Module Title: E-Commerce and Marketing

Format: Report (1500 words: +/- 10%)Assessment Weighin" rel="nofollow">ing: 25% Presentation: In Class Presentation (Group of 3 or 4). Presentation Duration : Maximum 15 min" rel="nofollow">inutes Assessment Weighin" rel="nofollow">ing: 25% Any special requirements: Your report paper should be submitted on the Student Portal along with an acceptable Turnitin" rel="nofollow">in Report -15% maximum Deadlin" rel="nofollow">ine date for submission: 29 July 2016 before noon (Report) Week Commencin" rel="nofollow">ing 1 August 2016 (Group Presentation) Learnin" rel="nofollow">ing Outcomes: LO1 Analyse methods of determin" rel="nofollow">inin" rel="nofollow">ing the size and structure of markets and of segmentin" rel="nofollow">ing particular markets LO2 Evaluate strategies of promotin" rel="nofollow">ing sales at different sales at different product types and services and identify the in" rel="nofollow">interrelationship to broaden company strategies LO3 Evaluate the extent to which the Internet aids modern workin" rel="nofollow">ing practices LO4 Demonstrate a critical awareness of the scope of e-commerce and its benefits in" rel="nofollow">in busin" rel="nofollow">iness and its practical and commercial limitations Page 2 of 6 Assignment Task (Part One) Individual Report (Weighin" rel="nofollow">ing 25%) Scenario Internet marketin" rel="nofollow">ing in" rel="nofollow">includes all the onlin" rel="nofollow">ine activities a busin" rel="nofollow">iness conducts via the worldwide web with the aim of attractin" rel="nofollow">ing new busin" rel="nofollow">iness, retain" rel="nofollow">inin" rel="nofollow">ing current busin" rel="nofollow">iness and developin" rel="nofollow">ing its brand identity with in" rel="nofollow">increased market share. As a newly appoin" rel="nofollow">inted SEO Graduate at BP Global, you are required to ?? in" rel="nofollow">investigate how Internet market segmentation can be used as a marketin" rel="nofollow">ing approach to target potential customers. (LO1) ?? identify how the eight elements of the busin" rel="nofollow">iness model can be used as a promotional strategy to rein" rel="nofollow">inforce BP Brand within" rel="nofollow">in the Oil and Gas in" rel="nofollow">industry (LO2) Assignment Guidance TASK 1 is an in" rel="nofollow">individual report and must be presented in" rel="nofollow">in a report format (1,500 words). It is important that your report is properly structured. Also, as this is an academic paper, you should draw on contemporary literature to support your paper. Remember that this in" rel="nofollow">individual report accounts for 25% of your module assessment. Hence, bad performance will have an impact on this module. An executive summary is required as part of your report. The eight elements of the busin" rel="nofollow">iness models consists the followin" rel="nofollow">ing complements: Value proposition: benefits the customer enjoys when buyin" rel="nofollow">ing from a company; Revenue model. how the money is made; Market opportunity: the nature and size of a company's marketplace; Competitive environment: other companies occupyin" rel="nofollow">ing the same marketplace; Competitive advantage: advantages a company enjoys over its competitors; Market strategy: how a company will target its customers and promote its products; Organizational development: a company's management structure; Management team: experience and skills of a company's leaders Your report should in" rel="nofollow">include references to the appropriate e-commerce and marketin" rel="nofollow">ing literature (textbooks, journals and websites). Care should be taken when consultin" rel="nofollow">ing websites as they are not all equally authoritative (for example Wikipedia is not peer-reviewed; therefore is not considered an academic reference website). A min" rel="nofollow">inimum of 8 different academic references must be cited, but a wellresearched report is likely to cite many more. You are advised to keep a backup copy of the report until you receive your grade and regularly backup your work in" rel="nofollow">in the cloud (OneDrive, iCloud, Dropbox and GoogleDrive are good examples). A disk crash is not an acceptable reason for late submission. Page 3 of 6 Below is an in" rel="nofollow">indicative structure for your report: Title Page Table of Contents A list of all the chapters, sections, headin" rel="nofollow">ings, and sub-headin" rel="nofollow">ings. Appendices and Figures should be provided as well as all page numbers as clearly as possible. Introduction This should show that you have understood the brief and that you will cover everythin" rel="nofollow">ing required. Fin" rel="nofollow">indin" rel="nofollow">ings and Analysis ?? This is the substance of your report. The structure will vary dependin" rel="nofollow">ing on the material bein" rel="nofollow">ing presented. Headin" rel="nofollow">ings and sub-headin" rel="nofollow">ings should be used to in" rel="nofollow">indicate clearly the different sections. ?? Charts, diagrams and tables can be used to rein" rel="nofollow">inforce your arguments, although it may be better to in" rel="nofollow">include the more complex ones as an appendix. Conclusion This provides an end to your report through a summary of the important poin" rel="nofollow">ints in" rel="nofollow">in your discussion. Remember not to in" rel="nofollow">include any new material here. Reference List / Bibliography The terms reference list and bibliography are sometimes used in" rel="nofollow">interchangeably, but here we defin" rel="nofollow">ine the terms as: ?? Bibliography - a list of consulted readin" rel="nofollow">ings, for example a list of textbook sources, that you have studied while composin" rel="nofollow">ing your essay, but not specifically cited in" rel="nofollow">in the text ?? Reference list - a list of cited sources. Assessment criteria for Individual report Explanatory comments on the assessment criteria Maximum marks for each section Content, style, relevance, origin" rel="nofollow">inality Ownership of the material presented Correct style, grammar and syntax Personal evaluation Good communication skills 30% Report Format, referencin" rel="nofollow">ing, bibliography Correct structure and style Harvard referencin" rel="nofollow">ing Good range of books and journal articles 20% Report Constructive critical analysis, in" rel="nofollow">introduction, conclusion Good response will embrace appropriate theories & models Critical as well as normative perspectives and will demonstrate utilisation of relevant origin" rel="nofollow">inal thought. Practical and pragmatic conclusions and recommendations. 30% Report 20 % Critical Analysis and Evaluation Page 4 of 6 Task 2 In Class Group Presentation (Weighin" rel="nofollow">ing 25%) 15 min" rel="nofollow">inutes Presentation Task in" rel="nofollow">in-group of 3 or 4 ( LO3 and LO4) BP Global offers different types of membership cards to its customers. As part of your presentation you are required to: ?? Demonstrate how BP Global can use the digital communications mix to promote its fuel cards (BP Plus, BP Plus Bunder and BP Supercharge) ?? Demonstrate how social media platforms can be used by BP Global to main" rel="nofollow">intain" rel="nofollow">in strong relationships with its card members Markin" rel="nofollow">ing Scheme for Group Presentation Category Scorin" rel="nofollow">ing Criteria Total Poin" rel="nofollow">ints Score Contents ( 50% ) Content of the presentation relate to the title and or purpose of the presentation 10 Introduction to the presentation in" rel="nofollow">include a slide givin" rel="nofollow">ing an overview of the question or problem they were about to tackle and the way they were goin" rel="nofollow">ing to answer it/them 15 The message of the presentation clearly put / argued 10 presentation a piece of reasonin" rel="nofollow">ing consistin" rel="nofollow">ing of a logical argument with a sound conclusion (or conclusions) supported by valid and relevant evidence 15 Style and Organization 20% The structure and cohesion is appropriate. 10 clear identity of begin" rel="nofollow">innin" rel="nofollow">ing (summary), middle and end (conclusion) 10 Presentation and creativity 20% Professionalism, communication, and the ability to engage with the audience. 5 content or presentation origin" rel="nofollow">inal or creative in" rel="nofollow">in some way 5 unexpected features in" rel="nofollow">in the content / presentation beyond the expected 10 Overall Impression 10% Presentation attracted and main" rel="nofollow">intain" rel="nofollow">ined in" rel="nofollow">interest of the audience 2 appropriate eye contact is the pacin" rel="nofollow">ing appropriate 2 Audible and clear (articulation) 2 the speaker have ‘presence’ and adequate 2 confidence is his /her posture appropriate 2 Score Total Poin" rel="nofollow">ints 100 Page 5 of 6 Markin" rel="nofollow">ing Scheme of Coursework Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories Knowledge & Understandin" rel="nofollow">ing of Subject Major gaps in" rel="nofollow">in knowledge and understandin" rel="nofollow">ing of material at this level. Significant in" rel="nofollow">inaccuracies. Gaps in" rel="nofollow">in knowledge and only superficial understandin" rel="nofollow">ing of the well-established prin" rel="nofollow">inciples of area(s) of study. Some in" rel="nofollow">inaccuracies. Threshold level. Some knowledge and understandin" rel="nofollow">ing of material, of wellestablished prin" rel="nofollow">inciples of area(s) of study, and of the way in" rel="nofollow">in which those prin" rel="nofollow">inciples have been developed. Broad knowledge and understandin" rel="nofollow">ing of material, of wellestablished prin" rel="nofollow">inciples of area(s) of study, and of the way in" rel="nofollow">in which those prin" rel="nofollow">inciples have been developed. Very good knowledge and understandin" rel="nofollow">ing of material, of wellestablished prin" rel="nofollow">inciples of area(s) of study, and of the way in" rel="nofollow">in which those prin" rel="nofollow">inciples have been developed. Very good, detailed knowledge and understandin" rel="nofollow">ing of material, main" rel="nofollow">in concepts/theories at this level. Awareness of the limitation of their knowledge, and how this in" rel="nofollow">influences any analyses and in" rel="nofollow">interpretations based on that knowledge. Exceptional knowledge and understandin" rel="nofollow">ing of material, main" rel="nofollow">in concepts/theories at this level. Awareness of the limitation of their knowledge, and how this in" rel="nofollow">influences any analyses and in" rel="nofollow">interpretations based on that knowledge Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leadin" rel="nofollow">ing to unsupportable conclusions or missin" rel="nofollow">ing conclusions. Lack of analysis and relevance. Views/ fin" rel="nofollow">indin" rel="nofollow">ings largely irrelevant, illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity. Threshold level. Awareness of main" rel="nofollow">in issues. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support fin" rel="nofollow">indin" rel="nofollow">ings, but not always consistent. Some relevant conclusions. Issues identified and critically analysed within" rel="nofollow">in given areas. An awareness of different stances and ability to use evidence to support argument. Ability to apply concepts and prin" rel="nofollow">inciples outside context of study context. Generally sound conclusions. Good level of analysis and synthesis. An awareness of different stances and ability to use evidence convin" rel="nofollow">incin" rel="nofollow">ingly to support argument. Ability to apply concepts/ prin" rel="nofollow">inciples effectively beyond context of study. Valid conclusions. Excellent analysis and synthesis. A range of perceptive poin" rel="nofollow">ints made within" rel="nofollow">in given area for this level of study. Arguments logically developed, supported by a range of relevant evidence. Explicit acknowledgement of other stances. Strong conclusions. Exceptional analysis and synthesis are consistent features. Perceptive, logically connected poin" rel="nofollow">ints made throughout the work within" rel="nofollow">in an eloquent, balanced argument. Evidence selected judiciously and thoroughly analysed. Persuasive conclusions. Use of Researchin" rel="nofollow">informed Literature (in" rel="nofollow">includin" rel="nofollow">ing referencin" rel="nofollow">ing, appropriate academic conventions and academic honesty) No evidence of readin" rel="nofollow">ing. Views are unsupported and nonauthoritative. Academic conventions largely ignored. Evidence of little readin" rel="nofollow">ing appropriate for this level and/or in" rel="nofollow">indiscrimin" rel="nofollow">inate use of sources. Academic conventions used weakly. Threshold level. Evidence of readin" rel="nofollow">ing relevant sources, with some appropriate lin" rel="nofollow">inkin" rel="nofollow">ing to given text(s). Academic conventions evident and largely consistent, with min" rel="nofollow">inor weaknesses. Knowledge and analysis of a range of literature beyond core text(s). Literature used accurately and analytically. Academic skills generally sound. Knowledge of the field of literature used consistently to support fin" rel="nofollow">indin" rel="nofollow">ings. Research-in" rel="nofollow">informed literature in" rel="nofollow">integrated in" rel="nofollow">into the work. Very good use of academic conventions. Critical engagement with a range of readin" rel="nofollow">ing. Knowledge of research-in" rel="nofollow">informed literature embedded in" rel="nofollow">in the work. Consistently accurate use of academic conventions. Exceptionally wide range of relevant literature evaluated and used critically to in" rel="nofollow">inform argument, balance discussion and/or in" rel="nofollow">inform problem-solvin" rel="nofollow">ing. Consistently accurate and assured use of academic