MODULE PROPOSAL FORM
FORM UPDATED 29.04.14 School use only:
Date Proposed
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Date approved School TQEC
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Date reported to College Programmes Committee
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Module Code
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Please refer to the Guidance Notes to help you complete this proposal.
1
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Module Title
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Marketing Simulation
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2
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Level
(See Guidance Note 2)
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4
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3
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Credit Value
(See Guidance Note 3)
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15
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4a
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DEPARTMENT/School
(See Guidance Note 4)
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Management/School of Business, Economics and Informatics
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4b
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Subject Area
(See Guidance Note 4)
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Marketing
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5
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Date Module will commence
(mm/ yyyy) NOT IMMEDIATELY
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Oct 2015
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6
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Minimum / Maximum number of students
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30/100
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7a
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Mode of Delivery
(Tick as appropriate)
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Face to Face
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x
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Distance Learning
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Moodle Access required
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x
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7b
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Programme/
Modular Enrolment
(Tick as appropriate)
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Programme Enrolment
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x
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Modular Enrolment*
* (see notes for PG)
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|
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7c
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For modular Enrolment only:
Open/Restricted /Subject to Placement Test
(See Guidance Note 7)
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Open Enrolment
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Restricted Enrolment
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Subject to Placement Test
(language modules only)
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8
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Teaching and Learning (See Guidance Note 8)
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Indicate (a) total contact hours for each entry as appropriate and (b) approximate non-contact study hours. Normally, 1 credit = 10 notional hours of learning.
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(a) Method of Teaching
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Contact hours and attendance requirement
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Lectures
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Seminars
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Tutorials
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As needed
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Project Work
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9x 3 hours=27 (in class)
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Practical Classes (labs, computers, languages)
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Field Work
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Other (please specify)
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TOTAL CONTACT HOURS
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27 hours
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(b) Directed Learning / Private Study / Assessment (please detail as appropriate)
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TOTAL NON-CONTACT HOURS
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120
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TOTAL LEARNING HOURS (CONTACT & NON CONTACT)
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147
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9
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Status
(See Guidance Note 9)
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Designated as a CORE/COMPULSORY/OPTIONAL for the following programme(s)
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Programme Code
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Title of Programme
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CORE/COMPULSORY
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UUBSMKTG_C
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BSc Marketing
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Compulsory
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Available as an OPTIONAL Module on the following Programme(s)
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Programme Code
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Title of Programme
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OPTIONAL
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UBAACMNG_C
UBAACMN9_C
UUBAACMN_C
UUBAACM9_C
UBAMNGNT_C
UUBAMNGN_C
UBSACCN9_C
UUBSACCG_C
UUBSACC9_C
UBSACCNG_C
UUBSACMF_C
UBSACMGF_C
UBSACFIN_C
UUBSACFN_C
UBSAPABU_C
UBSAPABA_C
UBSAPABJ_C
UUBSBUSN_C
UBSBUSN9_C
UUBSBUS9_C
UBSBUSNS_C
UUBSBUAC
UBSBUAAC
UUBSBUHR
UBSBUAHR
UUBSBUIS
UBSBUAIS
UUBSBUAM
UBSBUAMN
UUBSBUMK
UBSBUAMK
UUBSBUFR
UBSBUWFR
UUBSBUGE_C
UBSBUWGE
UBSBUWSP
UUBSBUSP
UUBSBUPR_C
UBSBUWPR_C
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BA Accounting and Management
BA Accounting and Management
BA Accounting and Management (UCAS Entry)
BA Accounting and Management (UCAS Entry)
BA Management
BA Management (UCAS Entry)
BSc Accounting (Stratford)
BSc Accounting (UCAS Entry)
BSc Accounting (UCAS Entry)
BSc Accounting (central London)
BSc Accounting and Management with Finance (UCAS Entry)
BSc Accounting and Management with Finance (October entry)
BSc Accounting with Finance
BSc Accounting with Finance (UCAS Entry)
BSc Applied Accounting and Business (October start)
BSc Applied Accounting and Business (April start)
BSc Applied Accounting and Business (January start)
BSc Business (Central London, UCAS entry)
BSc Business (Stratford)
BSc Business (Stratford, UCAS entry)
BSc Business (central London, October entry)
BSc Business and Accounting (UCAS entry)
BSc Business and Accounting (central London, October entry)
BSc Business and Human Resource Management (UCAS entry)
BSc Business and Human Resource Management (central London, October entry)
BSc Business and Information Systems (UCAS entry)
BSc Business and Information Systems (central London, October entry)
BSc Business and Management (UCAS entry)
BSc Business and Management (central London, October entry)
BSc Business and Marketing (UCAS entry)
BSc Business and Marketing (central London, October entry)
BSc Business with French (UCAS entry)
BSc Business with French (central London, October entry)
BSc Business and German (UCAS entry)
BSc Business with German (central London, October entry)
BSc Business with Spanish (Central London)
BSc Business with Spanish (UCAS entry)
BSc Business with Portuguese (UCAS entry)
BSc Business with Portuguese (Central London)
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10
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Designated as Pre- requisite (PR), Co-requisite (CO) and/or Restrictions (RES) (See Guidance Note 10)
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Module Code
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Title of Module
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PR / CO / RES
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|
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11
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Rationale for introducing this module (See Guidance Note 11)
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This module is a compulsory module for the BSc Marketing UG degree and addresses the key issues of marketing planning in a practical software based simulation.
The rationale for this module is to introduce students to the theme of marketing issues, techniques, concepts and theories at an early stage to gain experience of the range of skills that are needed for the theory based modules that follow in the coming years.
It is also aimed at developing the team building and social skills needed as this is a group based module with groups of between 4-8 .
The skills developed through this simulation, at this early stage of the course, can then form an experience onto which the theory based modules that follow are an essential part of marketers skills and thus of great value to the BSc Marketing programme.
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BSIS: If the proposal supersedes an existing module, please give the code and title of the superseded module and the reason for replacement.
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Module Code
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Title of Module
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Reason for replacement
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|
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12
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Main Aims (See Guidance Note 12)
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This module focuses on a marketing simulation that allows students to demonstrate their individual skills and knowledge through the format of a group based simulation and thus put into practice some of the theory based learning that has occurred during the first level of the programme. It particularly aims to develop an understanding of the various principles, driving forces and practices of the marketing subject area. As befits a module of this type, the assessment is through a group presentation and report and thus encourages team building skills.
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13
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Prospectus Entry (See Guidance Note 13)
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This module focuses on a marketing simulation that allows students to demonstrate their individual skills and knowledge through the format of a group based simulation and thus put into practice some of the theory based learning that has occurred during the first level of the programme. It particularly aims to develop an understanding of the various principles, driving forces and practices of the marketing subject area. As befits a module of this type, the assessment is through a group presentation and report and thus encourages team building skills.
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14
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Learning Outcomes (See Guidance Note 14
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Outcomes may be Subject Specific, Intellectual, Practical, or Personal and Social.
On successful completion of this module a student will be expected to be able to*:
Specific
- develop a broad perspective on the role of marketing
-to develop knowledge and skills in product life cycle management, segmentation, positioning, distribution channel investments, advertising budget allocation, after sales services, pricing, sales forecasting, marketing research, competitor analysis, research and development, and profitability
-to develop participants to fully comprehend the different parts of the marketing decision making process, their relationship with each other, and their impact on the company’s overall results.
- to encourage students to analyse and reflect on their own behaviour, decision-making and consumption of products and services through the simulation
Practical
-utilise cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms
adequately and to generalise appropriately.
-utilise effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems.
- create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations.
- effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of
business reports
- numeracy and quantitative skills including data analysis, interpretation and extrapolation and the use of models of business problems and phenomena.
Personal
-effective use of communication and information technology for business applications
-effective self-management in terms of time, planning and behaviour, motivation,
self-starting, individual initiative and enterprise QAA3.8
-work independently and manage time effectively;
- use different learning resources
Social
- interpersonal skills of effective listening, negotiating, persuasion and presentation
- ability to conduct research into business and management issues, either individually or as part of a team. This requires familiarity with and an evaluative approach to a range of business data,
sources of information and appropriate methodologies, and for such to inform the overall learning process QAA3.9
- self- reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues.
-ability to work in a team to provide data for a presentation and report based assessment
The LO’s for this module have been referenced to the QAA Subject Benchmarks for General Business and Management (2007)
and UCAS Business and Management Employability Skills guidelines.
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15
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Syllabus (See Guidance Note 15)
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Please itemise the main topics of study
The syllabus is based on student led workshops at which a tutor will be present to monitor and advise on decisions made during these sessions. There are 9 sessions in total at which the final session is a presentation of results and analysis.
There is no set text book for this module as the software itself and tutor direct the module but a useful general marketing book recommended is;
Paul Baines and Chris Fill (2014) Marketing, OUP
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16
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Scheme of Assessment – please list in chronological order (See Guidance Note 16)
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Title of Assessment (e.g. Dissertation)
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Weighting (%)
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Characteristics (e.g., word count, duration of exam)
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Coursework report
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75%
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4000 words (group)
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Presentation
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25%
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10 mins (group)
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Total
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100%
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Pass requirements:
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x
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a pass overall
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all elements have to be passed
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some elements must be passed PLEASE INDICATE *
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17
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Core Teaching Staff (See Guidance Note 17)
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Module Co-ordinator
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Mr: Nicholas Pronger
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FT
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Please indicate whether permanent and/or sessional staff will be teaching on this module
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Permanent YES
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Sessional YES
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Name(s): Nicholas Pronger
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Name(s):TBC
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18
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Resources (See Guidance Note 18)
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(INDICATIVE ) READING LIST SENT TO SUBJECT LIBRARIAN
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NO
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Will this module be offered on an annual or biennial basis? Annual
Are additional resources required for this module? No (Delete as appropriate)
If YES, please give details of additional resources required.
Confirm that consultation has taken place in all cases with relevant colleagues supporting these services (detailed below) to indicate agreement. This consultation should be evidenced by covering emails.
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Accommodation – additional resources required:
One main teaching room
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Consultation with Room Bookings: YES
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Library – additional resources required:
A number of text books
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Consultation with Subject Librarian: YES
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ITS – additional resources required:
Limited ITS is required (Moodle)
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Consultation with User Support Manager (ITS): YES
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Media Services – additional resources required:
Limited media services is required
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Consultation with Media Services Manager: YES
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19
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Agreement (See Guidance Note 19)
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Name
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Date
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Module Co-ordinator
(or author of this proposal, if different)
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Nicholas Pronger
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06/08/2014
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Head of Department (or Executive Dean for School held modules) – to be evidenced by covering email
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Professor Kevin Ibeh
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07/08/2014
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Chair of STQEC
(including date of STQEC meeting at which module approved)
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07/08/2014
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Relevant External Examiners should be consulted and notified of any changes made to existing programmes within their remit, including new modules.
CLOSING DATE FOR NEW MODULES FOR EXISTING PROGRAMMES: by the end of the 2nd week of the term preceding the starting date i.e. when teaching would begin. Thus, for a new module planned to be introduced in the Summer term 2011, notification should be made by Friday 21st January 2011 at the latest.
CLOSING DATE FOR NEW MODULES FOR NEW PROGRAMMES: Proposal should be submitted with Programme Proposal and Programme Specification forms, in line with deadlines for programme proposals. Please note ASQ/PDP/CPC/TQEC are not able to fully assess proposed programmes without information on all proposed new core/compulsory modules.
YOU MUST ALSO ENSURE ALL OF THE ABOVE CONSULTATION/APPROVAL HAS TAKEN PLACE BEFORE YOU SUBMIT THE FORM to the Secretary of the School Teaching and Quality Enhancement Committee (STQEC)
Following approval (where appropriate) by STQEC notification of the new module should be made to the College Programmes Committee via Academic Standards and Quality (Registry Services). At this time ASQ will notify Planning and Business Systems and the required changes will be made to the Birkbeck Student Information System (BSIS).
Module Proposal Form Guidance Notes
In developing the module, account should be taken of the College’s Common Awards Scheme, the College Strategy for Learning and Teaching Enhancement, the Framework for Higher Education Qualifications, Higher Education Credit Framework for England, relevant QAA Subject Benchmark Statements and, the QAA UK Quality Code for Higher Education.
Schools/Departments are advised to keep a copy of this proposal for their own reference.
Section
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Note
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1
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Self explanatory
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2
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Level: either 4, 5 or 6 for undergraduate modules; Level 7 for postgraduate modules
Level descriptors are described in the Framework for Higher Education Qualifications
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3
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Credit Value: 15 (half), 30 (single) or 60 (double)
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4
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4a: Self explanatory. 4b: For modular enrolment only the subject area should be provided in addition to the Department with academic responsibility as these are the areas under which the module will appear in the online prospectus and in GURU.
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5
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Self explanatory
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6
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Give the minimum and maximum number of students required to run this module.
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7
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7a: Tick one or more boxes as appropriate.
7b: Tick one or more boxes as appropriate. For PG Modular Enrolment only: Birkbeck does not currently offer postgraduate level modules via the online modular booking and there is no award available for students taking individual PG modules. If a student wants to take an individual PG module, they would have to submit an affiliate student application http://www.bbk.ac.uk/mybirkbeck/services/administration/enrolment/affiliate
7c: Open Enrolment/Restricted Enrolment/Subject to Placement Test should be detailed here. Most modules that are available to book individually will be open enrolment, but some are restricted to a specific group or have prerequisite modules. 'Subject to Placement Test' refers specifically to language modules which require a separate fee module to be set up to take payment prior to the test.
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8
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Normally, 1 credit = 10 notional hours of learning. This includes all study undertaken to achieve the specified learning - contact hours, assessment and private study. Therefore a 30-credit module = approximately 300 hours total learning hours.
Method of teaching and Contact hours/attendance: For each teaching component give details of the number of associated study sessions and contact hours the student will be expected to attend/undertake in College or elsewhere, eg, Lectures: 11 weekly sessions, each 1.5 hours, plus revision week.
Directed Learning/Private Study/Assessment: Please indicate the approximate number of hours a student might be expected to undertake in other learning and private study, including assessment and preparation for assessment.
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9
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Tick one or more boxes as appropriate to indicate status of module.
Core: must be taken and passed. Compulsory: must be taken, but may be compensated on some programmes (not on subsidiary awards i.e. Cert/Dip HE, GradCert/Dip, PgCert/Dip) if not passed. Add details of the designated programme(s) for Core/Compulsory modules.
Option: selected from a range of approved modules within the field as specified in the programme regulations. Add details of all programme(s) for which the module may be selected as an approved Option.
Elective modules: unless specified otherwise, all modules will be available as electives and open to any student whose programme of study has defined an elective module as part of the approved programme, subject to availability of places, pre(co)-requisite requirements, timetabling constraints and being at the appropriate level/value.
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10
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Pre-requisite: List any module (Code and Title) which must be successfully completed prior to undertaking this module, or any other condition(s) of eligibility.
Co-requisite: List any module (Code and Title) which must be selected in parallel with this module
Restrictions: List any modules which CANNOT be taken in conjunction with this module
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11
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Rationale for introducing this module in the context of existing provision, including statement of how the proposal meets students needs.
If the proposal supersedes an existing module, please give the code and title of the superseded module and the reason for replacement.
If the proposal relates to an existing module, please give the code and title of the related module and an explanation of how this relationship will work.
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12
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The overarching aims of the module and how it fits with the programme(s). Any special features should be highlighted.
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13
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Short description of the module for inclusion on the web site.
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14
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Learning Outcomes should relate to the overall aims of the programme(s) to which the module forms part and should be achievable and measurable. The entry should be written in the following format:
“On successful completion of this module, a student will be expected to be able to …..”, followed by a verb, eg, demonstrate, evaluate, operate, apply, analyse, and then an indication of the appropriate skills, complexity, knowledge or understanding.
Learning outcomes may relate to some, or all, of the following categories:
Subject Specific: The main areas of knowledge to be gained by the student, the understanding of the context in which this knowledge exists and the understanding of how this knowledge can be applied.
Intellectual: Reference should be made to evaluation, applications of theoretical understanding to work/life situations, critical reasoning, formulation and testing of hypotheses, problem solving, analytical skills, synthesis, the ability to study a problem in depth etc.
Practical: Research skills, laboratory skills, IT skills, numeracy skills, use of specialised statistical packages, ability to handle historical documents in a history programme, or other as appropriate.
Personal and Social: Skills that the student should be able to use in areas of life independent of the programme eg, communication skills, the ability to work independently, self-awareness, planning and organisational skills, continuous learning skills, presentational skills, teamwork or an increased awareness of ethical practice.
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15
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Self explanatory
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16
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Assessment methods should enable the student to demonstrate the learning outcomes for the module.
ALL elements of assessment must be listed (including those that are zero-weighted for purposes of calculating the overall final mark).
Title of Assessment: e.g. coursework essay, dissertation, project, examination (seen), examination (unseen), group assessment, presentation, portfolio, oral, viva, report (or other that may not be listed here). Weighting: percentage weighting the element contributes to the final module result. Characteristics: e.g. word count, submission date, duration of exam or other timed assessment
Pass requirements: e.g. all elements have to be passed; some elements must be passed as well as a pass overall; just a pass overall must be obtained.
Please list in chronological order – for completion statistics released by BSIS to the colleges funding authorities.
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17
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The module co-ordinator should be a permanent member of teaching staff who should ensure that procedures are being adhered to with regard to teaching and assessment practices.
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18
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State in Reading List has been sent to Subject Librarian.
Provide details of any ADDITIONAL resources required. Consultation with Room Bookings, User Support Manager (ITS) and Media Services Manager are required in all cases and this consultation should be evidenced by covering emails. All teaching and learning must be sufficiently flexible to enable all reasonable adjustments to be made in accordance with the Disability Discrimination Act (DDA).
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19
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Approval of the Head of Department (or Executive Dean for School held modules e.g. Law) and the Chair of the School Teaching and Quality Enhancement Committee to include the date of the STQEC meeting at which the module was approved.
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