduate Business team provide some information and guidance on the possible careers available to students through a variety of mechanisms.

  • The University VLE has specific pages attached to the Programme space with links to external sources of information such as the Chartered Institute of Personnel and Development and the Chartered Institute of Management and direct links to the Careers and Employability Service.
  • The Visiting Speakers Programme includes guest speakers some of whom are our own graduates. We encourage all speakers to talk about their own career paths to help students to understand the options available to them. In a similar manner the Company Visits programme provides an opportunity for students to enquire during the visits what skills and competences they might require to pursue employment within a particular organisation or business sector.
  • The PALS activities allow students to identify and have regard to future careers and this allows PALS tutors to offer advise and/or redirect the student to University services such as the Careers and Employability Service
  • The Programme and Module learning outcomes are clearly business and management related and thus provide students with the necessary subject knowledge to progress into management careers. The Programme also encourages the development of key transferable employability skills; abilities to research, to present information and communicate orally and in writing, to work independently and as a member of a team, to reflect on one's own performance and provide and respond to feedback and to make critical judgements are all addressed by specific Programme learning outcomes.

 

Some business and management students will want to continue their studies after they graduate. This may further academic study at Ph.D. level or a course leading to a vocational qualification in a related field, for example, professional accountancy qualifications. Some students will also move on to the PGCE and look for a career in teaching, again with the potential of making use of their business and management skills in the teaching of AS/A Level Business Studies. The Graduate Research School and the Careers and Employability Service has a wide range of information available to students should they choose to continue with their studies.

 

The Faculty’s employability strategy is underpinned by the philosophy that graduates will be more employable if they have a clearer understanding of their identity, both self perceived and that which is recognised by others (Holmes, L. 2013).

 

Our role and the objective of our programmes is to provide our students with opportunities to explore, discover and express their unique identity and to encourage engagement with experiences which will increase self efficacy and provide tangible evidence of their identity and thereby their employability.

 

This is achieved through a comprehensive range of curriculum based teaching, learning and assessment strategies which explicitly and implicitly support our employability objectives, providing students with opportunities to explore their values, challenge and grow their intellect, demonstrate their ability achieve performance objectives, and to successfully engage with others, including employers and wider networks.

 

The programme content and learning approach is underpinned by graduate attributes and the University’s Futures employability strategy

 

Activities specific to this programme include:

 

Greggs Marketing Challenge Competition

Guest lectures from The Chartered Institute of Marketing and other companies

Affiliation to The Chartered Institute of Marketing

Skills analysis and development within PGBM127 for generic skills, secondary data skills development in PGBM127 & PGBM147, skills analysis for research skills within Social Media, Data Analytics & Digital Research, Consumer Research and the Marketing dissertation.

 

There are also opportunities for on-campus students outside your programme of study. For information about other opportunities available to our students who study on campus, click here.

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

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:

The relevant PSRB(s) is/are:

The terms of the accreditation are as follows:

The programme is recognised as: The MA in Marketing is recognised by The Chartered Institute of Marketing – the world’s largest association of marketing professionals and the UK’s premier body for promoting marketing knowledge and best practice across the industry. The C.I.M. provides a range of professional qualifications for marketing staff including the benchmark Professional Postgraduate Diploma in Marketing which we recognise and credit accordingly. Students with the C.I.M PG Diploma can be exempted both the certificate and diploma stages of our MA for which they are required solely to undertake the Research Methods module and dissertation. Currently the C.I.M. does not offer any exemptions for its diploma, but we understand this policy is under review and is likely to change in the medium term. In the meantime the programme team maintains regular communication with the institute and is well placed to forge closer links as and when their policy changes.

 

There are programme-specific regulations relating to the following. Details are given in the programme regulations: N/A

 

 

The modules to be studied

 

Pass-marks for some or all modules and/or parts (elements) of modules 

 

Placement requirements

 

Attendance requirements

 

Professional practice requirements

 

Final or overall mark for the award  

 

Other 

 

 

Interim or exit awards are not accredited. 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

Use Programme Regulations Form, for questions 36 and 37

 

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

What are the admissions requirements?

The MA in Marketing is a marketing postgraduate degree that requires applicants to possess a first or second class honours degree which may or may not be related to business. Alternatively they may possess a professional qualification (or combination of qualifications) recognised as being the equivalent of an honours degree.  Applicants who do not meet the above requirements may exceptionally be considered (normally following an interview) at the discretion of the programme leader.

  • All international students for all business masters programmes may be required to attend English for Business Purposes Summer School in the month leading up to the start of the academic year in September.

 

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. 

 

Can students enter with advanced standing?

 

No

 

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.

 

What kind of support and help will there be?

In the department: The Induction Programme is intended to introduce students to all aspects of their time at Sunderland – to the staff associated with their programme; to the School; to the wider University and indeed to the study of their programme. The Induction week is an important aspect of the Programme. All students will;

  • Be provided with a Programme Handbook
  • Be introduced to the programme curriculum and to some of the skills involved in the study of their programme
  • Be provided with information on academic referencing including information on the University Regulations on Cheating, Plagiarism and Collusion
  • Be provided with information in respect of central University support facilities i.e. student counselling, the Chaplaincy, the Student Office, financial guidance and assistance
  • Be provided with specific guidance of disability support facilities within the University, how these may be accessed and the benefits of so doing
  • Be introduced to the University’s VLE and the support facilities available in relation to the Programme, to modules and to careers services
  • Be given an opportunity to interact with the staff of the Business School and each other and have some fun!
  •  

In most instances, and with regard to specific modules, the first point of contact for studies advice will be the module leaders and/module tutors, all of whom are willing to provide advice at the end of formal class contact time, in module surgery sessions (where these form a part of the teaching and learning strategy for the module) and in staff surgery time.  Academic staff post times when they are available (on a weekly basis) for consultation outside of the normal class contact time. (Sunderland Only)  Basic study skills are included in the induction programme, in the Student Handbook and on the VLE. In addition the Faculty has appointed a number of Academic Advisors who are based in Sunderland provide a full range of group and one-to-one sessions on the development of study skills. Students are encouraged to make use of these additional facilities in terms of the value added to the overall learning experience. Students are given detailed, hands-on training in the use of the University’s VLE as part of the Induction Programme. They are offered the opportunity to post questions or initiate discussions through a number of module spaces and through the Programme space. Academic staff and other students can engage in these discussions and thereby encourage the whole academic community to act as a support mechanism for its members. Various web links are provided to ensure that students have the most up to date information available.

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.

In a partner college: Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

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 

 

 

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

 

University Library & Study Skills Services, (ULSSS), supports students with the provision of a high quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, My Module Resources and study skills support.

 

All students have the full use of the University’s two libraries. The libraries are open extensive hours and are staffed for 59 hours a week, including weekends and evenings.  During core teaching weeks, The Murray library is open 24x7 and St Peters library is open until 12 midnight.

 

The ULSSS web site www.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 ULSSS web site and a ‘Live Chat’ function enables student to access library support and help 24/7.

 

My Module Resources https://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:

  • Online Skills Support including:  videos, webinars and Skype sessions and online tutorials. Online assignment drop-ins using Live Chat will be held weekly to engage those students not on campus and provide additional support at the point of contact.
  • On campus assignment skills drop-in events throughout key teaching weeks when students are encouraged to attend with any assignment queries.
  • Embedded skills sessions - Throughout teaching periods embedded skills sessions are a key element to support academic learning. Study skills support team and Liaison Librarians continue to cultivate relationships and provide the support necessary in their subject areas.
  • Dissertation workshops - Dissertation skills support will be provided in early June 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 advise and 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, catering for embedded academic sessions, study groups and 1 to 1 advice. For those studying independently away from the university campus, 1 to 1 support is available via Skype.

 

If an embedded skills session best suits student learning outcomes, academic staff will be asked to complete an online request form so that a session can be arranged.

The request form is available from:                                                                 library.sunderland.ac.uk/services-and-support/services-for-staff/

 

Access to other libraries

There may be occasions when students studying postgraduate programmes would find it useful to use other university libraries for their studies, in addition to the resources available at the University of Sunderland. Postgraduate 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. www.access.sconul.ac.uk

 

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.

X

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)

 

 

How are student views represented?

All taught programmes in the University have student representatives for 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.

 

Every year we participate in the national Postgraduate Taught Experience Survey (PTES), which is run by the Higher Education Academy.

 

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as that on-campus at the University but others may be different. You should ask your college for further information.

 

For distance learning operated from Sunderland: if you are studying by distance learning you will have slightly different arrangements from those used on campus. In particular you are likely to have virtual rather than physical meetings and discussions. However these arrangements should provide comparable opportunities for you to give feedback. Details are given below.  

 

SECTION G QUALITY MANAGEMENT 

National subject benchmarks

The Quality Assurance Agency 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. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

 

 

The subject benchmark(s) for this programme is/are: Masters Degrees in Business & Management

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Masters-degrees-in-business-and-management.pdf

 

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.

 

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 through the programme, 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 through the programme and the way in which the final award is made, 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. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found at here.

 

Further information about our quality processes can be found here.

 


APPENDIX 1

 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)

PROGRAMME/SUBJECT/SHORT COURSE DETAILS

 

Exit Award: Title of programme/award

MA Marketing

If replacement for existing, specify title of old

 

Faculty

Business, Law and Tourism

Department:

Sunderland Business School

SITS Programme/Short Course code[1]

PMMARKEM

Programme Studies Board[2]

Postgraduate PSB

UCAS code[3] (if applicable).  If other please state method.

N/A

JACS code[4]

N500

Qualification Level / Qualification Aim

7/Masters

 

 

Modes of delivery and duration:

 

Full time       Yes 1 Year

Sandwich     No

Part time      Yes

Work Based Learning  No

On-campus  Yes

Off-campus  No 

CSP Only. Other subject combinations not allowed with this subject:

 

Programme/Subject/Short Course Leader:

Dr Janet Ward

Date of Approval /Modification/Review

2006

Date of next review (QAE to complete)

2017

Start date of programme/Short Course

Ongoing

Number of intakes per annum and likely month(s) intake(s) starts.

 

One, October

 

FUNDING DETAILS

 

Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other[5]

HEFCE

If it is TDA, is it primary/secondary/F.E./Other (please state)

 

Is the programme Open or Closed[6]:

Open

 

ACCREDITING BODY

No

If yes please attach completed form AQH-Ciii2

 

PROGRAMME SPECIFIC REGULATIONS

Are there to be programme specific regulations? Yes

 

COLLABORATIVE:

Please complete details

UK                     No

 

Overseas           N/A

Institution                                      Collaborative model[7]         Funding arrangements[8]

 

…………………………………………..            ………………………………         ….……………………..

 

 

 

  INTERIM AWARD SCHEDULE

 

Interim award title

Credits required

Interim structure

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

Postgraduate Certificate in Marketing

60

Any

Postgraduate Diploma in Marketing

120

Any

 

 

  DETAILS SUPPLIED BY:Janet Ward        DATE:May 2018

 

For QAE  use only:  Circulation list: Quality Assurance & Enhancement (files), MISD (J Ruffell, L Warner), Admissions  (E Wilson), Recruitment (Les  Brown, Catryn Davies), Student Office (L Dixon), Examinations (A. Brownbridge), Planning (Amanda Watson), Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott)  + for collaborative programmes: SRBP Carole Green/Peter Elliott, Marketing (Judith Green)

 

 

 

 

 

 

 


[1] To be allocated in consultation with MISD team in SRBP

[2] Programme Studies/Assessment Board that will have management responsibilities for the programme.

[3] Please contact Admissions Manager for code

[4] JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD

[5] Please confer with Amanda Watson for funding status for programme

[6] An Open programme constitutes an open admissions policy.  A Closed programme is normally specific to one client only.  If in doubt please consult Academic Services or Planning and Finance.

 

[7] As per QAE guidelines

[8] Please contact Amanda Watson for confirmation of funding details