Welcome to MKT101- The Consumer in Focus.
This subject will give students the opportunity to familiarise themselves with what it means to be a consumer in the current marketplace and how the needs and wants of a consumer impacts on the development of a marketing plan. The decision-making process will also be looked at specifically in relation to what motivates consumers to make a purchase, how their attention can be captured and what needs to be done to maintain their loyalty.
Program Director Academic and contact details
Kellie Lumsden
klumsden@ichm.edu.au
Subject lecturer and contact details
Full name
insert small photo
Subject lecturer
Please direct any questions concerning the teaching of this subject to your subject lecturer.
The lecturer for this subject is:
Full name
I am a… (industry experience) and a lecturer. I have my own XXX business and an Industry experience contract/serve on xx relevant committees. I’ve been a .... For the past xxx years I’ve been... I also continue to… privately. I started my lecturing career as a, then moved into adult/higher education and have continued over the past xx years, delivering courses in xxx. I’ve also worked in xxx roles.
Welcome to MKT101 The Consumer in Focus .
This subject will give students the opportunity to familiarise themselves with what it means to be a consumer in the current marketplace and how the needs and wants of a consumer impacts on the development of a marketing plan. The decision-making process will also be looked at specifically in relation to what motivates consumers to make a purchase, how their attention can be captured and what needs to be done to maintain their loyalty.
Subject credit points | Total course credit points |
---|---|
3 | 72 |
Total No. timetabled hours: | Total No. personal study hours: | Total workload hours: |
---|---|---|
36 | 84 | 120 |
No. timetabled hours per week | No. personal study hours per week | Workload hours per week |
3 | 7 | 10 |
ICHM Graduate Qualities (GQ) | ||||
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ID | Graduate Qualities | Description | Graduate will: | |
GQ1 | Global inclusivity and sustainability | Be responsible and effective global citizens | Critically analyse and reflect upon how society interacts with the environment, its complex nature and how they can influence society as change agents | |
Demonstrate a commitment and responsibility to global ethical practices, sustainability and respect for universal cultural diversity | ||||
Develop business approaches that demonstrate value for scalable and sustainable social enterprises | ||||
GQ2 | Professional identity and practice | Ability to demonstrate and systematically apply business/ marketing/ entrepreneurship practices | Apply an in-depth body of knowledge relating to the discipline focus area of business practice | |
Exhibit ethical values and judgement according to a personal and professional brand | ||||
Develop a sense of self, showing expertise, passion and dedication in the professional world and the ability to connect with a variety of stakeholders in supporting industry outcomes | ||||
Demonstrate a growth mindset that leverages resilience and the ability to manage change in a fluid business environment with expertise, emotional intelligence and empathy | ||||
GQ3 | Independent self-management and life-long learning | Be lifelong and applied learners who are open to new ideas, applications and techniques | Demonstrate a commitment to self-directed lifelong learning and intellectual development | |
Be lifelong and applied, autonomous learners who are reflective, open to new ideas, applications and techniques | ||||
Develop and draw upon resourceful practices, highlighting an adaptable nature, resilience and wellbeing | ||||
GQ4 | Collaboration and skilled communication | Ability to work in a team and develop effective relationships in a diverse environment | Present and transmit complex ideas via a range of mediums that persuade, influence and inform a range of stakeholders | |
Work independently, as well as collaboratively in peer communities to creatively understand problems worth solving | ||||
Ability to work in a team, think collaboratively and develop effective relationships in a diverse environment | ||||
GQ5 | Critical thinking and creativity | Apply knowledge and skills to the current business environment | Apply information literacy to creatively impact and solve industry problems | |
Lead innovative projects and test new approaches, ideas, products, and services to be adopted by an existing organisation | ||||
Demonstrate the ability to effectively identify, formulate and solve unpredictable and complex problems, to generate ideas and demonstrate a capacity for initiative, judgement, innovation and divergent thinking |
On successful completion of this course you will be able to:
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practise management approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving business landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop business concepts and plan and complete projects in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in business environments.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practice marketing approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving marketing landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop marketing strategy and concepts, as well as design, plan and implement marketing projects and campaigns in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in marketing contexts.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practice entrepreneurship approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving entrepreneurship landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop entrepreneur ventures or ideas, as well as design, plan and complete projects in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in entrepreneurship.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
Social responsibility - Evaluate relevant ethical and legal considerations in an impartial way for routine marketing tasks.
Analysis - Obtain, analyse and interpret data relevant to making evidence-based decisions for routine marketing tasks in straightforward contexts.
Knowledge - Critically apply a broad and coherent knowledge of foundational marketing theories, concepts, practical principles and processes.
Judgement - Exercise judgement to recommend appropriate solutions for routine marketing tasks in straightforward contexts.
Communication - Effectively communicate straightforward marketing ideas in selected personal and group contexts.
Subject Learning Outcomes
On successful completion of this subject you will be able to:
- Explain the basic psychological and sociological principles, theories and models influencing consumer behaviour.
- Discuss the current trends in consumer behaviour, and apply them to the marketing mix.
- Identify the impact of social and cultural factors on consumer behaviour.
- Discuss how consumers make decisions that impact on their buying behaviour.
- Review the effectiveness and impact of advertising, promotions and media on consumer behaviour.
- Write effective marketing plans to influence consumer decision-making.
The prescribed textbook for this subject is:
Solomon, MR 2020, Consumer behaviour: Buying, having, and being, 13th edn., Pearson Education Limited
- Solomon, MR, Russell-Bennet, R, Previte, J & Jordan, D 2019, Consumer behaviour: buying, having, being, 4th edn., Pearson Australia.
- Sethna, Z & Blythe, J 2019, Consumer behaviour, 4th edn.,SAGE Publications Ltd.
- Szmigin, I & Piacentini, M2018, Consumer behaviour, 2nd edn., Oxford University Press.
- Hoyer, WD, MacInnis, DJ, Pieters, R, Chan, E & Northey, G 2018, Consumer behaviour, Asia-Pacific edn., Cengage Learning.
- Ling, P, D'Alessandro, S & Winzar, H 2015, Consumer behaviour in action, Oxford University Press.
- Journal of Consumer Behaviour
- Journal of Consumer Marketing
- Journal of Consumer Research
- Australasian Marketing Journal
- Journal of Marketing
- European Journal of Marketing
- The Marketing Journal 2019, The marketing journal, The Marketing Journal, https://www.marketingjournal.org/
- Harvard Business Review n.d., Harvard Business Review, Harvard Business Publishing, https://hbr.org/
- Association for Consumer Research n.d., Motivation-need theories and consumer behaviour, The Association for Consumer Research, https://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=9488
- Brandwatch n.d., How to understand and influence consumer behavior, Brandwatch, https://www.brandwatch.com/blog/how-understand-influence-consumer-behavior/
- Department of Industry, Innovation & Science n.d., Manage customer relationships, https://www.business.gov.au/people/customers/understand-your-customers
- Forbes n.d., Forbes, Forbes, www.forbes.com
- Very Well Mind 2021, What is consumer psychology, very well mind, https://www.verywellmind.com/what-is-consumer-psychology-2794899
- Marketing Profs 2022, MarketingProfs, MarketingProfs, https://www.marketingprofs.com/
Library services can be found via the IHEA Library and provides access to many resources which you will need to complete your studies whilst a student at ICHM. The professional library staff are very helpful and skilled in showing you how to find resources online. You can access our library via i-campus.
For additional information relating to ICHM and your course, please refer to ICHM student handbook and Policies and Procedures on i-campus. Key contacts for the ICHM support team are:
Alex McGee – ICHM Learning Advisor
Email: amcgee@ichm.edu.au
Phone: 61 8 8228 3652
Renata Wilson – Senior Student Counsellor and Wellbeing Advisor
Email: rwilson@ichm.edu.au
Phone: 0419822753
Reasonable adjustments may be made to accommodate a student with a disability and reduce the impact of a disability on a student’s academic success.
Adjustments may include modifications to the learning environment, teaching method, or assessment conditions to increase the participation of a student without compromising the academic standard or the inherent course requirements.
ICHM does not restrict enrolment on the basis of disability or discriminate against students with a disability. However, ICHM may deny entry based upon reasonable belief of a student's inability to successfully complete the course, based upon potential limitations applied by the disability, and restricted participation within course requirements.
Please refer to the Reasonable Adjustment policy for further information.
If your disability or special circumstance requires the provision of a reasonable adjustment for this subject, please seek advice at the commencement of your subject from the Program Director Academic or Student Support.
Kellie Lumsden
Program Director Academic
klumsden@ichm.edu.au
Alex McGee
ICHM Learning Advisor
amcgee@ichm.edu.au
ICHM seeks to prepare students to meet or exceed the demands and expectations of industry. The highest standards of courtesy and professionalism by staff and students in all aspects of study at ICHM are expected. ICHM students are expected to conduct themselves in a manner which does not impair the functioning of the College and the reasonable freedom of other persons to pursue their studies, research, duties or lawful activities of the College or to participate in the life of the College and to observe the ICHM Student Code of Behaviour. An ICHM student who does not conduct themselves in such a manner may be reported for misconduct under this Personal Conduct Policy.
Definitions of misconduct can be found in the Personal Conduct policy.
In addition, ICHM is committed to ensuring all students are communicated within a reliable, timely, effective, and efficient manner. Students should consider their etiquette, written communication, and verbal communication in accordance with the ICHM personal conduct policy and ICHM communications policy.
It is strongly recommended that you attend and actively participate in all your scheduled seminars and consultation sessions. If unexpected events prevent you from attending your scheduled seminar or consultation session, you can access the recordings via the LMS and by speaking to your lecturer to ensure you have not missed anything important.
Each week, you should read through the subject content and resources, engage with the learning tasks, attend and participate in seminars, and review your understanding of the weekly materials.
Please contact your lecturer for any help you may need with the subject. Please remember to utilise the ICHM student services to assist with any study matters.
Pass/fail requirements
In order to pass this subject, you must:
- achieve a minimum overall score of 50% for the subject
Refer to Assessment Policy for further information on the pass/fail requirements.
Academic Integrity refers to upholding ethical standards in all aspects of learning, teaching, and research at ICHM. All staff and students of ICHM are expected to engage in their scholarly and research endeavours in a responsible and ethical way so that they uphold the virtues of honesty, fairness, trust, respect and responsibility. To this end, all staff and students are required to undertake their own work and ensure that the use of other people’s ideas and writing are duly acknowledged.
Contract cheating refers to a form of collusion whereby a student either outsources or asks someone else to produce an academic assessment piece on the student’s behalf. Contract cheating is a serious form of academic dishonesty and is a breach of the Academic and Research Integrity policy.
Please familiarise yourself with the ICHM the Academic & Research Integrity policy.
- Your assessment submissions must be accompanied by a completed assessment cover page. The cover page should include: Full Name (including all other names if the Assessment is for group work)
- 4 digit ID number
- Title of Assessment
- Word count
Your assessments must comply with the assessment format and item table requirements. You can find these under each Assessment Outline.
The Lecturer PowerPoint slides must not be cited as a reference in any type of Assessment. However, the references provided in the Powerpoint slides can be used.
In this subject, assignments may contain a maximum of 5% direct quotation and 20% paraphrasing from references. Assignments that are excessively reproductive and unoriginal will not be assessed and may receive a grade of 0%.
All students are required to follow the version of the CDU Harvard Referencing System as outlined by your lecturer.
All referencing will be in accordance with the Harvard Author Date (CDU) style, which is available at: https://libguides.cdu.edu.au/ld.php?content_id=40338940
The below grade descriptors will be used to guide the allocation of your marks for this subject.
Grade | Mark/Grade Point | Definition |
---|---|---|
HD |
85% - 100% |
Evidence that the student has demonstrated outstanding performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated the acquisition of an advanced knowledge/ understanding required for meeting the learning outcomes at the highest level. The student would normally have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject with original creative thinking. |
D | 75% - 84.9% Grade Point: 6.0 |
Evidence that the student has demonstrated a high level of performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated advanced knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have demonstrated a broad familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. |
C | 65% - 74.9% Grade Point: 5.0 |
Evidence that the student has demonstrated a high level of performance on all learning outcomes or an outstanding performance on the majority including additional work in wider areas relevant to the topic and has demonstrated a sound level of knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained a sound knowledge of matter contained in set texts and demonstrated familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. |
P1 | 55% - 64.9% Grade Point: 4.5 |
Evidence that the student has demonstrated a satisfactory performance on all learning outcomes, or high performance on some learning outcomes that compensates for unsatisfactory performance on others, resulting in an overall satisfactory performance. The student should have demonstrated an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. |
P2 | 50% - 54.9% Grade Point: 4.0 |
Evidence that the student has demonstrated a satisfactory performance on the majority of learning outcomes. The student should demonstrate an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. |
F1 | 45% - 49.9% Grade Point: 1.5 |
Evidence that the student has demonstrated unsatisfactory performance on a number of learning outcomes. |
F2 | 00% - 44.9% Grade Point: 1.0 |
Evidence that the student has demonstrated unsatisfactory performance on the majority of learning outcomes. |
Appealing a grade
Students have the ability to discuss individual assignment results with their lecturers. If the student has a concern with is not resolved by the subject lecturer, they can submit an appeal to the Academic Committee. The student must submit the appeal within two weeks of being advised of the final grade. A written submission to the Academic Committee via the Academic Committee email. It is highly advantageous that the student provide evidence to support the appeal. The Academic Committee shall review and approve student results, hear and determine student appeals and relevant student applications for extensions and for supplementary assessments. The Academic Committee shall recommend final grades to the Academic Board. The student may choose to attend the Academic Committee meeting. If the student is not satisfied with the decision of the Academic Committee, they can appeal the decision in line with the Academic Grievance Policy.
Submission dates and extensions
Failure to submit work by the nominated “due time and date” will result in a penalty of 5% of the total available mark for each and every day beyond the due time and date. An extension on the due time and date for an assignment or report may be granted by the subject lecturer for a period of up to two weeks. Written application on the appropriate ‘Extension Request’ form must be made a minimum of 5 days prior to the due date of the assessment, at which point a draft copy of work commenced must be presented to the subject lecturer.
All ICHM students are provided with access to their own dedicated ‘OneDrive’ account. It is the student’s responsibility to use this account to save and backup all written assessment work. Requests for extensions due to the loss of work based upon failing to use OneDrive will not be accepted.
If an extension greater than two weeks is required, an email request must be received by the Chair of the Academic Committee, Kellie Lumsden – Program Director Academic 5 days prior to the due date of the assessment, at which point a draft copy of work commenced must be presented.
If an extension is being sought based on medical grounds, the approved ICHM Medical Certificate form must be used to support this application.
If an extension is granted and the work is not submitted by the new, approved due time and date, a 0% will be recorded for the assessment point.
Supplementary Assessment
A subject lecturer may award a supplementary assessment where a student attains 45% to 49% in an assessment point. The supplementary assessment may be a resubmission of the original assessment piece. This supplementary assessment must be completed within 10 weekdays of the student being notified by the subject lecturer. Where a supplementary assessment has been awarded, the maximum mark achievable for the assessment point is 50%.
The Academic Committee may award a supplementary assessment when considering final results for subjects. Such supplementary assessments could be awarded on medical, compassionate, academic or other special considerations. Where a supplementary assessment has been awarded for the subject, the maximum mark achievable for the subject is 50%. A supplementary assessment must be submitted completed within 10 weekdays of the student being notified by the Academic Committee unless additional provisions have been made by the committee. Failure to submit by the revised due date will result in a fail grade of the supplementary assessment. Failure of the supplementary assessment will result in a fail grade for the subject.
In the granting of a supplementary assessment the full range of grades may be available for situations involving medical, compassionate or special considerations. This must be approved by the Academic Committee.
Submitting assessments
It is the responsibility of all students to safeguard against all potential breaches of Academic and Research Integrity. - Refer to the ICHM Learning Management System (LMS) for information on Assessment submissions. Your assessment will be run through Turnitin and in doing so, students are deemed to have declared that their assessment is entirely their own work upon submission. Furthermore, students are deemed to have declared that the work has not been previously submitted for a subject of the College, or any other educational institution.
Further information on submitting an assignment and checking for academic integrity using Turnitin can be found here https://help.turnitin.com/feedback-studio/turnitin-website/student/student-category.htm
Trimester Overview
Week | Topic | Assessment |
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1 | Topic 1: Introduction to consumer behaviour. | |
2 | Topic 2: Buying behaviour – research and trends. | |
3 | Topic 3: Consumer insights – motivations, attitudes and values. | |
4 | Topic 4: Social and cultural Influences on buying behaviour and consumption. | Assessment 1 due |
5 | Topic 5: The impact of media on the consumer perception. | |
6 | Topic 6: The consumer decision-making process. | |
7 | Assessment Feedback | Assessment 2 due |
8 | Topic 7: Consumer behaviour and its impact on the marketing plan. | |
9 | Topic 8: Consumer persuasion. | |
10 | Topic 9: Psychology of pricing. | |
11 | Topic 10: Creating advertising and promotions based on consumer insight. | |
12 | Topic 11: Ethics and social responsibility in the consumer society. | Assessment 3 due |
13 | Assessment feedback |
Assessment tasks | |||||||||||
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Type | Weight | When assessed | Subject Learning Outcomes | Course Learning Outcomes | Graduate qualities | ||||||
BBUS | BBUS (MKT) | BBUS (ENT) | |||||||||
1 | Report – Consumer behaviour trends (Individual) 1000 words |
25% | Week 4 | a, b & c | 1, 2 & 3 | 1, 2 & 3 | N/A | 1, 2, 3, 4 & 5 | |||
2 | Case Study: Impact on consumer behaviour (Individual) 1500 words |
25% | Week 7 | a, b, c, d & e | 1, 2 & 3 | 1, 2 & 3 |
N/A | 1, 2, 3, 4 & 5 | |||
3 | Marketing Plan (Group) 2000 equivalent words |
50% | Week 12 | a, b, c, d, e & f | 1, 2, 3, 4 & 5 | 1, 2, 3, 4 & 5 | N/A | 1, 2, 3, 4 & 5 |
Assessment title: Assessment 1 | Assessment weighting: 25% | ||
Assessment type: Report- Consumer behaviour trends | Word limit: 1000 | ||
DUE DATE: Week 4 | |||
Assessment instructions | |||
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The report aims to identify and explain the latest consumer behavioural trends that influence purchase decisions of a product, service, or brand. Choose ONE product, service or brand to provide the context for the following tasks:
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Assessment format | |||
This is an individual assignment using a report style format focused on consumer behaviour trends. Hint: You will have completed learning tasks on the discussion forum that are relevant to this assignment. Please revise these tasks to assist you with choosing your product, service or brand and what a typical consumer does online. Points 2 to 5 will represent summaries from your discussion board. To ensure you are using current information, you must use references for consumer trends from journals, industry reports, trend research, industry specific websites or brochures published in the last 5 years. References from other sections can be used with no publication date restrictions. Please use the following structure: |
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Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
Title Page | Y | N | |
Executive Summary | Y | N | |
Table of Contents | Y | N | |
Introduction | Y | Y | |
Body | Y | Y | |
Conclusion | Y | Y | |
Reference List | Y | N | |
Appendices | N | N | Optional |
Specific line spacing | N | N | |
Specific margins | N | N | |
Min/max references | Y | N | Minimum 6 references |
Calibre of references | Y | N |
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Template in use | N | N | |
Submission details: | |||
Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
Assessment 1 Rubric
CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
---|---|---|---|---|---|
Overall content (50%) |
Displays an underdeveloped understanding of the content relating to consumer behaviour trends. The report lacks consumer behaviour terminology. | Displays a basic understanding of consumer behaviour content and trends. The consumer behaviour terminology is adequately incorporated. |
Displays a sound understanding of consumer behaviour content and trends. The consumer behaviour terminology is effectively incorporated. |
Displays an excellent understanding and insights of consumer behaviour content and trends. The consumer behaviour terminology is effectively incorporated. |
Displays an outstanding understanding and key insights of consumer behaviour content and trends. The consumer behaviour terminology is expertly incorporated. |
Research (30%) |
Inadequate ability to research appropriate academic and industry resources. The calibre of research is below expectation which hinders the quality of the report content. | Adequate research shown in the report using mostly academic and industry sources. The calibre of research meets expectations, but further research is required to enhance the quality of the report content. | Sound research shown in the report using academic and industry sources. The calibre of research meets expectations and supports the quality of the report content. | Excellent research shown in the report using academic and industry sources. The calibre of research goes beyond the set expectations of resources enhancing the quality of the report content. | Outstanding research shown in the report, demonstrating considerable additional work and a judicious level of research has been undertaken. Content has been supported in an astute manner. |
Presentation, structure, writing, expression and referencing (20%) |
Ineffective expression and structure with poor punctuation, spelling and/or grammar. The report is generally disorganised and difficult to read. Presentation is not professional enough. CDU Harvard in-text referencing and/or reference list is often incorrect. Failure to meet the minimum referencing requirements. |
Adequate expression and structure with occasional punctuation, spelling and grammatical errors. The presentation is adequate though needs to be improved. Mostly correct CDU Harvard in-text referencing and reference list, with the occasional major errors. Meets the minimum referencing requirements. |
Effective expression and structure with accurate use of punctuation, spelling and grammar. Presentation is professional though could be more engaging. Mostly correct CDU Harvard in-text referencing and reference list, with occasional minor errors. Exceeds the minimum referencing requirements in some areas. |
Excellent expression and structure with accurate use of punctuation, spelling and grammar. Presentation is professional and engaging. CDU Harvard in-text referencing and the resultant reference list are correct, with minimal minor errors. Exceeds the minimum referencing requirements. |
Outstanding expression and structure with accurate use of punctuation, spelling and grammar. Presentation is professional and highly engaging. CDU Harvard in-text referencing and the resultant reference list are correct and consistent. Exceeds the minimum referencing requirements. |
Assessment title: Assessment 2 | Assessment weighting: 25% | ||
Assessment type: Case Study: Impact on consumer behaviour (Individual) | Word limit: 1500 | ||
DUE DATE: Week 7 | |||
Assessment instructions | |||
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Background InformationRead the Case Study Stanley, V 2020, Waste not, want not: Eliminating Patagonia’s Pre- and Post-Consumer Textile Waste, University of California TaskIntroduction
Background
Strengths and weaknesses
Recommendations
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Assessment format | |||
This is an individual assignment using the following headings and recommended word count allocation. Introduction – 100 words |
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Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
Title Page | Y | N | |
Executive Summary | N | N | |
Table of Contents | N | N | |
Introduction | Y | Y | Introduction and case background |
Body | Y | Y | Strengths & weaknesses |
Conclusion | N | N | |
Reference List | Y | N | |
Appendices | N | N | |
Specific line spacing | N | N | |
Specific margins | N | N | |
Min/max references | Y | N | Minimum 5 references |
Calibre of references | Y | N |
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Template in use | N | N | |
Submission details: | |||
Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
Assessment 2 Rubric
CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
---|---|---|---|---|---|
Overall content and research (40%) |
Failed to demonstrate sufficient understanding of the content. Provides little evidence to support ideas. The calibre of your research is below expectation. | Demonstrates an adequate understanding of the content. Provides adequate evidence to support ideas. The calibre of your research meets expectations but further research is needed. | Demonstrates a sound understanding of the content. Provides good evidence to support ideas. The calibre of your research meets expectations and exceeds expectations in some areas. | Demonstrates an excellent understanding of the content. Provides excellent evidence to support ideas. The calibre of research exceeds expectations. |
Demonstrates an outstanding understanding of the content and links to content beyond expectations. Provides outstanding evidence to support ideas. The calibre of research far exceeds expectations. |
Case Study Analysis (40%) |
Inadequate responses with a lack of analysis of examples and weak justifications provided, demonstrating inconsistent and irrelevant thoughts. The analysis does not effectively align with the case study. | Adequate responses with limited justifications and basic analysis of examples provided, demonstrating straightforward thinking. Some of the responses align with the case study but with areas to improve. |
Effective responses with mostly logical justifications and sound analysis of examples provided. The responses mostly align with the case study, but with some level of inconsistency. | Excellent responses with logical justifications and insightful analysis of examples provided. The responses clearly align with the case study. | Outstanding and insightful responses with very strong justifications and highly critical analysis of examples provided. The responses align clearly with the case study. |
Presentation, structure, writing, expression and referencing (20%) |
Failure to present content coherently in terms of formatting and structure. Spelling and/or grammar is consistently incorrect. CDU Harvard in-text reference and/or reference list is often incorrect. Failure to meet the minimum referencing requirements. |
Presents content following the recommended formatting and structure with some minor and major errors. Spelling and/or grammar is mostly correct but with some consistent errors.Mostly correct in-text referencing and reference list, with minor errors and occasional major errors. Meets the minimum referencing requirements. |
Presents content coherently in terms of formatting and structure. Mostly correct spelling and grammar are used throughout, with occasional minor errors. |
Presents content coherently, logically and to an excellent standard in terms of formatting and structure. Correct spelling and grammar are used throughout, with minimal minor errors. Correct in-text referencing and reference list, with occasional minor errors. Exceeds the minimum referencing requirements. |
Presents content coherently, logically and to an outstanding standard in terms of formatting and structure. Correct spelling and grammar are used throughout, with no errors. Correct in-text referencing and reference list, with no errors. Exceeds the minimum referencing requirements. |
Assessment title: Assessment 3 | Assessment weighting: 50% | ||
Assessment type: Marketing Plan (Group) | Word limit: 2000 | ||
DUE DATE: Week 12 | |||
Assessment instructions | |||
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For this assessment, your group have been tasked with developing a Marketing Plan for Patagonia. The Marketing Plan must be based on solid consumer behaviour research (trends, motivation, attitudes, values), a SWOT analysis, marketing concepts and theories covered in this subject. You are encouraged to build upon the research and analysis from Assignment 1 & 2.
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Assessment format | |||
Part 1: Marketing Plan with headings and sub-headings as detailed above. Part 2: Templates for group contract, self and group review are available on the LMS. |
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Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
Title Page | Y | N | |
Executive Summary | Y | N | |
Table of Contents | Y | N | |
Introduction | Y | Y | |
Body | Y | Y | |
Conclusion | N | N | |
Reference List | Y | N | |
Appendices | N | N | Optional |
Specific line spacing | N | N | |
Specific margins | N | N | |
Min/max references | Y | N | Minimum 8 references |
Calibre of references | Y | N |
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Template in use | N | N | Optional |
Submission details: | |||
Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
Assessment 3 Rubric
CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
---|---|---|---|---|---|
Research, Critical Thinking & SWOT Analysis (15%) |
Insufficient discussion of the current situation within the business. The objectives of the marketing plan are missing and/or irrelevant. The calibre of research is below expectation. |
Adequate discussion of the current situation within the business. The objectives of the marketing plan are stated but unclear or irrelevant in some areas. Adequate amount of research shown in the report. There is a connection to theory. |
Sound discussion of the current situation within the business. The objectives of the marketing plan are clearly stated and mostly achievable. Sound research shown in the report beyond the basic requirements. Displays a level of academic rigor. |
Good discussion on the current situation within the business. The objectives of the marketing plan are clearly stated, logical and achievable. The plan is clearly developed to a high level. Research has been developed beyond the set texts, reading materials and basic concepts covered in class. Displays a high-level of academic rigor. |
Outstanding discussion on the current situation within the business. The objectives of the marketing plan are clearly defined, strategic, realistic, and achievable. Considerable additional work and judicious levels of research have been undertaken. |
Marketing Plan (35%) |
Failure to present an appropriate marketing plan and insufficient recommendations for advertisement and promotion have been provided or the recommendations provided are illogical given the objectives. Limited or no examples have been used in the plan. The application of concepts and theories is missing. The objectives of the marketing plan are unachievable. | An adequate marketing plan was presented and recommendations for advertisement and promotion have been set out but overall, but lacked details and did not always align with the objectives. Some examples have been used in the plan. Only key concepts and theories were applied. The objectives of the marketing plan may possibly be achieved. |
A sound marketing plan was presented and recommendations for advertisement and promotion that are aligned with the objectives have been developed but additional details could have been provided. Clear examples have been used in the plan. The application of concepts and theories was undertaken well. The objectives of the marketing plan are likely to be achieved. |
An excellent marketing plan was presented and the recommendations are clear and realistic for advertisement and promotion that are aligned with the objectives have been developed. Clear examples make this an effective plan. The application of concepts and theories was undertaken very well. The objectives of the marketing plan are very likely to be achieved. |
An outstanding marketing plan was presented and elaborate and highly realistic recommendations for advertisement and promotion that are strongly aligned with the objectives have been developed Compelling, persuasive examples make this an effective plan. The application of concepts and theories was undertaken exceptionally well. The objectives of the marketing plan are almost certain to be achieved. |
Written Expression, Presentation & Referencing (10%) |
Failure to present content coherently in terms of formatting and structure. Spelling and/or grammar is consistently incorrect. CDU Harvard in-text reference and/or reference list is often incorrect. Failure to meet the minimum referencing requirements. |
Presents content following the recommended formatting and structure with some minor and major errors. Spelling and/or grammar is mostly correct but with some consistent errors. Mostly correct in-text referencing and reference list, with minor errors and occasional major errors. Meets the minimum referencing requirements. |
Presents content coherently in terms of formatting and structure. Mostly correct spelling and grammar are used throughout with occasional minor errors. Correct in-text referencing and reference list, with minor errors and occasional major errors. Meets the minimum referencing requirements and exceeds in some areas. |
Presents content coherently, logically and to an excellent standard in terms of formatting and structure. Correct spelling and grammar are used throughout with minimal minor errors. Correct in-text referencing and reference list, with occasional minor errors. Exceeds the minimum referencing requirements. |
Presents content coherently, logically and to an outstanding standard in terms of formatting and structure. Correct spelling and grammar are used throughout, with no errors. Correct in-text referencing and reference list, with no errors. Exceeds the minimum referencing requirements. |
Group Contract (5%) |
Failure to negotiate and complete the group contract as a team with the details of responsibilities and duties |
Negotiated and completed the group contract as a team but failed to clearly identify all the responsibilities and duties of each team member. |
Negotiated and completed the group contract as a team, but with ambiguity about the responsibilities and duties of each team member. |
Negotiated and completed the group contract as a team, detailing the responsibilities and duties of each group member. |
Excellent negotiation and completed the group contract as a team, detailing the responsibilities and duties of each group member. Each member’s strengths and weaknesses were considered. |
Self & group evaluation (10%) |
Failure to articulate what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future. Does not relate self-reflection to personal learning outcomes at all. | Soundly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future. Does not clearly relate self-reflection to personal learning outcomes. | Clearly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. Relates self-reflection to personal learning outcomes | Accurately articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. Relates self-reflection to personal learning outcomes and potential industry implications. | Expertly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. Relates self-reflection to personal learning outcomes and potential industry implications. |
Overall Performance (25%) |
This student did not demonstrate collaboration, engagement or negotiation skills with either teaching staff or peers. The student’s overall performance did not meet the expectations of the team, and the overall performance was poor. | This student demonstrated adequate collaboration, engagement and negotiation skills with both teaching staff and peers. The student did not always meet the expectations of the team, and overall performance can be improved. | This student demonstrated suitable collaboration, engagement and negotiation skills with both teaching staff and peers. The student added value to the team, but the overall performance can be improved. | This student demonstrated effective collaboration, engagement and negotiation skills with both teaching staff and peers. Overall, the student added value to the team. | This student demonstrated excellent collaboration, engagement and negotiation skills with both teaching staff and peers. Overall, the student was a valuable member of the team. |