Module Handbook and Seminar Material

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Module Handbook and Seminar Material

module code: MMN520273-10-B

MSc Marketing, MSc International Fashion Marketing, MA TV,

MA Creative and Cultural Industries

date: 2011

E-Branding is supported by Lego

Module Leader 1: Antoinette Fionda- Douglas

Department: Fashion Marketing and Retailing

Address: MS217, Milton Street Building

Email: antoinette.fionda-douglas@gcu.ac.uk

Tel: 0141 331 3193
Module Leader 2: Douglas Chalmers

Department: Cultural Business

Address: M309, George Moore Building

Email: d.chalmers@gcu.ac.uk

Tel: 01413313350

Introduction:
This module explores the creative process and role of technology in the development, communication and sustainability of brands within the creative and cultural industries. In focusing on the emergence and growth of virtual realities and e- communications students will examine how the creation of a new brand concept supported by creative technologies represents a transformational shift in the entrepreneurship, commerce and professional practices of the creative and cultural industries. Within the module, students will engage with a number of theoretical concepts and current technologies that will challenge and enhance their creative competencies and professional skills sets. Through the synergy of theory, technology and professional practice students will develop, present and virtually produce a new brand concept that responds to the dynamic and rapidly changing demands of the creative and cultural industries.

Objectives:
On successful completion of the module the student will be able to:

Understand and critique cyber-space as an innovative platform of entrepreneurship, commerce and lifestyle branding
Reflect critically upon the use and integration of technologies for sustainable brand production
Critically review the meanings and associations brands hold within consumer society
Critically reflect upon current technological developments and their use in the production of brands for the creative and cultural industries
Develop a portfolio which includes a range of technologies appropriate to the market sector and brand concept

Transferable Skills:

Critical thinking and problem solving
Cognitive/intellectual skills
Independent working
Planning, monitoring, reviewing and evaluating own learning and development
Information retrieval skills
Communication skills: written, oral and listening

Teaching Methods:

The teaching, learning and assessment strategy in this module reflects the model of the "Glasgow Caledonian University Learning Experience" for postgraduates by adopting a student-centred, problem solving approach, which seeks to optimize independent learning.

This module will be delivered using a weblog (blog) as the principal support for learning. This portal will support lecture content and allow students to access their 6 weekly contextualised video-podcast, core PDF readings and interactive discussions. Additionally this resource will site a technological HUB whereby students will be able to access a series of podcasted technological tutorials. All content will be embedded through a 6 clinic programme administered by field-specific tutors (in fulltime mode). Recorded interviews and audio-visual materials will be utilised to enhance the student learning experience.

The lecture programme:

Topic	Lecturer	Related Vid-Pod/	Vid-Pod Author
		All: Introduction to the module	Antoinette Fionda –Douglas and Douglas Chalmers
1. Branding: The Heart of Technology	Antoinette Fionda-Douglas	International Fashion Marketing	Karinna Nobbs
	Antoinette Fionda-Douglas	Marketing	Julie McColl
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers
2. Technology embracing sustainability	Catherine Canning	International Fashion Marketing	Lindsay Carey
		Marketing	Catherine Canning
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers
3. Unleashing Creativity	Diane Cook	International Fashion Marketing	Diane Cook
		Marketing	Antoinette Fionda-Douglas
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers
4. Innovation, Design and Technology	Ronnie Ballantyne	International Fashion Marketing	Linda Shearer
		Marketing	Stephen Doyle
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers
5. Cyberspace and E- Communications	Noreen Siddiqui	International Fashion Marketing	Antoinette Fionda-Douglas
		Marketing	Shirley Rate
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers
6. Technology and Dream Society	Jenny Flinn	International Fashion Marketing	Karinna Nobbs
		Marketing	Stephen Doyle
		TV	Catriona Miller
		Creative and Cultural Industries	Douglas Chalmers

The lecture programme:
The lecture programme is delivered through two methods:

Lectures- Six guest speakers introduce and explore the key issues in the creative process and the role of technology within the creative and cultural industries (see above)
Vid-Pods- support and contextualise the lecture topics through a series of programme specific 20-30 min podcasts.

The programme is designed to consolidate students understanding of the lecture topics and to develop an independent and reflective approach to their learning.

Reading:

Topic	Reading
1. Branding: The Heart of Technology	Kapferer, J. N. (2004) Strategic Brand Management: Creating and Sustaining Long Term Brand, Equity, Kogan Page, London De Chernatony, L. (2006) From Brand Vision to Brand Evaluation, Butterworth-Heinemann, Oxford Fisher-Buttinger, C, Vallester, C (2008) Connective Branding, John Wiley & Sons Keller, K.L. (2008) Strategic Brand Management: Building, Measuring, and Managing Brand Equity (recommended), Pearson Education, Essex.
2. Technology embracing sustainability	Belz, F.M., and Peattie, K., 2009, Sustainability Marketing: a global perspective: Wiley



3. Unleashing Creativity	McDonald, H. and Alpert, F. (2007) ‘Who are Innovators and do they really matter’, The Journal of marketing intelligence and Planning, Vol 25, No 5



4. Innovation, Design and Technology	Trott, Paul.,(2008) Innovation Management and New Product Development, 4^th Edition, Prentice Hall (ISBN: 978-0-273-71315-9) Fagerberg, Jan.,Mowery, David. and Nelson, Richard (eds) (2009) The Oxford Handbook of Innovation, Oxford University Press (ISBN: 978-0-19-928680-5) McDonald, H. and Alpert, F. (2007) ‘Who are Innovators and do they really matter’, The Journal of marketing intelligence and Planning, Vol 25, No 5 Ortt, J. R. and van der Duin, P. A. (2008) ‘ The Evolution of Management towards contextual Innovation’, The European Journal of Innovation Management, Vol11, No 4.



5. Cyberspace and E- Communications	Constantinides, E., Romero, C. L. and Boria, M. A. G. (2008), ‘Social Media: A New Frontier for Retailers’, European Retail Research, Vol. 22, p1-28. Ho, J. Y. C. and Dempsey, M. (2010), ‘Viral Marketing: Motivations to Forward Online Content’, Journal of Business Research, Vol. 63, p1000-1006. Kaplan, A. M. and Haenlein, M. (2010), ‘Users of the World Unite! The Challenges and Opportunities of Social Media’, Business Horizons, Vol. 53, p59-68. Keller, K. L. (2009), ‘Building Strong Brands in a Modern Marketing Communications Environment’, Journal of Marketing Communications, Vol. 15, Nos. 2-3, p139-155. Mangold, W. G. and Faulds, D. J. (2009), ‘Social Media: The New Hybrid Element of the Promotion Mix’, Business Horizons, Vol. 52, p357-365. Mulhern, F. (2009), ‘Integrated Marketing Communications: From Media Channels to Digital Connectivity’. Journal of Marketing Communications, Vol. 15, No.s 2-3, p85-101



6. Technology and Dream Society	Jensen, R. (1999) The Dream Society: How the Coming Shift from Information to Imagination Will Transform Your Business, New York, McGraw-Hill Jensen, R. (2008) Dream Society Realized, New York, McGraw-Hill

Web Resources:
www.ascusc.org/jcmc/

www.bah.com

www.chainstoreage.com

www.connectedinmarketing.com

www.cyberatlas.com

www.davechaffey.com

www.Designcouncil.com

www.dma.org.uk

www.ebusinessforum.com

www.ecommerce.vanderbilt.edu

www.ecommerceandmarketing.com

www.ecommercetimes.com

www.emarketer.com

www.gov.ac.uk/forsight

www.ideo.com

www.isoc.org

www.marketing-online.co.uk

www.marketspace.org.uk

www.mckinseyquarterly.com

www.npd-solution

www.psfk.com

www.retailing.uk.com

www.trendwatching.com

www.ukonlineforbusiness

www.wgsn.com

Journals:

Brand Strategy

European Journal of Marketing

Internal Journal of Marketing

International Journal of Retail & Distribution Management

International Review of Retail, Distribution & Consumer Research

Internet Research

Journal of Brand Management

Journal of Consumer Marketing

Journal of Internet Marketing

Journal of Marketing

Journal of Marketing Intelligence and Planning

Journal of Marketing Theory and Practice

Journal of Services Marketing

Journal of the Academy of Marketing Science

Leisure Studies

SportBusiness

Technology Vid-Pods Programme:
Groups will be required to select at least three technologies that are appropriate and relevant to your brand.
All of these technologies are available for free access or free 30 day download. See the blog for more detail.

TECHNOLOGY	Topic	Vid-Pod Author
1. Illustrator	Visualising Brand Identity	Linda Shearer
2. Photoshop	Logos	Antoinette Fionda-Douglas
3. Facebook	Create a FaceGroup Page for your Brand	Antoinette Fionda-Douglas
4. Twitter	Create a Twitter Account for your Brand	Douglas Chalmers
5. Prezi and ScreenFlow	Create the ultimate presentation	Antoinette Fionda-Douglas
7. Web Design	Create a webpage for your brand	Douglas Chalmers

Mentor Sessions

Programme	E-Branding Mentor
Marketing	Antoinette Fionda-Douglas
Fashion Marketing	Antoinette Fionda-Douglas
TV	Catriona Miller
Creative and Cultural Industries	Douglas Chalmers

Week	Mentor Clinic (1 hr)
1	Introduce the module, assessment & outline the purpose of mentor sessions Direct students to the blog and vid-pods Discuss the assessment: project and individual essay question Allocate groups (Most of this information will be in the introductory video-pod and handbook as well)
2	Groups will pitch initial ideas of their brand concept to mentors and discuss possible options for the 3 technology choices
3	Groups will present the revised brand concept based on previous weeks feedback and discuss the means by which their brands will address the sustainability aspect Present technology choices and initial technology outcomes
4	Groups discuss/present ideas & outcomes for the brand concept, 3 choices
5	Groups discuss/present ideas & outcomes for the brand concept, 3 technology choices
6	Submission/Presentation of the brand concept, 3 technology choices

Mentor Session Aims

A series of group discussions and informal presentations will allow students to examine current and relevant issues impacting upon brand decision making in the contemporary marketing environment and to develop a critical approach technology selection.

The whole ethos of the seminar programme is based on shared learning and the dissemination of information. Groups are more effective than individuals; therefore we can achieve greater depth of coverage for what is a fairly comprehensive syllabus.

Assessment Strategy
The assessment strategy is individual coursework based.

Part A	Brand Portfolio (Group)	Portfolio submission	Fri 11^th March at 4pm
Part B	Essay (Individual)	1000 words	Fri 11^th March at 4pm

Assessment Part A: Group Portfolio (70%)

What:	You are the creators of an exciting NEW Brand and your task is to create and digitally represent your new brand. International Fashion Marketing: Fashion Brand Marketing: Soft Drink Brand TV: TV Brand Creative and Cultural Industries: Brand from any product/ service in the Creative and Cultural industries In particular, focus should be on: Creation of a relevant Brand Identity Integration of technologies for sustainable brand production Characteristics of the technology and their implications Key trends in the Creative and Cultural Industries Develop a portfolio which includes a range of technologies appropriate to the market sector and brand concept Your portfolio should be illustrated by images that underpin the visuals and should tell coherent stories about the choices made, supporting references and further information should be contained in the notes section. Format: PPt Presentation or Prezi on CD or USB
Why:	To put theory into practice
How:	Tbc
Where:	Submit in a clearly marked envelope to
When:	Week 8: Fri 11^th March at 4pm
Feedback	Portfolio Feedback criteria is as follows: Original and Relevant Brand Concept Application and critique of theories and academic models Sustainability Technology selection and application Presentation/Visuals (See page 9 for full details)

There will be no peer assessment so all students are expected to make a fair and equal contribution to the assessed group report.
Part A: Assessment marking Criteria

Group Portfolio (70%)	Comments	Grades and Mark
Presentation and Visuals: Production of a well structured narrated virtual presentation with appropriate visuals and standard of English
Brand Concept: Ability to create and virtually produce a relevant and original brand concept
Sustainability: Demonstrate an understanding of the concept of sustainability and the relevant application of the theory into practice
Applications and critique of theories and academic models: Ability to accurately outline relevant concepts and theories. Examines the relationship between theory and practice and engages in critique and self-evaluation where appropriate.
Technology Selection and Application:- Justification of relevant technology selection with appropriateness to brand concept. Demonstrate and ability to produce suitable technology outputs.

E-Branding Group Portfolio Assessment Marking Guide Presentation and Visuals:
Relevance	Response lacks relevance to the assignment	Attempts have been made to respond but this is limited in its scope	Response adheres to the assignment but loses focus in places	Response adheres fully to the assignment
Sequencing	Under developed and poorly structured response	Attempts have been made to structure response but fails to fully support the response	Structure is satisfactory although further development may have enhanced	Well written, and presented providing a well developed and structured argument
Virtual Presentation style and visual appropriateness	Poor presentation style and off-brand visuals	Attempts have been made to coherency present and select/create appropriate but fails to fully support the response	Style and structure is satisfactory although further development may have enhanced	Well presented and good choice of visuals.
Brand Concept:
Coherent and Relevant Brand Concept	Incoherent brand concept with extremely limited relevance to the industry sector	Attempts have been made to respond but this is limited in its scope and relevance to the sector	Response adheres to the assignment but loses focus in places	Response adheres fully to the assignment and proposes and relevant and imaginative brand concept
Originality/reflection	No evidence to support stated position	Stated position based on evidence	State and defend position using evidence	Imaginative and demonstrating originality
Virtual production of brand concept	Extremely limited	Attempts have been made however the outcomes are limited	Response adheres to the assignment but the outcomes loses focus in places	Well constructed and produced brand concept visuals
Sustainability:
Range of Materials Utilised	Extremely limited	Attempts have been made to expand on course materials but this is limited	Reasonable attempts have been made to use materials other than those required of the module although in places lack relevance to purpose of the response	Wide range and scope of materials used which are relevant to the point being made
Theory	Little understanding shown	Some understanding but without clear links to purpose of response	Sound discussion of relevant theory with some linkage to purpose of response	Full and precise understanding of theory demonstrated with sufficient depth to underpin response
Practical Application	No attempt to integrate theory with practical application	Limited attempt to integrate theory with practice	Makes good linkage between theory and practice using examples where required but could be further developed	Demonstrates clear links between theory and practice using relevant examples where appropriate
Application and critique of theories and academic models:
Range of Materials Utilised	Extremely limited	Attempts have been made to expand on course materials but this is limited	Reasonable attempts have been made to use materials other than those required of the module although in places lack relevance to purpose of the response	Wide range and scope of materials used which are relevant to the point being made
Theory	Little understanding shown	Some understanding but without clear links to purpose of response	Sound discussion of relevant theory with some linkage to purpose of response	Full and precise understanding of theory demonstrated with sufficient depth to underpin response
Practical Application	No attempt to integrate theory with practical application	Limited attempt to integrate theory with practice	Makes good linkage between theory and practice using examples where required but could be further developed	Demonstrates clear links between theory and practice using relevant examples where appropriate
Technology Selection and Application:
Technology Selection	Lacks any justification of technology selection	Limited attempt to justify selection	Sound discussion of relevant theory with some linkage to purpose of selection	Full and precise justification of selection criteria and sufficient depth to underpin response
Technology Application	Extremely limited	Attempts have been made however the outcomes are limited	Response adheres to the assignment but the application loses focus in places	A relevant and well constructed and produced technology application

Assessment Part B: Individual E-Branding Essay (30%)

What:	A 1000 word essay on the impact of the changing role of technology on brands within the cultural and creative industries Fashion and Marketing To what extent has the use of technology changed both the creation and effective commercial use of brands in the creative and cultural industries? Discuss with reference to at least ONE brand in your chosen industry sector. TV In what ways might the effective use of online technologies help a drama succeed without a TV slot? How important is the brand? Cultural & Creative Industries To what extent has the use of technology changed both the creation and effective commercial use of brands in the creative and cultural industries? Discuss with reference to at least ONE brand in ONE of your chosen “Theme” module industry sectors only (eg tourism, journalism, heritage, fashion...) In particular, focus should be on: Critique of cyber space as an innovative platform of entrepreneurship commerce and lifestyle branding Critically review the meanings and associations brands hold within consumer society Critically reflect upon current technological developments and their use in the production if brands for the creative and cultural industries Format: 1000 essay; Please ensure that appropriate reference are utilised within your essay and a reference list is provided at the end of your essay.
Why:	To understand the impact of technology on the brand theories and practice within your specific programme area. To develop critical academic research and writing skills and to critically evaluate theory and practice.
How:	You should research papers, books, relevant industry reports, websites, trade press and broadsheets to demonstrate your understanding of theory by providing relevant industry examples.
Where:	Submit in a clearly marked envelope to
When:	Week 8: Friday 11^th of March 4om Marketing International Fashion Marketing: TV: Cultural and Creative Industries:
Feedback	Essay Feedback criteria is as follows: Structure (intro, main body, concluding remarks) logic of information, use of English; objective approach. (15%) Content: key issues covered, critical theoretical evaluation; information from a wide range of relevant and up to date sources. (70%) Appropriate use of references and references list provided (15%)

Students are expected to evidence extended further reading (i.e. beyond that of lecture notes and supplied or directed reading). This reading should allow you to develop an argument that directly addresses the question. This argument must be strongly supported by the literature and the use of examples. The implications of the argument must be outlined and a conclusion should be drawn which integrates your own insight.

Extensions: Students requiring extensions must make requests in writing to the module leader and to the year tutor outlining fully the circumstances upon which the request is based. Extensions will only be granted with written evidence of medical or personal problems. Please note: any work handed in after the submission deadline without an agreed extension will be given a mark of zero per cent.

Individual Essay Assessment (30%)		Grades and Mark
Presentation: including standard of written English
Structure of the Submission: Ensures that the response is relevant to the assignment and constructs a logical argument.
Knowledge and Understanding:. Ability to accurately outline relevant concepts, theories, policies and/or practice
Use of Evidence: Draws on appropriate materials (e.g. course materials, texts, web-sites) and examines critically
Analysis and Evaluation: Demonstrates critical analysis and exploration of relevant issues. Examines the relationship between theory and practice.
Conclusions: Demonstrates an ability to develop clear and coherent conclusions and recommendations relevant to the purpose of the assignment.

E-Branding Individual Essay Assessment Marking Guide Structure:
Relevance	Response lacks relevance to the assignment	Attempts have been made to respond but this is limited in its scope	Response adheres to the assignment but loses focus in places	Response adheres fully to the assignment
Sequencing	Under developed and poorly structured response	Attempts have been made to structure response but fails to fully support the response	Structure is satisfactory although further development may have enhanced	Well written, providing a well developed and structured argument
Knowledge and Understanding:
Theory	Little understanding shown	Some understanding but without clear links to purpose of response	Sound discussion of relevant theory with some linkage to purpose of response	Full and precise understanding of theory demonstrated with sufficient depth to underpin response
Practical Application	No attempt to integrate theory with practical application	Limited attempt to integrate theory with practice	Makes good linkage between theory and practice using examples where required but could be further developed	Demonstrates clear links between theory and practice using relevant examples where appropriate
Use of Evidence:
Range of Materials Utilised	Extremely limited	Attempts have been made to expand on course materials but this is limited	Reasonable attempts have been made to use materials other than those required of the module although in places lack relevance to purpose of the response	Wide range and scope of materials used which are relevant to the point being made
Originality/reflection	No evidence to support stated position	Stated position based on evidence	State and defend position using evidence	Imaginative and demonstrating originality
Analysis and Evaluation:
Analysis	Lacks analysis, overly descriptive	Some attempts made to make analytical points although this is limited	Reasonable level of analysis demonstrated	High level of analysis made with analytical points being highly relevant to the response
Limitations	Not considered	Some identified	Some identified with possible solutions presented	Clear understanding demonstrated
Critical Reflection	No attempt made to reflect upon points being made	Some attempts made to reflect upon position although this is limited	Reasonable level of critical reflection demonstrated	High level of critical reflection demonstrated, this has been well thought out and is highly relevant to the response
Conclusions:
Conclusion	Lacks any form of conclusion	Summarises main points made	Attempts to draw valid conclusions from response and offers level of critique	Draws valid conclusions from throughout response and demonstrates full critique of the points made
Recommendations	No recommendations made	Acknowledges flaws but fails to address them	Shows understanding and critique of points made and offers recommendations as to how they may be overcome	Demonstrates a full appreciation of limitations and offers comprehensive recommendations as to how these may be resolved

Plagiarism: what it is & how to avoid it:
PLAGIARISM

Plagiarism is defined in the Assessment Regulations as the deliberate and substantial unacknowledged incorporation in students' work of material derived from the work (published or unpublished) of another and is considered by the University to be a very serious offence which can result in severe penalties.
Students should not attempt to use the same substantive piece of work to meet the assessment requirements of another item of coursework, dissertation or project.
At degree levels three and four the following statement should be incorporated into any piece of coursework submitted by a student:

"This piece of coursework is my own original work and has not been submitted elsewhere in fulfilment of the requirement of this or any other award."

The Regulations concerning this area are complex and students are strongly advised to study the definitions and interpretations that are contained in Appendix 5 of the University Assessment Regulations. It is vital that all students, particularly those submitting mini-projects and final honours projects/dissertations, have read and understood this section of the University's Assessment Regulations. (A Concise Guide To The Assessment Regulations For Undergraduate Programmes At Glasgow Caledonian University. Session 2000/2001)

Plagiarism is cheating. Plagiarism is defined in the GCU University Assessment Regulations as the deliberate and substantial unacknowledged incorporation in students’ work of material derived from the work (published or unpublished) of another. It is considered by the University to be a very serious offence, which can result in severe penalties. Plagiarism includes copying a piece of literature and/or an idea from another source, and claiming it as your own work. The University has a very strong policy on plagiarism with the ultimate penalty being expulsion. Any essay found to contain plagiarised work will automatically receive a zero mark.
The University Regulations concerning this area are complex and students are strongly advised to study the definitions and interpretations that are contained in Appendix 5 of the University Assessment Regulations. It is vital that all students, particularly those submitting mini-projects and final Honours projects/dissertations, have read and understood this section of the Assessment Regulations.
You are also advised to read the referencing guidelines below prior to submitting written work and specifically, to ensure that all literature used during the writing of your essay is properly referenced utilising the specified Harvard Referencing System (details given below).
Harvard Referencing System
Referencing should allow the reader to find all the texts that you have utilised with ease, as they will have the full citation in front of them. Therefore, there is a standard amount of information required for each type of text utilised. The Harvard System of referencing is the most widely used referencing system in academic work, and is also the GCU approved system. The Harvard Referencing System as specified below, covers all types of written materials, including work taken from the Internet and broadcast programmes.
Reference Section

All text referenced within the body of the essay, must be fully cited within the reference section at the end of the essay, immediately after the conclusions. The Reference Section should take the form of an alphabetical list of entries, by author. Do not split the list up by types of sources, that is, books, journals, etc. Also do not number each entry in the list.
Bibliography

All texts read whilst undertaking the work, although not actually referenced within the text, should be included in a Bibliography which should immediately follow the Reference Section. The entries in this section should not be duplicated within the Reference Section. These are two separate lists. Again, the Bibliography is an alphabetical list of entries, by author.
Referencing within the text of an essay:
Direct quotes within the text of an essay, should be contained within inverted commas followed immediately by the author, year and page number:

"Communication in organisation is not a means of organisation. It is the mode of organisation" (Drucker, 1980, pg.399).

Where there is more than one author/editor for the quoted text, a maximum of the first two should be quoted within the text:

“Quote” (Surname & Surname, et al, Year, page number).
“Quote” (Smith & Jones, et al, 1998, pg.4)

Where you are utilising another person’s idea which you have taken from literature, although not directly quoting what that person has said, the name of the author/editor and year should be cited, although not the page number:

Handy (1990) compared organisational communication within electronic companies....

In a recent study of organisational communication within electronic companies, Handy (1990) also found that...

...as has been demonstrated by several other studies (Handy, 1990).

Multiple citations within the text for a single author should be cited in chronological order:

(Brown, 1997a, b)

Where one author has had several publications within one year which are cited within the Reference Section, the particular work quoted within the text should be identified utilising letters after the year:

Brown, A (1997a) Economics. 4Ed. Routledge: London
Brown, A. (1997b) Management. Sage: London

Alternatively, for a series of publications from the same author, all published within the same year, repetition of the author is not required within the Reference and/or Bibliography sections:

Department for Enterprise (DTI).(1992) Single Market Factsheet 25 - Consumer Protection. The Single Market - The Facts. February, Edition 9, pp 64-66.
Ibid. Factsheet 12, Edition 10, August 1992, pp 26-28.
Ibid. Consumer protection. Single Market News, Autumn 1992, Issue 16, pp 3.

If you utilise a quote or idea from an author whose work you have read within another publication, i.e., not the original work, you must attribute that quote to the source which you have read and also the text from which the initial quote was obtained:

(Brown, A. 1997; quoted from Smith, C. 1997, page number)

Referencing within the Reference Section & Bibliography Section
References should be ordered alphabetically by the surname of the first author, or editor. Several references by the same author (or an identical group of authors) are ordered by year of publication, with the earliest listed first. If the year of publication is also the same, differentiate references by adding a, b, c etc. after the year.
When a prefix is part of the surname (e.g. de Gaulle), alphabetise by prefix and ensure that the prefix is also included in the citation. If an author is a corporate body, then alphabetise by the first significant word of the name (e.g. The Scottish Office comes under ‘S’).
Books:

The Author/Editor’s name should be followed by the year of publication, the title of a book (which should be in italics within the Reference and Bibliography); the Edition used; the Place of Publication and the Publisher.

John, R. (Ed) (1994) The Consumer Revolution: Redressing the Balance. UK: Hodder & Stoughton

If you have only used a chapter of a book, then the citation within the text would be the author and year: (Beishon, 1994). However, the Reference Section/Bibliography entry would be as follows:

Beishon, J. (1994) Consumers and Power, in John, R. (Ed) (1994) The Consumer Revolution: Redressing the Balance. UK: Hodder & Stoughton, pp1-14.

Alternatively, if you are quoting a few chapters from the same book, it is common practice to include the full reference of the book, and make separate citations for each chapter. Each separate citation is followed with the letters q.v. to indicate that the full book reference is contained within the reference or bibliography.

Beishon, J. (1994) Consumers and Power, in John, R. (ed) (1994) pp1-14 q.v.
John, R. (ed) (1994) The Consumer Revolution: Redressing the Balance. UK: Hodder & Stoughton

A book which has more than one author or editor, should be quoted with all authors/editors being identified. It is only when quoting within the text of an essay that the maximum number of authors quoted is restricted to two.
Journal Articles:

For journal articles, the name of the article should be followed by the title of the journal, which should be underlined and in bold. The Volume, Issue/Part, and inclusive page numbers of the article (not just the page number from which you are quoting) should then be given.

Cullum, P. (1997) A right to be heard? Consumer Policy Review 7(5), pp174-179.

Government Reports and Market Research Reports:

Government reports should be cited with the organisation title as the author, followed by the year, the report title, the publisher and the document number, if known.

British Standards Institution (1991) Quality systems Part 8: Guide to quality management and quality systems elements for services. London: BSI. BS5750.

HMSO (1986) Building businesses...not barriers. May. London: HMSO Cmnd.9794.

MORI (1992) Attitudes to the Council Charter. Report undertaken for Leicester City Council. November-December.

Theses and dissertations

The format is as follows: Author’s name, initial(s). Year. Title of work. Type of thesis/dissertation, name and location of institution (if known).

Beck, G. (1992). Bullying amongst incarcerated young offenders. Unpublished MSc thesis, Birkbeck College, University of London.

Cranston, R. (1976) The nature and enforcement of some consumer protection laws in Britain. PhD Thesis.

Conference Papers:

The format is as follows: Authors’ names, initials. Year. Paper title (underlined). Title of conference, month (if known), location.

Beck, G. & Ireland, J. (1995). Measuring bullying in prisons. Paper presented at the Fifth Annual Division of Criminological and Legal Psychology Conference, September, London.

The full citation for the conference proceedings would be as follows:

Institute of Trading Standards Administration (1995b) 101st International conference and exhibition proceedings. Scarborough 28-30 June.

Newspaper Articles:

Newspaper articles should be referenced by the author, if known. Otherwise, the author would be cited as the newspaper itself. The author would be followed by the year of publication, article name, date the paper was published and the page number.

The Herald (1997) Watchdogs investigate consumer complaints. January 5, pg.2

Crainey, T. (1994) Lang bashes the prophets of despair. The Daily Express, Tuesday, 8 March, pg4.

If the article was published in a supplement, this information should also be cited.

Jones, R. (1997) “It’s a great time, but you’ll really pay for it.” The Guardian, Christmas Money Supplement, November 22, pp4-5.

Unpublished (submitted/in preparation) articles or reports:

For unpublished articles, including an organisation’s internal circular, the format is as follows: Authors’ names, initials. Year of preparation. Article title. Status of article.

Black, P.T. (1998) Educational level as a predictor of success. Unpublished manuscript.
Black, P.T. (1998) Educational level as a predictor of success. Manuscript submitted for publication.

Black, P.T. (1998) Educational level as a predictor of success. Manuscript in preparation.
LACOTS (1995) Good Enforcement Practice. Chief Officer Circular. Unpublished

Institute of Trading Standards Administration (1994) Annual Report. Unpublished.

Gresty, G.S. (1993) Enforcement perspective on the challenges and threats facing trading standards and the ways that the service is meeting those issues. Speech to Society of County Trading Standards Officers, Cafe Royal, November, London.

Internet Sources

Sources used on the Internet should be cited utilising the http address, allowing the reader to locate the original source. The author and title of the article should be given, followed by the last date on which the page was up-dated. The inclusion of the date allows the reader to know if they are reading the same version or and up-dated page.

Ofwat (1997) Ofwat customer charter - our standards of service. April

http://www.open.gov.uk/ofwat/charter.htm
Videos/Broadcast Material

If you are citing an idea or indeed quoting someone from a video or broadcast programme, the correct citation would include the name of the programme series, the name of the actual edition referred to and the date of broadcast.

Panorama (1998) Inside the Office of Fair Trading. BBC Broadcast programme on 30 October.

Watchdog (1999) Hassling the honest trader. Videocassette. Licensed off-air recording. Broadcast by BBC 1999

Marking Criteria for the module: taken from Undergraduate & Postgraduate University Assessment Regulations, Version 6, August 2000

81-100%

Work of exceptional quality that shows an excellent command of the subject in question and originality in thought and extent of knowledge acquired
70-80%

Work that shows an excellent, though not necessarily faultless, command of the subject in question, together with elements of originality in thought and in the extent of knowledge acquired
60-69%

Work that shows an above average command of the subject in question, possessing qualities of thoroughness, conscientiousness, and insight
50-59%

Work that reveals that the student has acquired a basic command of the material covered in the course
40-49%

Work that shows some understanding of the material covered in the course, but of a poor quality and with elements of misunderstanding and lack of thoroughness
35-39%

Work that fails to come up to the standard expected of University students admitted to an Honours degree, but where there are sufficient signs that understanding prevails over misunderstanding and could be considered for compensation
30-34%

Fail - but containing some relevant facts and some evidence of understanding
0-29

Fail - Work that contains very few, if any, relevant facts and shows little or no understanding of the material covered

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