social marketing 2500words

PORTSMOUTH LAW SCHOOL /

Marketing SUBJECT GROUP

[Social Marketing]

[U30933]

Assessment Information

[2020/21]

Module Co-ordinator

[Judith Fletcher-Brown]

Assessment Strategy

This module will be assessed using two items: a Social Marketing Intervention Campaign Plan and three mini milestone presentations. These two elements of assessment are

Assessment 1 Social Marketing Intervention Plan

Weighting: 80%

Learning Outcomes Assessed: LO1, LO2 & LO3

Word Count: 2500 words excluding References and Appendices. Remember Appendices do not receive a mark they, are there for supporting material. Anything relevant to your campaign should be in the main document.

Details of Assessment 1

Select a social marketing wicked problem of your choice and develop a social marketing intervention campaign plan.

The wicked problem you chose can be something that interests you, like cleaner oceans or encouraging people to stop smoking. It doesn’t have to be a large scale wicked problem but it does have to be a problematic act of behaviour that you believe needs to change to benefit society. For example stopping litter in your postcode, the dropping of cigarette ends or something related to COVID.

The plan you develop and submit must follow the recommended format, and use appropriate headings as detailed below.

Section What should be included Campaign Aims and Objectives

Situational analysis:

Set out the aims / objectives of the intervention campaign you are presenting. State the behaviour or other factors that the intervention sought or is seeking to influence. Specific, actionable and measurable goals including behaviour have been set (consider , short, medium and long term). Conduct systematic research to analyse the marketing environment, social, technological, economic and legal perspective. All relevant data, evidence and experience of the issue has been gathered to inform planning. A range of sources have been included.

Target group focus Evidence of primary or secondary formative research, including, audience knowledge, attitudes, practices and behaviours in relation to topic area. Target group focus, segmentation and insight. State the target group that is the focus of this intervention campaign. Detail segments of the target group selected. State the key sights from customer research that drove the approach. A range of relevant sources are present. Correct marketing terms are evident.

Citizen Orientation/ Behavioural theory

Full justification of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention. State how a citizen/customer orientation has driven the approach. This may include research on attitudes, beliefs, behaviours or incidence rates, co-creation efforts and approaches.

The Social Offering: Exchange and value

State the products, ideas, understanding, services, experiences, systems and environments that your campaign/program is seeking to influence. Analysis has been completed of what audience value and what the target audience has to give up (e.g. financial, physical, time-related costs) to get the benefits or value proposed, and this is built into the intervention approach (e.g. incentives, recognition, reward and/or disincentives are built in)

Competition Analysis and barriers to change

State the competition analysis undertaken – who are the competitors? What is the benefit they offer your target market and how did you tackle them? Factors competing with the desired behaviour are considered and addressed (e.g. environment, economic factors, psychological, media/consumer-related factors, physiological factors such as addiction).

Intervention mix Set out all the interventions types that you applied. (Control, Inform, Design, Educate, Support). An integrated approach is evidenced by the presence of a valued ‘proposition’ product or service to the target audience that is offered and promoted through a co-ordinated approach to information, education, service design and execution, and supported by systems and policy. Interventions may involve both active and passive decision making. .This is an overview of your social marketing intervention mix. This should cover more than a just a communication mix. Set out all the interventions types that you applied. (Control, Inform, Design, Educate, Support- see page 194-195 in course text Strategic Social Marketing)

Planning, Results and Learning

Which planning model did you use and why? ( see page 179-182 of course text) Set out the methods for evaluation of the campaign. What mechanism have you built into your intervention mix to evaluate behaviour change? These must relate directly to the programmes objectives. Also set out the expected learnings from the program. For example the expectation is that target group will know where to access the vaccination programme. Indicate the flow of learning from the programme.

Ethical check list Ensure that you indicate using the provided checklist which of the following your outlines campaign addresses Deliver interventions that have measurable positive social and individual outcomes Reduce the impact of potential harm of the intervention as much as possible Treat all target groups and partners fairly Develop interventions that deliver the greatest good for the greatest number of people Recognise and support the autonomy of the target audiences

Academic Writing & References

Please follow the referencing conventions used by UoP

The lectures and seminars during the teaching block will provide guidance and help you to understand exactly what is required within each section of your plan. Chapter 6 of the n course text Strategic Social Marketing also provides more detail on each stage of the plan.

U30933 Social Marketing Intervention Campaign grading criteria

Criteria (weighting) 70+ Excellent

60-69 Very good

50-59 Satisfactory

40-49 Basic

<40% Fail

Campaign Aims and Objectives

Situational Analysis (10 marks)

Excellent Aims and SMART Objectives Short, Med and Long included. The behaviour the intervention sought or is seeking to influence is thoroughly explained

Very good Aims and SMART Objectives Short, Med and Long included but may not be coherent. The behaviour that the intervention sought or is seeking to influence is Clearly stated  but it lacks the polish/detail or 70+

Satisfactory Aims but incomplete SMART Objectives Short, Med and Long may not all be included. The behaviour the intervention sought or is seeking to influence is described and lacks detail.

Basic Aims but incomplete SMART Objectives . Short, Med and Long are confused or omitted. The behaviour the intervention sought or is seeking to influence is weak.

Campaign goals/outcomes are not understood and/incomplete The behaviour the intervention sought or is seeking to influence is poor.

Excellent Systematic scoping has been done to analyse environment. All social, technological, economic and legal perspectives have been considered. All relevant data and evidence of the wicked problem has been gathered to inform planning. A broad range of sources have been included.

Very good scoping has been done to analyse macro environments. All environments have been considered. Good range of data and evidence of the wicked problem has been gathered to inform planning. A range of sources have been included but not the breadth of 70+

Satisfactory analysis of all macro environments. Data and evidence of the wicked problem has been gathered from a few sources only.

Basic analysis of macro environments. Only a few environments have been considered. Sparse data and evidence of the wicked problem has been gathered.

The situational analysis is incoherent and without substance.

Formative Audience Research (10 marks)

Excellent evidence of secondary research, including, audience knowledge, attitudes, practices and behaviours in relation to wicked problem. Target group focus, segmentation and insight. Detail segments of the

Very good evidence of secondary research, including, audience knowledge, attitudes, practices and behaviours in relation to wicked problem. Target group focus, segmentation and insight is not the breadth of 70+

Satisfactory evidence of secondary research but incomplete. The following may not be present, audience knowledge, attitudes, practices and behaviours in relation to wicked problem. Target group focus,

Basic but weak evidence of secondary research and likely to be incomplete. The following may not be present, audience knowledge, attitudes, practices and behaviours in relation to wicked problem. Target group focus,

The audience research is incoherent and without substance and lacks detail.

target group selected. Key sights from customer research that drove the approach are included. A broad range of relevant sources are present. Correct marketing terms are evident.

Some very good segments of the from customer research that drove the approach are included. A range of relevant sources are present. Mostly correct marketing terms are evident.

segmentation and insight. Few sources are present.

Few marketing terms evident.

segmentation and insight is poor. One or two sources are present.

Marketing terms are not evident.

Citizen Orientation/ Behavioural theory (10 marks)

Excellent justification of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention and clearly links to above insight. Explanation about how co-creation could be achieved.

Nearly full justification of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention and clearly links to above insight. Explanation about how co-creation could be achieved but not the polish of 70+

Satisfactory inclusion of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention but few links to above insight. Little discussion about how co- creation could be achieved.

Basic inclusion of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention but weak links to above insight. Weak discussion about how co-creation could be achieved.

Incorrect or no inclusion of behaviour change model/s and theory has been used to segment/target the audience and inform the intervention but No links to above insight. No discussion about how co-creation could be achieved.

The Social Offering- Exchange and value (10 marks)

Excellent analysis of what audience value and what the target audience has to give up (e.g. financial, physical, time- related costs) to get the benefits or value proposed. Innovative ideas are built into the intervention approach. (e.g. incentives, recognition, reward and/or disincentives are built in).

Very good analysis of what audience value and what the target audience has to give up (e.g. financial, physical, time- related costs) to get the benefits or value proposed. Some very good ideas are built into the intervention approach. (e.g.incentives, recognition, reward and/or disincentives are built in).

Satisfactory analysis of what audience value and what the target audience has to give up (e.g. financial, physical, time- related costs) to get the benefits or value proposed. Expected ideas are built into the intervention approach. (e.g. incentives, recognition, reward and/or disincentives are built in).

Basic analysis of what audience value and what the target audience has to give up (e.g. financial, physical, time-related costs) to get the benefits or value proposed. Few ideas are built into the intervention approach. (e.g. incentives, recognition, reward and/or disincentives are built in).

Weak understanding and inappropriate intervention ideas.

Competition and barriers to change (10 marks)

Excellent competition analysis undertaken – who are the competitors? What is the benefit they offer your target market

Very good competition analysis undertaken – who are the competitors? What is the benefit they offer your target market

Satisfactory competition analysis undertaken – who are the competitors? Some of the following may be included: What is

Basic the competition analysis undertaken – who are the competitors? Few of the following included: What is the

Little or no inclusion.

and how did you tackle them? Factors competing with the desired behaviour are considered and addressed (e.g. environment, economic factors, psychological, media/consumer-related factors, physiological factors eg addiction).

and how did you tackle them? Factors competing with the desired behaviour are considered and addressed (e.g. environment, economic factors, psychological, media/consumer-related factors, physiological factors eg addiction). However, not the breadth of understanding of 70+

the benefit they offer your target market and how did you tackle them? Factors competing with the desired behaviour are considered and addressed (e.g. environment, economic factors, psychological, media/consumer-related factors, physiological factors eg addiction).

benefit they offer your target market and how did you tackle them? Factors competing with the desired behaviour are considered and addressed (e.g. environment, economic factors, psychological, media/consumer-related factors, physiological factors eg addiction).

Intervention mix (20 marks)

Excellent interventions (Control, Inform, Design, Educate, Support). An integrated approach is evidenced by the presence of a valued ‘proposition’ product or service to the target audience that is offered and promoted through a co-ordinated approach to information, education, service design

Very good interventions (Control, Inform, Design, Educate, Support). An integrated approach is evidenced by the presence of a valued ‘proposition’ product or service to the target audience that is offered & promoted through a less co- ordinated approach to information, education, service design

Satisfactory interventions (Control, Inform, Design, Educate, Support). An integrated approach is evidenced by the presence of a valued ‘proposition’ product or service to the target audience. Adhoc approach to information, education, service design

Basic interventions (Control, Inform, Design, Educate, Support). An integrated approach is evidenced by the presence of a valued ‘proposition’ product or service to the target audience. No clear strategic approach to information, education, service design

Little or no inclusion of interventions. No strategic approach.

Planning, Results and Learning (10 marks)

Excellent application of planning model Methods for evaluation of the campaign clearly set out. Mechanism to evaluate intervention mix behaviour change clearly set out and relate directly to the programmes objectives. Also set out the expected learnings from the program. Short-, medium- and long-term

Very good application of planning model Methods for evaluation of the campaign set out. Mechanism to evaluate intervention mix behaviour change is included and relate directly to the programmes objectives. Also set out the expected learnings from the program. Some Short-,

Satisfactory application of planning model Methods for evaluation of the campaign are vague. Mechanism to evaluate intervention mix behaviour change is weak and not related directly to the programme’s objectives. The expected learnings from the program are unclear. Short-, medium- and

Basic or incomplete application of planning model Methods for evaluation of the campaign are not included. Mechanism to evaluate intervention mix behaviour change is weak and not linked to the programmes objectives. The expected learnings from the program are unclear. Short-, medium-

Fails to include any substantial information or what is included is incoherent and not linked to a planning model or objectives.

evaluation ideas are identified.

medium- and long-term evaluation ideas are identified.

long-term evaluation ideas are not clear.

and long-term evaluation ideas are missing

Ethics (5 marks)

The ethical implications of the plan are clear, and the programme is designed in such a way to address relevant issues. Student has completed the check list and is included in submission.

Most of the ethical implications of the plan are clear but some boxes unchecked, and the programme is designed in such a way to address relevant issues. Student has completed the check list and is included in submission.

The ethical implications of the plan are satisfactory, and the programme is designed in such a way to address relevant issues. Student has completed some of the check list and is included in submission.

The ethical implications of the plan are basic, and the programme is designed in such a way to address relevant issues. Student has completed few of the check list and is included in submission.

The ethics list is not included in submission

Format, presentation and structure (5 marks)

Excellent document that includes all sections of the campaign plan. Relevant and innovative relevant sourced materials.

Articulate, well written and well presented with excellent spelling and grammar.

Referencing according to convention throughout with complete and accurate reference list.

Very good document that includes all sections of the campaign plan but lacks polish of excellent grade.

Relevant sourced materials with some additional sources included.

Demonstrates very good academic writing skills. Well-presented throughout with very few/no spelling/ grammatical mistakes. Mostly referenced according to convention.

Satisfactory document that includes all sections of the campaign plan but lacks the detail of the next level.

Readable work which is generally well presented although there may be some spelling/ formatting mistakes.

Generally referenced according to convention.

Basic document. Most sections are included. Minimal detail and lacks innovative campaign planning

Limited structure and writing style. Presentation could be improved.

Weak referencing.

The purpose of the assignment is not understood and explained.

Poorly written and presented. Lacks structure and clarity. May have a number of mistakes.

Inadequate referencing.

Details of Assessment 2

Mini Milestone Presentation

Weighting: 20%

Learning Outcomes Assessed: LO1, LO2 & LO3

Details of Assessment

To support the development of your social marketing intervention plan Three mini milestones have been built into the seminar programme which you must attend and be prepared to discuss your wicked problem Attendance is compulsory and counts for 20% of module grade. Check the lecture and seminar schedule for specific dates and content that must be prepared for each mini milestone. As we progress through the module there will be more explanation about these opportunities to present your campaign ideas and receive feedback from your tutor.

Marking Criteria

Excellent (70+) Very Good (60+)

Satisfactor y (50+)

Basic (40+)

Fail (below 40) Mark Assigned

Completed Mini Milestone Presentations

All Mini Milestone Presentations were completed on time. (20 marks)

Two of three Milestone Presentations were completed on time.  (14 marks)

  One Milestone Presentations was completed on time. (7 marks)

None of the Milestone Presentations were completed on time.  (0 marks)

/20