| Category | Dissertation | Subject | Marketing |
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| University | Ulster University | Module Title | MKT748 Sustainability Marketing |
| Assessment Title | Module Handbook |
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| Academic Year | 2025-26 |
Welcome
1. Module Overview and Communication
2. Sustainable Development Goals (SDGs) and Graduate Attributes (GAs) in your module
3. Aim and Learning Outcomes
4. Assessment and Feedback
5. Learning Resources
6. Organisation and Management
7. Student Voice and Support Services
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Module Details |
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Module Title |
Sustainability Marketing |
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Module Code |
MKT748 |
Module Level |
7 |
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Credit points |
20 |
Module Status |
Core |
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Semester |
3 |
Location |
Belfast, London & Birmingham |
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Delivery Mode |
Face-to-face |
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Contact Details and Communication Methods |
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Module Coordinator |
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Teaching Staff Contact Details |
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General Information, Queries and Consultations |
If you require advice on any aspect of the module, please read the guidance provided here in the Module Handbook. For General Queries, please utilise the class Discussion Board. For Specific Queries or studies advice, you can avail of the ‘Virtual Office Hours’. Please contact Dr Bronagh Magee if you have questions relating to the module or wish to schedule an appointment. Please note, we aim to respond to emails within 48 hours during the working week. |
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Module Announcements |
Key announcements will be presented during tutor-led activities. Out-of-class communication, including notifications, reminders, etc, will be distributed via the Blackboard Announcement tool. You will receive a duplication of the announcement directly to your student email inbox. You must check your emails regularly. It is also advisable that you download the ‘Blackboard’ App as an alternative to access these announcements, notifications, and reminders, as well as content. |
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The UN SDGs are a comprehensive set of global goals to end poverty, protect our planet, and improve the living conditions of the Global Population. You are encouraged to think critically and reflect on SDGs in the context of this module.
The following SDGs are relevant in the context of this module:
Ulster University’s Graduate Attributes are a high-level set of competencies, developing universal understandings, skills, qualities, and values.
As a result of engaging with this module, you will have opportunities to develop and practise the following selected attributes:
This module is designed to critically investigate sustainability from a marketing perspective across individual, organisational and societal levels. The module has a global and multi-disciplinary outlook to develop the students’ abilities to think in systems. This will develop student awareness and understanding of individual and organisational sustainability marketing, and the role of business and policymakers regarding the UN Sustainable Development Goals (SDGs). Students will learn the importance of holistic sustainability marketing implementation and how entrepreneurship can be harnessed to overcome sustainability challenges and achieve sustainable opportunities. This module contributes to the overall course philosophy by allowing students to challenge accepted business conventions, critically evaluate and question contemporary perspectives, identify new trends and deliver solutions to complex business challenges.
This module aims to give students a detailed understanding of sustainability marketing, develop skills for sustainability marketing practice and reflect on sustainable marketing from an individual, organisational and societal level.
Objectives of the course are:
What should you be able to do by the end of this module?
Successful participants will be able to:
1. Understand current issues relating to the application of sustainability in marketing practice and identify relevant frameworks to address sustainability marketing problems.
2. Apply critical thinking and make connections between consumer and organisational actions in relation to social and environmental externalities, and spot opportunities where they, as marketing managers, can influence sustainable marketing and act towards its implementation.
3. Apply their knowledge of sustainability marketing to make marketing decisions that contribute to the UN Sustainable Development Goals.
4. Develop their professional and interpersonal skills using peer-to-peer learning in class and via assessments.
This module will be assessed via two items of assessment
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Type |
Assessment method and submission date: |
Percentage (%) and word count equivalent |
Feedback due date |
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Coursework 1 |
Part A) Group Report – 4500 words due Tues 28th May 5pm Part B) In-person Presentation on Wed 29th May |
(50%+25%) |
+4 weeks post submission date |
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Coursework 2 |
Individual Marketing Communications Collateral due midnight Thurs 30th May |
(25%) |
As above |
1) Word count includes the title page, contents page, in-text references and citations but excludes tables, reference list and appendices.
2) Your work should include references to relevant journal articles and other good quality information sources and should be properly laid out using the Harvard system of referencing. More detailed guidance is available in the ‘Guide to Referencing in the Harvard Style’. We encourage you to make good use of all the support services offered by your Faculty Subject Librarian, further details are in the Learning Support Services Section.
3) You should refer to the assessment criteria to provide fuller details of the marking criteria for each classification band.
4) In addition, you should refer to the standard assessment guidelines as presented in your Course Handbook/Support Area, which includes guidance and policies on referencing style, plagiarism, etc.
5) We recommend the use of Studiosity, which offers constructive feedback on draft written submissions within 24 hrs.
6) Coursework must be submitted by the dates specified. Coursework submitted after the deadline, without prior approval, is not normally accepted. For further guidance on the late submission of coursework, please see the course handbook.
7) Non-compliance with the word limit will result in a penalty being applied in accordance with the University Word Limit Policy, which can be found on your Course Support Area in Blackboard.
Part A: Group Report – 4500 words (50%) – Group Mark
You are required to work in groups of between 4 and 6 people. In this assignment, you will take on the role of a marketer in the new product development (NPD) process to research and develop solutions that meet sustainable development needs related to SDG4 ‘Good Health and Wellbeing’. Partnering with Ulster University’s Centre for Digital Health Technologies (CDHT), you will be provided with an outline of their technologies and you will research, create and present a solution (product or service) to meet patient needs for a health or wellbeing concern. The assignment will involve applying Design Thinking tools and the Triple Layered Sustainable Business Canvas. The goal of the assignment is to create a product or service that provides both social and environmental value and addresses a sustainable development issue. A full assignment brief, including information on CDHT and in-depth guidance for the assignment, is provided in the Assessment folder on Blackboard.
Part B: In-Person Presentation (25%) – Individual Mark
Each group is required to attend a 30-minute time slot where each member will be assessed by a series of questions on the process undertaken to complete their work within the group project. Each team member will be asked questions for 5 minutes and must be able to answer them to a satisfactory level. The questions will be based on the work produced in Coursework 1 Part A; therefore, each student’s questions will differ, depending on the content they produced within the report. A presentation or written material is not required for this assessment; students must simply be able to discuss how they completed the work and answer questions that demonstrate their knowledge and critical analysis of the content included in the report.
Coursework 1 – Brief
a) The assignment will take the form of a group:
i) word-processed report
b) Detailed assessment guidance will be given in the Day 1 final session and aims to provide advice on the use of media/technologies for this assessment exercise.
c) Completed assignments must be submitted in Word format via the Turnitin Dropbox in your Blackboard Course Area by the specified date and time outlined in the Key Assessment Information Table above.
d) All submitted assignments should have the file name:
i) "Group_Name"
ii) e.g. Group_1.
Coursework 1 – Feedback
Written feedback on the assessment will be provided via Blackboard on 25th June 2024.
Do You Need MKT748 Dissertation of This Question
Order Non-Plagiarized DissertationCoursework 1 – Assessment Rubric /Marking Proforma
To aid student understanding, it is advisable to explain the rubric/marking proforma to your students in an assessment preparation session.
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CW1a Group Report (50%) |
85-100 Outstanding |
70-84 Excellent |
60-69 Very Good |
55-59 Good |
50-54 Pass |
Fail |
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Critical evaluation and research demonstrated in the report introduction and identification and discussion of chosen health concern. Effective application of tools for the ideation process and empathy mapping (30%)
Mark___ /30 |
Exceptional competence in presenting the purpose of the report. Exceptional research- informed choice of health/ wellbeing issue evidencing strong appreciation for the complexity of the issue. Health/ wellbeing concern is clearly linked to a CDHT theme. Outstanding original ideation and extensive understanding of patient needs is demonstrated through an exceptional empathy map. |
Excellent competence in presenting the purpose of the report. Robust research-informed choice of health/ wellbeing issue evidencing appreciation for the complexity of the issue. Health/ wellbeing concern is clearly linked to a CDHT theme. Original ideation and excellent understanding of patient needs is demonstrated through an excellent empathy map. |
Very good competence in presenting the purpose of the report. Very good research- informed choice of health/ wellbeing issue evidencing critical evaluation of the issue. Health/ wellbeing concern is clearly linked to a CDHT theme. Some original ideation and strong understanding of patient needs is demonstrated through an excellent empathy map. |
Good competence in presenting the purpose of the report. Good research-informed choice of health/ wellbeing issue evidencing some critical evaluation of the issue. Health/ wellbeing concern is clearly linked to a CDHT theme. Ideation could be more original and understanding of patient needs using the empathy map could be more in-depth. |
Reasonable competence in presenting the purpose of the report. Adequate levels of research to inform choice of health/ wellbeing issue but lacks critical evaluation of the issue. Health/ wellbeing concern is clearly linked to a CDHT theme. Ideation could be more original and understanding of patient needs using the empathy map could be more in- depth. |
Limited competence in presenting the purpose of the report. Limited or no use of research to inform choice of health/ wellbeing issue and there is no critical evaluation of the issue. Health/ wellbeing concern is not clearly linked to a CDHT theme. Ideation is lacking and understanding of patient needs using the empathy map is basic. |
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Evidence of a research informed sustainable solution for the chosen health/ wellbeing concern addressed. The Triple Layered Business Model Canvas has been applied accurately to convey the health/ wellbeing prototype. (25%) Mark: 25 |
Exceptional research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Outstanding skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
Excellent research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Excellent skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
Very good research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Strong skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
Good research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Acceptable skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
Reasonable research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Adequate skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
Insufficient research and sustainability demonstrated in the prototype of a health/ wellbeing concern linked to CDHT. Basic skills in the application of the Triple Layered Business Model Canvas to convey the prototype developed through the Design Thinking process. |
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Storytelling: A detailed, critical narrative evidencing knowledge and understanding of the prototype and the TLBMC has been provided. The reader has a clear understanding of what you have created. A conclusion summarising the report’s work is provided. (35%)
Mark: /35 |
Outstanding level of knowledge and appreciation of complex issues evidencing a critical approach to telling the story behind the prototype. The reader can vivdly picture the prototype in their minds eye. A succinct, sophisticated conclusion provides a lucid summary of the work included in the report is outlined. |
Excellent level of knowledge and appreciation of complex issues evidencing a critical approach to telling the story behind the prototype. The reader can clearly picture the prototype in their minds eye. A concise conclusion provides a clear summary of the work included in the report is outlined. |
Very good level of knowledge and issues evidencing a critical approach to telling the story behind the prototype. The reader can picture the prototype in their minds eye. A strong conclusion providing a summary of the work included in the report is outlined. |
Good level of knowledge and issues evidencing some critical analysis in the telling of the story behind the prototype. The reader has a somewhat clear picture of the prototype in their minds eye. A good conclusion providing a summary of the work included in the report is outlined. |
Reasonable level of knowledge and issues evidencing limited critical analysis in the telling of the story behind the prototype. The reader has a partial picture of the prototype in their minds eye. A basic conclusion providing a summary of the work included in the report is outlined. |
Insufficient or minimal level of knowledge and issues. No critical analysis in the telling of the story behind the prototype. The reader cannot imagine the prototype in their minds eye. An insufficient or no conclusion is outlined. |
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Evidence of appropriate reading, Harvard referencing and professional structure and presentation throughout. (10%) Mark: /10 |
Extensive reading, outstanding presentation, structure, grammar, spelling and Harvard referencing |
Excellent reading, robust presentation, structure, grammar, spelling and Harvard referencing |
Very good reading, strong presentation, structure, grammar, spelling and Harvard referencing |
Good reading, good presentation, structure, grammar, spelling and Harvard referencing |
Reasonable reading, acceptable presentation, structure, grammar, spelling and Harvard referencing |
Insufficient reading, poor presentation, structure, grammar, spelling and Harvard referencing |
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Total Mark: /100 |
Overall Comments |
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CW1b In-Person Presentation (25%) (Individual Mark) |
85-100 Outstanding |
70-84 Excellent |
60-69 Very Good |
55-59 Good |
50-54 Pass |
Fail |
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Student can clearly explain how they produced the work (30%)
Mark___ /30 |
Student demonstrates exceptional competence in the production of their work. They clearly demonstrate advanced technique and approach to addressing the section/s they have worked on. |
Student demonstrates excellent competence in the production of their work. They demonstrate some advanced technique and approach to addressing the section/s they have worked on. |
Student demonstrates very good competence in the production of their work. They demonstrate methodical technique and approach to addressing the section/s they have worked on. |
Student demonstrates good competence in the production of their work. They demonstrate acceptable technique and approach to addressing the section/s they have worked on. |
Student demonstrates reasonable competence in the production of their work. They demonstrate adequate technique and approach to addressing the section/s they have worked on. |
Student demonstrates reasonable competence in the production of their work. They demonstrate basic or limited technique and approach to addressing the section/s they have worked on. |
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Knowledge and understanding of content produced (30%) Mark___ /30 |
Student has an exceptional grasp of the content they have produced and their explanation demonstrates outstanding understanding, including evidence of engagement with material at the cutting edge of the subject. |
Student has an excellent grasp of the content they have produced and their explanation demonstrates advanced understanding, including some evidence of engagement with material at the cutting edge of the subject. |
Student has a very good grasp of the content they have produced and their explanation demonstrates strong understanding of the subject material. |
Student has a good grasp of the content they have produced and their explanation demonstrates acceptable understanding of the subject material. |
Student has a reasonable grasp of the content they have produced and their explanation demonstrates adequate understanding of the subject material. |
Student has a limited grasp of the content they have produced and their explanation demonstrates basic or minimal understanding of the subject material. |
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Ability to critically discuss content produced (30%) Mark___ /30 |
Student demonstrates outstanding critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
Student demonstrates excellent critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
Student demonstrates strong critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
Student demonstrates good critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
Student demonstrates reasonable critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
Student demonstrates insufficient critical analysis in their engagement with reading and synthesis of assignment task in their discussion of work they have produced. |
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Clear delivery and articulation of points (10%)
Mark___ /10 |
Student answers all questions with high levels of confidence, clarity and depth. They are able to respond exceptionally well to follow-up and probing questions. |
Student answers all questions with poise, clarity and depth. They are able to respond strongly to follow-up and probing questions. |
Student is self-assured in their responses, clear in their delivery and their answer had good depth. They are able to respond with ease to follow-up and probing questions. |
Student is somewhat self-assured in their responses and clear in their delivery, however the answer could have been more in-depth. They are able to respond to follow-up and probing questions to an acceptable standard. |
Student is somewhat self-assured in their responses and clear in their delivery, however the answer could have been much more in- depth. They are able to respond to follow-up and probing questions to an adequate standard. |
Student struggles in their responses, delivery could be much clearer and the answer is basic and lacks depth. They struggle to respond to follow-up and probing questions to an adequate standard. |
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Total Mark: /100 |
Overall Comments |
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Sustainable Marcom Collateral (25%) - Individual
Using the product/ service developed in your group for Coursework 1, Part A, you are required to market the product/ solution to the intended target audience, focusing on one distinct USP. Each group member should focus their marcom collateral on either a different target customer or a different USP. Your marketing collateral can be in the form of:
Regardless of which option is selected, the final output must be professional, creative and clear. The collateral should apply concepts/ theory relating to sustainable comms/ marketing tactics discussed in class in the design of the marketing collateral. To ensure the submission meets the ‘sustainable’ aspect of marcom collateral, the work must be compliant with the Green Claims Code and evidence critical evaluation of the American Marketing Academy’s Code of Ethics in how the collateral is presented. You should consider which concepts discussed in class can help you achieve this and apply them to your work. Overall, the collateral must not be misleading, greenwash or unethical.
Finally, a 200-word paragraph must accompany the work stating the intended target customer and product/ service USP. Details on the sustainable communication/ marketing tactics theory/ concepts applied in the work must also be discussed.
Coursework 2 – Brief
a) The assignment may take the form of any of the options listed above:
b) Detailed assessment guidance will be given on Day 1 and aims to provide advice on the use of media/technologies for this assessment exercise.
c) Completed assignments must be submitted in Word format via the Turnitin Dropbox in your Blackboard Course Area by the specified date and time outlined in the Key Assessment Information Table above.
d) All submitted assignments should have the file name:
i)"SurnameFirstNameBNumber"
ii)e.g. BrownJohnB00001234_AssignmentOne.
Coursework 2 – FEEDBACK
Written feedback on the assessment will be provided via Blackboard on 27th June 2024.
Coursework 2 – Assessment Rubric/Marking Proforma
To aid student understanding, it is advisable to explain the rubric/marking proforma to your students in an assessment preparation session.
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CW2 (25%) |
85-100 Outstanding |
70-84 Excellent |
60-69 Very Good |
55-59 Good |
50-54 Pass |
Fail |
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Professional, creative and clear sustainable marcoms collateral produced.
Mark___ /30 |
Outstanding professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Exceptional use of appropriate digital tools and digital skills to develop the collateral. |
Excellent professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Superb use of appropriate digital tools and digital skills to develop the collateral. |
Very good professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Strong use of appropriate digital tools and digital skills to develop the collateral. |
Good professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Sound use of appropriate digital tools and digital skills to develop the collateral. |
Reasonable professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Adequate use of appropriate digital tools and digital skills to develop the collateral. |
Insufficient professionalism, creativity and clarity demonstrated in the chosen marcoms collateral. Basic use of appropriate digital tools and digital skills to develop the collateral. |
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Marcomms is compliant with Green Claims Code and AMA Code of Ethics.
(25%) Mark___ 30 |
Marcomm collateral demonstrates the highest standards of transparency regarding the product/ service. Student demonstrates exceptional capacity to consider all ethical implications of the marcom collateral. |
Marcomm collateral demonstrates high levels of transparency regarding the product/ service. Student demonstrates excellent capacity to consider ethical implications of the marcom collateral. |
Marcomm collateral demonstrates strong levels of transparency regarding the product/ service. Student demonstrates very good capacity to consider ethical implications of the marcom collateral. |
Marcomm collateral demonstrates good levels of transparency regarding the product/ service. Student demonstrates acceptable capacity to consider ethical implications of the marcom collateral. |
Marcomm collateral demonstrates reasonable levels of transparency regarding the product/ service. Student demonstrates adequate capacity to consider ethical implications of the marcom collateral. |
Marcomm collateral demonstrates limited or no levels of transparency regarding the product/ service. Student demonstrates limited or no capacity to consider ethical implications of the marcom collateral. |
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Marcomms is focused on the target customer and the USP is clearly communicated. Evidence of sustainable comms concepts/ theories/ techniques applied in the collateral (35%)
Mark___ /30 |
Outstanding level of knowledge and appreciation of the wants/ needs of the target customer. Messaging is expertly designed to resonate with the customer and offers value through highlighting gains/ reducing pains. There is exceptional application of stated sustainable comms concepts/ theories/ techniques in the advert. |
Excellent level of knowledge and appreciation of the wants/ needs of the target customer. Messaging strongly resonates with the customer and offers value through highlighting gains/ reducing pains. There is excellent application of stated sustainable comms concepts/ theories/ techniques in the advert. |
Very good level of knowledge and appreciation of the wants/ needs of the target customer. Messaging resonates with the customer and offers value through highlighting gains/ reducing pains. There is strong application of stated sustainable comms concepts/ theories/ techniques in the advert. |
Good level of knowledge and appreciation of the wants/ needs of the target customer. Messaging mostly resonates with the customer and offers value through highlighting gains/ reducing pains. There is acceptable application of stated sustainable comms concepts/ theories/ techniques in the advert. |
Reasonable level of knowledge and appreciation of the wants/ needs of the target customer. Messaging partially resonates with the customer and offers value through highlighting gains/ reducing pains. There is adequate application of stated sustainable comms concepts/ theories/ techniques in the advert. |
Insufficient level of knowledge and appreciation of the wants/ needs of the target customer. Messaging has limited or no resonation with the customer and offers limited or no value through highlighting gains/ reducing pains. There is limited or no application of stated sustainable comms concepts/ theories/ techniques in the advert. |
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200-word discussion of target customer, chosen USP and sustainable comms concept/ theory/ techniques (10%)
Mark___ /10 |
Outstanding discussion of the target customer and USP. Exceptional knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
Excellent discussion of the target customer and USP. Superb knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
Very good discussion of the target customer and USP. Strong knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
Good discussion of the target customer and USP. Acceptable knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
Reasonable discussion of the target customer and USP. Adequate knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
Insufficient discussion of the target customer and USP. Limited or no knowledge and justification for your chosen sustainable comms concept/ theory/ techniques |
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Total Mark: /100 |
Overall Comments |
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The teaching plan/order of weekly topics is subject to change. The list below provides an outline summary of weekly activities and further information is available on BBL in the relevant week’s folder. Students will be expected to engage in all prescribed activities that contribute towards final assessment.
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Week/L&T Methods |
Curriculum Content/Topic Title |
Independent/Directed Study, includes: Required Reading, Seminar Preparation, and/or Assessment Preparation and due dates |
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Day 1 (Wed 8th May) |
Module Welcome: Sustainability Marketing Introductions and Student Voice – Expectations of the module: Sustainability Marketing · Overview of Module Handbook and Blackboard Area · Introduction to Sustainability Marketing and Sustainable Consumption · UN Sustainable Development Goals, Stakeholder Theory and Wicked Problems. · Carbon Literacy concepts such as Scope 1, 2 and 3 Green House Gases and Lifecycle Assessments. · Guest lecture by Eimear Montague from Northern Ireland Resources Network (NIRN) on her journey from Marketing to Circular Economy. · Assessment Overview |
Reading: Kemper, J.A. and Ballantine, P.W. (2019) What do we mean by sustainability marketing? Journal of Marketing Management, 35(3–4), 277–309
Squared Circles (2024) ‘The Conscious Maximalist’ – available in ‘Reading’ folder on BBL.
Important for assessment: to familiarise yourself with the partners we are working with for this assignment, you should read the information on their website to understand their purpose and goals. |
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Day 4 (Wed 22nd May) |
Lecture Title: Sustainability Policy, Entrepreneurship and Future Issues – Implications for Marketers · Overview of current and incoming sustainability- related policies and legislation and their impact on business and marketing · Sustainable Entrepreneurship: Identifying and Leveraging Sustainable Marketing Opportunities · Sustainability challenges, the role of technology and entrepreneurial marketers to pioneer sustainable innovation to meet the needs of the future. · Module summary and wrap up session. |
Reading: Nassos, G.P. and Avlonas, N., (2020). Practical sustainability strategies: how to gain a competitive advantage. John Wiley & Sons. Click here to access the eBook
Belz, F. M., & Binder, J. K. (2017). Sustainable Entrepreneurship: A Convergent Process Model. Business Strategy and the Environment, 26(1), 1–17.
Gutterman, A.S., (2018) Sustainable Entrepreneurship, Business Expert Press, New York, USA - Chapter 6 (eBook available) |
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Day 5 (Wed 29th May) |
CW1b In-Person Presentations – you must be available all day to attend the time slot you have been allocated, however once you have finished you may go home. |
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DEADLINE DATE |
ASSESSMENT SUBMISSIONS: CW1a DUE 5pm 28th May 2024 CW2 DUE midnight 30th May |
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