Attachments

 

Quality Handbook

 

 

 

 

 

Postgraduate Programme Specification

 

 

 

MSc Digital Marketing and Analytics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Approval event

 

May 2019

2.0

Response to Panel Requirements

Yvonne Dixon-Todd

June 2019

 

 

 

 

 

 

 

 

 

 


SECTION A: CORE INFORMATION

 

 

  1.  

Name  of programme:

Digital Marketing and Analytics

 

  1.  

Award title:

MSc

 

  1.  

Programme linkage:

 

No

 

  1.  

Is the programme a top-up only?

No

 

  1.  

Level of award:

Level 7

 

  1.  

Awarding body:

University of Sunderland

 

  1.  

Department:

Sunderland Business School

 

  1.  

Programme Studies Board:

Postgraduate Business & Management

 

  1.  

Programme Leader:

Dr Janet Ward/TBC

 


  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

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

 

  1. 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-curricular, 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 Markets & Marketing in a Digital World and Social Media, Analytics and Digital Research. The programme also has links to The Chartered Institute of Marketing (CIM). The Team makes extensive use of Canvas on a programme and module basis. 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. 

 

To continue to promote social inclusion, equality of opportunity, access and widening participation; and to design an internationalised curriculum and its delivery, such that it is informed by research, reach-out and stakeholder input, that it is not a barrier to any of the diverse range of members of the University learning community. 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.

 

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.
  • 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
  • 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 Digital Marketing, Social media, Analytics and Marketing 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-curricular 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.

 

  1. 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. 

 


SECTION C - TEACHING AND LEARNING

  1. What is the programme about?

 

The MSc in Digital Marketing and Analytics provides the opportunity to study Digital Marketing and Analytics theory and practice in depth. It is designed for:-

 

  • Graduates from other degree areas who wish to convert to a career in Digital Marketing,
  • Graduates from Marketing that wish to specialise in Digital marketing
  • Managers who have already gained knowledge or experience of marketing/analytics and who seek to further their careers as highly qualified digital marketers.

 

The MSc in Digital Marketing and Analytics programme should enhance graduate employability in digital marketing-related business and management careers such as:-

 

Digital Marketing Manager

Digital Owned Media Manager

Digital Marketing Exec

Digital Project Manager

Assistant Digital Manager

Digital Communications Manager

Marketing Analytics Manager

Media Evaluation & Analysis

Owner of Digital Marketing Consultancy

 

The programme aims to introduce students to contemporary marketing theory and practice, emphasising digital marketing as central to marketing practice today. A Research-led teaching philosophy informs the programme. The Programme gives opportunities for real life experience with links to The Chartered Institute of Marketing and professionals working in industry.

 

Themes & Philosophy Underpinning the Programme

The key themes which run through the programme and are embedded within modules are:

 

Marketing beyond the 4P’s. Introducing students to alternative perspectives and theories that challenge traditional perspectives.

 

Research-led teaching using key academic literature to underpin themes.

 

Digital marketing as integral to Marketing as a whole

 

Employability and skills development

 

Ethics and professional practice

 

The Programme is expecting to offer (Subject to approval and resources):

Affiliation or accreditation with the Chartered Institute of Marketing

Company visits

Project experience

Engagement in selected external competitions

Guest speakers

 

The objectives of the MSc programme expressed as learning outcomes are designed to be consistent with the Quality Assurance Agency’s Benchmark Statement for Postgraduate Business degrees. The outcomes are distinguished as knowledge-based outcomes and transferable skills-based outcomes. Overall, these are to:

 

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

 

  1. 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 and analytics theory within a digital marketing context.

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

 

Learning Outcomes Postgraduate Certificate – Knowledge

K1Critically appraise key concepts and strategies of different marketing theories, and their links to digital marketing.

K2Evaluate different types of market and how they operate. Explain the relevance of markets to digital marketing and marketing.

K3Demonstrate a critical understanding of marketing analytics and the broad range of tasks/skills required to undertake analytics within digital marketing

 

Learning Outcomes Postgraduate Diploma – Skills

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

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

 

Learning Outcomes Postgraduate Diploma – Knowledge

K4  Evaluate the impact of the social media strategies on broader digital marketing activities

K5   Develop detailed and comprehensive knowledge of specific aspects of contemporary digital marketing theory & practice

 

Learning Outcomes Masters – Skills

S5    Employ appropriate research skills to design and independently research a digital marketing-related topic/task/problem.

S6Apply critically appropriate digital marketing analytics skills

S7 Interpret and record information relevant to the research topic

S8     Logically derive conclusions/solutions and recommendations that are fully supported by credible research evidence.

S9     Define the contribution of the project either to managerial practice and/ or academic theory.

 

Learning Outcomes Masters – Knowledge

K6 Demonstrate a critical understanding of the extant research literature and its role in defining research problems and/or gaps to generate valid research questions and objectives.

K7 Demonstrate a critical 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

K8  Select appropriate methods to collect, analyse and interpret appropriate primary and secondary data pertinent to the research question

K9  Apply critically University and appropriate professional research ethics policies to the specific context of the project.

 

  1. 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 Science in Digital Marketing and Analytics 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 Digital Marketing and Analytics and the Postgraduate Diploma (PG Dip.) in Digital Marketing and Analytics. 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.Sc. 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 M.Sc. 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

Masters

 

PGBM127

Markets & Marketing in

the Digital Age

30 credits

 

PGBM152

Digital Marketing

30 credits

 

PGBM137

Social Media, Analytics &

Digital Research 30 credits

 

 

PGBM164

Web Metrics and Analytics

30 credits

 

 

 

PGBM130

Digital Marketing Project

60 credits

 

 

 

 

 

 

 

The Programme assumes no previous knowledge of Marketing and therefore provides a core module of Markets & Marketing in the Digital Age to provide the theoretical underpinnings for the programme. Social Media, Analytics & Digital Research will provide an introduction to key aspects of digital marketing today. This module also links directly to changing skills requirements of employers and includes a Project undertaking a social media audit linking theory and practice. It will also introduce contemporary digital research methods such as netnography & videography and includes essential research training for the Digital Project. These modules help develop research skills and strategic & critical thinking prior to the Masters Digital Marketing project. The final phase of the Masters programme focuses on research. Students will be required to undertake an independent research project which alone represents 33% of their overall degree. Tutor support will be offered to guide students through this process.

 

  1. 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, ‘PowerPoint’ and video.
  • 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: During induction and the programme, students will be introduced to research techniques. The induction programme contains activities which introduce students to the library   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 marketing. 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 project 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 our new VLE is 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 PowerPoint™ 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. For some modules students may access a large range of resources through the Web site linked to the recommended text book. Also Facebook, Twitter and booking marking sites may also be used to provide links to the latest news stories.

 

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.

 

A Study Skills and Development Week will take place during the year.  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 Faculty of Business, Law & Tourism academic teams recognise 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.

 

  1. How will I be assessed and given feedback?

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 University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation process 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 assessment and the implications of an allegation of academic misconduct.

 

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


  1. Teaching, Learning and AssessmentMatrix

 

 

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 S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

LOS8

LOS9

Markets & Marketing in the Digital Age

PGBM127

C

Case study;  discussion; Workshop; Self-directed study; Seminar; Presentations Canvas; 

Presentations/ Report

Formative – Seminar activity

T

D

A

T

D

A

 

 

 

 

 

 

 

T

D

A

T

D

A

 

 

 

 

 

 

 

Digital Marketing

PGBM152

C

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

Report

Formative –Seminar activity

T

D

A

T

D

A

T

D

A

 

 

 

 

 

 

T

D

A

T

D

A

 

 

 

 

 

 

 

Social Media, Analytics & Digital Research

PGBM137

C

Case studies; Debate discussion; Development techniques; Workshop Self-directed study

Report /

Video

Formative – Seminar activity

 

 

 

 

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

 

Web Metrics and Analytics

PGBM164

C

Flipped classroom, case studies, debate, Q&A

Report

 

 

 

T

D

A

T

D

A

 

 

 

 

 

 

T

D

A

T

D

A

 

 

 

 

 

Digital Marketing Project

PGBM130

C

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

 

 

Research Plan

 

Final Report which may include digital media.

 

 

 

 

 

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


  1. How does research influence the programme? 

The programme is designed to be research-led, research-oriented, research-tutored and research-based. Fundamental to the programme is that research is made meaningful to students so they understand the personal, professional, intellectual and importantly, the practical relevance of research in Marketing.

 

Research-led:  Using interdisciplinary research literature from across social sciences including marketing to achieve academic depth and rigour. Research active staff include examples from their research within the programme. The curriculum emphasises the teaching of the subject content from an academically robust stance i.e. students learn 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. It includes embedding current research from both research active faculty staff and national and international academics. Students 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 during the programme along with our Visiting Professor of Marketing, Prof Anthony Patterson, University of Liverpool. 

 

Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, students learn about the research process by which knowledge is produced. This will be embedded through: the teaching of research methods together with embedding context specific research knowledge construction in specific modules.

 

Research-tutored: The programme and curriculum emphasises learning focused on students writing and discussing research papers or essays. Training in reading academic papers is given by research active staff. This means papers are carefully selected to introduce students to differing aspects of research, for their relevance and to progress from easier reads to more challenging articles. Students 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 students undertaking inquiry-based and problem based learning. The learning division between lecturer and student is minimised and the teaching mode is based on cooperation/dialogue. This research may involve primary research within an organisation. 

 

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.

 

The programme team has 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 examples learning activities within the programme focused on ERS integration)

 

Skills development in reading and analysing/interpreting literature is embedded within the modules. Adequate support and opportunities exist to develop as researchers. For example, during Development weeks 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 visit programme enables students to visit at least one organisation. 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. 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 MSc Digital Marketing and Analytics programme have been developed to enhance relevant subject knowledge and skills. The modules allow perspectives on digital marketing & analytics to be explored. A project enables students to develop & carry out a social media analytics audit. The Digital Marketing Project involves students identifying a contemporary topic to research in greater detail. This brings together the range of skills developed throughout the course of the programme. 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. Project supervisors are research active in Digital Marketing &/or Analytics.

 

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/digital marketing/Analytics experiences with the students.  In some instances, the speaker present case material related to his/her organisation.

 

SECTION D EMPLOYABILITY

 

  1. 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 subject benchmarks and the PSRB and thus provide students with the necessary subject knowledge to progress into digital marketing/Analytics 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 students will want to continue their studies after they graduate. This may further academic study at Ph.D. level. 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.

 

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. 

 

  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:

The relevant PSRB(s) is/are:

The terms of the accreditation are as follows:

The programme is recognised as:

There are no programme-specific regulations relating to the following. Details are given in the programme regulations: N/A

 


SECTION E PROGRAMME STRUCTURE AND REGULATIONS

 

PROGRAMME REGULATIONS

 

Name of programme: Postgraduate Certificate in Digital Marketing and Analytics

Title of final award: Postgraduate Certificate in Digital Marketing and Analytics

Interim awards[1]: None

Accreditation: No

 

University Regulation (please state the relevant University Regulation):

 

6.4.2 Programme regulations may specify particular combinations of modules required for either or both the Certificate or Diploma. In other cases only the number of credits gained will be taken into account.

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2019

None

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM127

MARKETS & MARKETING IN THE DIGITAL AGE

30

PGBM152

DIGITAL MARKETING

30

 

Optional Modules

None

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations

 

Award Regulations

Where students enrol onto the Postgraduate Certificate in Digital Marketing and Analytics, the combination of modules specified above will be required in order to obtain the award of Postgraduate Certificate in Digital Marketing and Analytics.

 


PROGRAMME REGULATIONS

 

Name of programme: Postgraduate Diploma in Digital Marketing and Analytics

Title of final award: Postgraduate Diploma in Digital Marketing and Analytics

Interim awards[2]: None

Accreditation: No

 

University Regulation (please state the relevant University Regulation):

 

6.4.2 Programme regulations may specify particular combinations of modules required for either or both the Certificate or Diploma. In other cases only the number of credits gained will be taken into account.

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2019

None

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM127

MARKETS & MARKETING IN THE DIGITAL AGE

30

PGBM152

DIGITAL MARKETING

30

PGBM137

SOCIAL MEDIA, ANALYTICS AND DIGITAL RESEARCH

30

PGBM164

WEB METRICS AND ANALYTICS

30

 

Optional Modules

None

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations

 

Award Regulations

Where students enrol onto the Postgraduate Diploma in Digital Marketing and Analytics, the combination of modules specified above will be required in order to obtain the award of Postgraduate Diploma in Digital Marketing and Analytics.

 

 


SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

The MSc in Digital Marketing and Analytics is a postgraduate degree.

  • Applicants will be expected to possess a first or second class honours degree.  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 postgraduate academic year in October.

 

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.

 

  1. What kind of support and help will there be?

a)       In the school: 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 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!

All students are allocated to a PALS group and assigned a PALS group tutor by the end of Induction Week.  The Tutor is a member of academic staff from the Business School and will work closely with the PALS group in forming effective working relationships and developing management and transferable skills over the course of the programme. This element of critical self-reflection will help in refining the skills and experience they already possess. The activities are designed to develop the students' transferable skills alongside their awareness of cross-cultural issues and the simulation of working across international boundaries. The PALS groups provide an opportunity for students to practice self-management skills which are beneficial to them both as students and as future employees. It helps students to:

  • take responsibility for their own learning
  • be aware of how learning relates to the wider context
  • improve general skills for study and career management
  • provide evidence of achievements.

 

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. 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.

b)       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.

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)

 

 

  1. 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 two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

SECTION G QUALITY MANAGEMENT 

 

  1. 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.

 

  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 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 which 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.

 

 

 

 

 

 

 

 

 

 


 

Quality Handbook

 

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. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

New

Full Programme Title (including award):

MSc Digital Marketing and Analytics

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

 

Qualification Aim:

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

MSc

 

Also standalone:

Postgraduate Diploma in Digital Marketing and Analytics

Postgraduate Certificate in Digital Marketing and Analytics

Qualification Level (NQF level):

7

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:

Business, Law and Tourism

Business School

Location of study:

e.g. Sunderland in London, Sunderland

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.

15

Programme Leader:

Dr Janet Ward/TBC

Academic Team for the programme:

Marketing, Management and Strategy

Date of Approval/Modification/Review:

May 2019

Date of next review (QS to complete):

2022/23

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

No

Affiliation to The Chartered Institute of Marketing

 

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

No

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


Professional Body:

 

 

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

Postgraduate Certificate in Digital Marketing and Analytics (both as interim and standalone)

60

PGBM127

PGBM152

2

Postgraduate Diploma in Digital Marketing and Analytics (both as interim and standalone)

120

PGBM127

PGBM152

PGBM137

PGBM164

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*

X

1

4

1

Oct

10-25

31 Part-time*

X

2

4

2

Oct

10-25

Sandwich*

 

 

 

 

 

 

Off-campus

 

 

 

 

 

 

On-campus

 

 

 

 

 

 

Distance learning

 

 

 

 

 

 

Work-based learning

 

 

 

 

 

 

Collaborative

 

 

 

 

 

 

Proposed start-date (month/year)

October 2019

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.

x

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.

No

 

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.

No

 

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

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:DR JANET WARD   DATE: 17TH DECEMBER 2018

 

(Updated) DETAILS SUPPLIED BY:Yvonne Dixon-Todd        DATE:May 2019

 


Module List

 

Award, and Level

New/Existing/ Modified  Module

Module Title

Module Code

Module Credit Value

Core or Option

Must choose (i.e. 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

Digital Marketing

PGBM152

30

C

 

100%

Alan Charlesworth

 

 

N500

Dip L7

E

Social Media, Analytics & Digital Research

PGBM137

30

C

 

50%

50%

Janet Ward

 

 

N500

N

Web Metrics and Analytics

PGBM164

30

C

 

100%

Alan Charlesworth

 

 

N500

MSc L7

E

Digital Marketing Project

PGBM130

60

C

 

30%

70%

Janet Ward

 

 

N500

 

 

 


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