Critical Evaluation of IMC Practice for Furniture Retailer

Frankie Lim (UGB327) Strategic Integrated Marketing
Communications Page 1 of 8
UGB327 Strategic Integrated Marketing Communications
Assessment for 2018
(Submission: 2 March 2018)
Title: Critical Evaluation of Current Integrated Marketing
Communications Practice
Weighting: 100%
Module Assessor: Anne Edwards (UOS)
Frankie Lim (Singapore)
Issue Date: By week/lecture 5
Completion Date: Submission via JIRA by 2359 hours on 2
March 2018

Word Count: 3000 words (+/-10%)
Please read all instructions and information carefully. You are
required to
submit your work within the bounds of MDIS and the University
Infringement
of Assessment Regulations.
Your individual assignment must be with an accurately and
clearly completed
Assignment Cover Sheet.
Students are required to submit their coursework through JIRA.
Only
assessments submitted through JIRA will be marked. Any other
submission
including submission to your study centre in hard copy will be
treated as a
non-submission.
All your assignments must be submitted in conjunction with a
Turnitin© report
(only if your centre provides the facility).
You will need to achieve an overall mark of 40% in order to
successfully

complete this module.
Learning Outcomes Assessed
LEARNING OUTCOMES
Upon successful completion of this module, students will
have:
Knowledge
K1 Critically appraised the concept of ‘integrated marketing
communications’ and how this relates to other areas of

marketing and
business management
K2 Critically evaluated the key elements of the marketing
communications
mix
K3 Made appropriate recommendations on the use of integrated
marketing communications concepts and practices
Skills
S1 Demonstrated the ability to apply the theories, concepts and
techniques of marketing communications management
Task
You are required to submit a professional report/plan that
demonstrates your
ability to meet the learning outcomes of the module.

PART ONE:
You are required to:
communications” and how this relates to other areas of
marketing
and business management (30% weighting)
Using credible academic and practitioner sources to inform your
work
produce a short (approximately 800 words) literature review in
which
you appraise the IMC concept and the role it performs.
PART TWO:
key
elements of the marketing communications mix (30%
weighting)
o Scanteak Singapore (furniture retailer in Singapore)

o Jetstar Asia Airways (low-fares airline in Singapore)
o Thai Express (Thai-style quick service restaurant in
Singapore)
o Volkswagen Singapore (automobile in Singapore)
o Estheva Spa (health spa in Singapore)
o Tong Garden (packaged nuts & snacks in Singapore)
Thoroughly research the communications activities of your
chosen
brand, using a variety of recent, credible sources. If you wish,
you may
narrow the focus of your investigation to consider a specific
marketing
communications’ campaign undertaken by the brand you choose
from
the list above in Singapore or another approved country or
global
market perspective. However, written prior approval from your
local
lecturer/tutor is required.
communications plan (40% weighting)

Building on your evaluation and using the SOSTAC model
(addressed
during the lectures & workshops) recommend an integrated
marketing
communications’ plan and campaign for your chosen brand
wishing to
target a new, clearly defined, market/market segment.
JIRA and Turnitin Submission
1. Students are required to submit their coursework through
JIRA. Only
assessments submitted through JIRA will be marked.
2. Any other submission including submission to your study
centre in hard
copy will be treated as a non-submission.
3. All your assignments must be submitted in conjunction with a
Turnitin©

report (only if your centre provides the facility).
4. You will need to achieve an overall mark of 40% in order to
successfully complete this module.
5. The penalty for students who do not submit their assessed
work
through Turnitin is that their mark is withheld and the
assessment
board may deem the work to have failed.
Assignment Support & Student Feedback
Formative feedback will be available during the workshops.
You
should commence your work in a timely fashion in order to
receive
feedback prior to submission. Summative feedback will be
provided on
the coversheet of the assignment.

Generic Assessment Criteria – Undergraduate Bachelor’s degree
Categories
Grade Relevance Knowledge Analysis Argument and Structure
Critical Evaluation Presentation Reference to Literature
P
a
s
s
86 –
100%
The work examined is exemplary and provides clear evidence of
a complete grasp of the knowledge, understanding and skills app
ropriate to the Level of the
qualification. There is also unequivocal evidence showing that
all the learning outcomes and responsibilities appropriate to that
Level a re 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 com pelling 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
Basic
understanding of
the subject but
addressing a
limited range of
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
Some up-to-date and/or
appropriate literature
used. Goes beyond the
material tutor has

provided. Limited use of
instances of
irrelevance
material format that may
pose obstacles for
the reader
sources to support a
point.
F
a
il
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 q ualification. 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 i
n several of the indicators.
0-14% The work examined is unacceptable and provides almost
no evidence of the knowledge, understanding and skills
appropriate to t he 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.

Critical Evaluation of IMC Practice for Furniture Retailer

Critical Evaluation of IMC Practice for Furniture Retailer

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