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UGB321 – e-MARKETING STRATEGY

ASSIGNMENT: INDIVIDUAL PAPER

MODULE CODE:	UGB321 : MDIS, Singapore
MODULE TITLE:	e-Marketing Strategy
MODULE ASSESSOR:	Alan Charlesworth / Joel Arnott
TITLE OF ASSIGNMENT	Management report
ISSUE DATE	February, 2015
DUE DATE	Tuesday 28 April 2015
SUBMISSION DETAILS:	See below (important information)

PLEASE READ ALL INSTRUCTIONS AND INFORMATION CAREFULLY.

This assignment contributes 100% to your final module mark. This is an individual assignment.

IMPORTANT INFORMATION

You are required to submit your work within the bounds of the

University of Sunderland Infringement of Assessment Regulations.

Your individual report must be handed in to Assignment Services

with a accurately and clearly completed Assignment Cover Sheet.

Task

You are required to submit a report for a case-study organization outlining a proposed e-marketing strategy for that organization (see page 4 of this document]. The report is addressed to the owners of the organization and you are to write it as if you are a consultant engaged to research and present the information. The report (in management-report format) should identify and critically analyse the fundamental issues related to e-marketing strategy and show clear evidence of synthesis and evaluation of the subject in the recommendations given to the organization. Note that the recommendations made in the report should be specific to the case-study organization, and not a generic description of the elements of e-marketing that are available to any organization.

The assignment addresses all of the module’s learning outcomes.

Assignment presentation specification

Word limit 3000 words. Please include a word count at the end of the content.

Font Arial or Times New Roman

Font size 12

Alignment Justified

Line spacing Double-spaced

Referencing Harvard system

The front cover of the paper should be as the example on the next page. No other information and/or illustrations should be included on the front cover.

All assignments must be put through the Turnitin system prior to submission.

Note: Computer hard- or software problems are not accepted as mitigation for late submission. It is your responsibility to safeguard your work. Always have duplicate copies.

SAMPLE FRONT COVER (alignment centre, font size 20)

e-MARKETING STRATEGY

(UGB321)

Individual Paper

STUDENT’S NAME

STUDENT’S REGISTRATION NUMBER

MODULE LEADER: ALAN CHARLESWORTH

MDIS TUTOR: FRANCIS SOH

CASE STUDY: THE SINGAPORE RESTAURANT

Bernard Lee was born and raised in Singapore. After studying cooking at college he trained under several leading chefs in his native country before working in several high profile restaurants around the world. Now approaching 50, he has decided to return to his home city and open his own restaurant.

The location has been selected and the building is currently under-going repairs and renovation and should be ready for customers in three months time*. The restaurant is located in Clark Quay, the centre of Singapore which will attract customers from both locals and tourists.

Bernard will act as head chef, and he has recruited two other chefs with international reputations to act as his assistants and to cook when he is not available. His wife Sheila Chan, who has an MBA and has held senior management positions in several blue-chip companies, will be his business partner and will take an active role in the running of the restaurant. Such is Bernard’s devotion to his home-city that he intends to operate a foundation scheme that will provide training positions for ten young people from under-privileged backgrounds every year.

Bernard and Sheila have decided the venture will be called simply:

The Singapore Restaurant

Sheila will handle the local advertising and promotion, but she has no experience of using any aspect of the Internet as part of her marketing strategy. To date no marketing – off- or online – has been undertaken.

* Note that for this assessment, the opening date is three months from the assignment’s submission date.

Generic Assessment Criteria – Undergraduate Bachelor’s degree

These should be interpreted according to the level at which you are working

	Categories
	Grade	Relevance	Knowledge	Analysis	Argument and Structure	Critical Evaluation	Presentation	Reference to Literature
Pass	86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
	76-85%	The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality
	70 – 75%	The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
	60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein	Good analysis, clear and orderly	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
	50 – 59%	Some attempt to address the requirements of the assessment: may drift away from this in less focused passages	Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance	Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose	Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms	Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic	Competently written, with only minor lapses from standard grammar, with acceptable format	Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.
	40 – 49%	Some correlation with the requirements of the assessment but there are instances of irrelevance	Basic understanding of the subject but addressing a limited range of material	Largely descriptive or narrative, with little evidence of analysis	A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence	Some evidence of a view starting to be formed but mainly derivative.	A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader	Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.
Fail	35 – 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style	Barely adequate use of literature. Over reliance on material provided by the tutor.
		The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
	30 – 34%	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
	15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
	0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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