Marketing Communications
Order Description
Students will be required to analyse the case and respond to a range of questions
based on both the case study and their understanding of the theory and practice of
Marketing Communications.
POLICY RELATING TO WORD COUNT FOR ASSESSMENTS
1.
Each Assessment Brief issued to students will include an indicative
word count. The word count excludes the title page, executive
summary, reference list and appendices. Where assessment
questions have been reprinted from the assessment brief these will
also be excluded from the word count. ALL other printed words ARE
included in the word count. Printed words include those
contained within charts and tables.
2.
Students should be aware that where they exceed the word count then
this may result in a reduction in grade. Where the word count is
exceeded the marker will take this into account in the grading of the
work. This is an academic judgment and will be explained in the
feedback to the student.
3.
When work is marked the word count is one of the factors taken into
account along with content, analysis etc. Relatively minor excess word
counts will be ignored. Work below the word count will not receive any
additional penalty.
4.
Where the module has specific requirements, for example writing in a
succinct way, which mean that exceeding the word count involves
specific penalties, this will be clearly specified. Such variations will be
rare.
5.
Students are required to indicate the exact word count, as defined
above, on the Title Page of the assessment. The quotation of an
incorrect word count will be treated as an attempt to deceive and will
be considered as a disciplinary offence under the appropriate
University regulations.
6.
Academic staff will not be able to indicate in advance, for example in
reviewing a draft, the extent of any penalty.
Marketing Communications
Assignment
Date for Submission: 20th January 2015 (13:59 GMT)
Page 1 of 7
Assignment Brief
As part of the formal assessment for the BA (Hons) Business you are required to
submit a Marketing Communications assignment. Please refer to your Student
Handbook for full details of the programme assessment scheme and general
information on preparing and submitting assignments.
Students will be required to analyse the case and respond to a range of questions
based on both the case study and their understanding of the theory and practice of
Marketing Communications.
Learning outcomes
1. Compare and contrast different aspects of communication theory and
practice.
2. Critically evaluate and select appropriate channels of communication for
marketing.
3. Apply advertising theory to practical situations.
4. Utilise marketing research to make effective decisions.
5. Demonstrate knowledge of international aspects of marketing
Assignment Tasks
With reference to the information in the Talking to Heidi: Choosing the
Right Communications Mix case study (shown below) and from other sources you
feel would be useful, answer the following questions.
Notes:
– Answer all three questions.
– Word limit is 3,000 words in total (i.e. for all questions)
– All questions carry equal marks.
1. You are a cosmetics company aiming a new revolutionary skin cream at
Heidi compare and contrast what would you need to consider before
deciding on your choice of communications mix? You should take into
account relevant theory in formulating your response.
(Third of the Total Marks: 33.3%) (Learning outcomes tested: All)
2. Critically evaluate and develop a communications campaign for this
skin cream aimed at Heidi, taking account of the considerations you
have identified in question one what tools do think would be most
appropriate and why? You should consider what international aspects
need to be taken into account in formulating your response.
(Third of the Total Marks: 33.3%) (Learning outcomes tested: All)
3. Outline the benefits of undertaking an integrated marketing
communications campaign with Heidi rather than just using tools in
isolation.
(Third of the Total Marks: 33.3%) (Learning outcomes tested: All)
Page 2 of 7
Talking to Heidi: Choosing the Right Communications Mix
Yasmin Sekhon
University of Bournemouth
So what does Heidi mean? Heidi is an acronym for young women who are highly
educated, independent, degree-carrying individuals. This segment is growing and
has the potential to spend a lot of money. Why is that? It is because they are part of
the ‘me’ generation and make decisions based on their own individual wants and
needs. As a newspaper article revealed “These single-but-not-sad disco dollies are
brand sluts and wear masstige fashions (mass products with designer prestige —
such as Stella McCartney at H&M). They’re also valuephrenics — they scrimp some
of the time, but will splash out on a Prada bag (because they’ve been
brandwashed)”.
So what is the best way to communicate to this segment? A group that has to
balance work and play and doesn’t have a lot of time to waste. Whatever message
you wish to communicate it needs to be to the point and let the Heidis out there know
exactly what you are trying to say.
A typical Heidi is aged between 25-35 years and loves to socialize. To target this
group successfully the right communications mix needs to be used. The use of
television to target messages might be a futile activity if Heidi is out with friends in the
evening. If Heidi does stay in, what will she be watching, an episode of the Hills on
MTV or Desperate Housewives on Channel 4? Effectively communicating the
message to Heidi means organizations need to consider the key ‘touch points’ they
have with her.
Television advertising at the right time, in between the right programme may be one
part of the communications mix. However there are other communications tools that
could potentially be more effective and more personal.
The use of email is another communications tool that could be used. Imagine Heidi
at work. During her lunch or coffee breaks she needs to find the perfect pair of shoes
for her night out and time is of the essence. A potential way to communicate your
campaign or any offers you might have is to email her. Once the email arrives she is
able to examine all the shoes on offer without even moving from her desk. She is
able to find out your product offerings, the cost, the delivery time, the colour and shoe
sizes available. This is a more effective and more personal tool than advertising
which is a non-personal form of communication and the message cannot always be
as individualized as Heidi would want it.
Another key consideration is that Heidi buys from a range of organizations, from the
high street to more exclusive shops where top designer brands are sold. This means
that Heidi is not necessarily brand loyal but will purchase depending on where she is
going, with whom and when. When going to the gym, the high street will suffice for
clothes. However if Heidi is letting her hair down on Saturday night and will be
visiting a cocktail bar, followed by a dance in the night club, branded clothes and
accessories are a must. This has implications to the marketer as Heidi’s ever
changing needs must be fulfilled and so the message has to be tailored accordingly.
However, more importantly, the medium through which the message is conveyed is
key. The use of print advertising particularly fashion magazines will be referred to by
Heidi when making these decisions. She will be thinking about what is trendy, what
Page 3 of 7
is most fashionable, what the celebrities are wearing, and this will impact on her own
purchases. The use of magazines is one method which could also be integrated with
a direct response campaign. These integrated methods would ensure that the
business can reach Heidi with its message. Furthermore, by using direct response
media, this will mean that direct contact is also being made with Heidi, thus creating
a dialogue with her.
Things to consider when deciding on the ultimate communications mix for Heidi:
? Her disposable income is between £30,000 – £40,000;
?
Heidi is happy to make use of store cards, credit cards and loans;
?
Heidi is marrying later: The average age that women marry increased to 33.6
years for women (Office of National Statistics, 2007);
?
Social networking is a big thing, especially the use of Facebook and Bebo.
Another equally important consideration is that Heidi is independent. What are the
implications of this to the marketer? Firstly if Heidi is making her own decisions she
will also have full control over her finances and so in turn what she consumes. It is
likely that even as an independent young woman her reference groups may be a
mixture of friends and work colleagues. Her wider reference groups may consist of
celebrities and fashion models that might also inspire her consumption. This then
influences an organizations choice of marketing mix since whatever tool is chosen it
needs to be endorsed by the right celebrity and the right celebrity is forever changing.
All of these factors are vital and will impact on Heidi’s decision-making when
choosing what product to buy or what service to use. So an integrated campaign,
that can make use of a number of communications tools, will have the most impact
and will be noticed by the busy but ever trendy Heidi.
In summary, when choosing the right communications mix for Heidi it is not a
straightforward task. This young, savvy, independent and career-minded target group
knows what it wants. Heidis are not going to be led aimlessly by marketers and so
traditional forms of communication may not be as effective. In fact, in today’s
marketing arena where media is more fragmented and the choices are varied they
will decide on what they respond to or not and it could be that more personal
communications and the use of advocacy is an important consideration. Without it,
the marketer could be missing out on a very lucrative market that has potential to
grow.
Source: Yasmin Sekhon. (2010). Talking to Heidi: Choosing the right communication
mix. In: Baines, P. and Fill, C. Marketing. 2nd ed. Oxford: OUP Oxford. p435-7.
Page 4 of 7
Guidelines:
You MUST underpin your analysis and evaluation of the key issues with appropriate
and wide ranging academic research and ensure this is referenced using the Harvard
system. The My Study Skills Area contains the following useful resources; Study
Skills Guide (containing a Harvard Referencing section) and a Harvard Referencing
Interactive Tutorial. You must use the Harvard Referencing method in your
assignment.
Additional notes:
Students are required to indicate the exact word count on the title page of the
assessment.
The word count excludes the title page, executive summary, reference list and
appendices. Where assessment questions have been reprinted from the
assessment brief these will also be excluded from the word count. ALL other
printed words ARE included in the word count. Printed words include those
contained within charts and tables. See ‘Word Count Policy’ on the homepage of
this module for more information.
Assignments submitted late will not be accepted and will be marked as a 0%
fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For
more information please see the “Guide to Submitting an Assignment” document
available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all
sources used are correctly attributed. Penalties apply to assignments which show
evidence of academic unfair practice. (See the Student Handbook which is on the
homepage of your module and also in the Induction Area).
Page 5 of 7
Assessment Criteria
Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets.
Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an
understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek
out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner.
Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work
in their specialism.
Generic Learning Outcomes (GLOs)
Mark Bands
Outcome
Knowledge & Understanding
90100%
Exceptional information base
exploring and analysing the
discipline, its theory and ethical
issues with extraordinary originality
and autonomy. Work may be
considered for publication within
Anglia Ruskin University
80-89%
Outstanding information base
exploring and analysing the
discipline, its theory and ethical
issues with clear originality and
autonomy
Characteristics of Student Achievement by Marking Band
70-79%
Achieves
module
outcome(s)
related to
GLO at this
level
Excellent knowledge base that
supports analysis, evaluation and
problem-solving in
theory/practice/ethics of discipline
with considerable originality
60-69%
Good knowledge base that supports
analysis, evaluation and problemsolving in theory/ practice/ethics of
discipline with some originality
50-59%
Satisfactory knowledge base that
supports some analysis, evaluation
and problem-solving in
theory/practice/ethics of discipline
40-49%
30-39%
A marginal
pass in
module
outcome(s)
related to
GLO at this
level
A marginal fail
in module
outcome(s)
related to
GLO at this
level. Possible
compensation.
Satisfies
qualifying
mark
Basic knowledge base with some
omissions at the level of
theoretical/ethical issues. Restricted
ability to discuss theory and/or or
solve problems in discipline
Limited knowledge base. Limited
understanding of discipline/ethical
issues. Difficulty with theory and
problem solving in discipline
Page 6 of 7
Intellectual (thinking), Practical, Affective
and Transferable Skills
Exceptional management of learning
resources, with a higher degree of
autonomy/exploration that clearly exceeds
the assessment brief. Exceptional
structure/accurate expression. Demonstrates
intellectual originality and imagination.
Exceptional team/practical/professional
skills.
Outstanding management of learning
resources, with a degree of
autonomy/exploration that clearly exceeds
the assessment brief. An exemplar of
structured/accurate expression.
Demonstrates intellectual originality and
imagination. Outstanding
team/practical/professional skills
Excellent management of learning
resources, with degree of
autonomy/research that may exceed the
assessment brief. Structured and creative
expression. Very good academic/ intellectual
skills and
practical/team/professional/problem-solving
skills
Good management of learning resources,
with consistent self-directed research.
Structured and accurate expression. Good
academic/intellectual skills and
team/practical/ professional/problem solving
skills
Satisfactory management of learning
resources. Some autonomy in research but
inconsistent. Structured and mainly accurate
expression. Acceptable level of academic/
intellectual skills going beyond description at
times. Satisfactory
team/practical/professional/problem-solving
skills
Basic use of learning resources with little
autonomy. Some difficulties with
academic/intellectual skills. Some difficulty
with structure/accuracy in expression, but
evidence of developing
team/practical/professional/problem-solving
skills
Limited use of learning resources. Unable to
work autonomously. Little input to teams.
Weak academic/ intellectual skills. Still
mainly descriptive. General difficulty with
structure/accuracy in expression.
Practical/professional/ problem-solving skills
that are not yet secure
20-29%
10-19%
1-9%
0%
Little evidence of use of learning resources.
Unable to work autonomously. Little input to
teams. Very weak academic/ intellectual
skills. Work significantly descriptive.
Significant difficulty with structure/accuracy
in expression. Little evidence of
practical/professional/problem-solving skills
Inadequate use of learning resources.
Inadequate knowledge base.
Unable to work autonomously. Inadequate
Inadequate understanding of
input to teams. Extremely weak
discipline/ethical issues. Major
academic/intellectual skills. Work
difficulty with theory and problem
significantly descriptive. Major difficulty with
solving in discipline
structure/accuracy in expression. Inadequate
practical/professional/ problem-solving skills
No evidence of use of learning resources.
No evidence of knowledge base; no
Completely unable to work autonomously.
evidence of understanding of
No evidence of input to teams. No evidence
discipline/ethical issues. Total
of academic/intellectual skills. Work wholly
inability with theory and problem
descriptive. Incoherent structure/accuracy
solving in discipline
and expression. No evidence of
practical/professional/ problem-solving skills
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where
the student fails to address the assignment brief (eg: answers the wrong question)
and/or related learning outcomes
Little evidence of knowledge base.
Little evidence of understanding of
discipline/ethical issues. Significant
difficulty with theory and problem
solving in discipline
Fails to
achieve
module
outcome(s)
related to this
GLO.
Qualifying
mark not
satisfied. No
compensation
available
Page 7 of 7
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