Module Handbook Introduction to Digital Marketing

2019/2020 Module Handbook
Introduction to Digital Marketing
Leeds Business School
Level 4
Semester 2
(20 Credits)
CRN 14208

Contents
1 What this Module is About .................................................................................................1
1.1 Introduction from the Module Leader.........................................................................1
1.2 Module Aims................................................................................................................1
1.3 Module Learning Outcomes ........................................................................................2
1.4 Module Learning Activities ..........................................................................................2
1.5 Graduate Attributes Developed and Assessed ............................................................3
1.6 Communication ...........................................................................................................3
2 Weekly Schedule.................................................................................................................4
3 Key Resources to Support Learning ....................................................................................7
4 Assessment .........................................................................................................................7
4.1 Assessment Summary..................................................................................................9
4.2 Assessment Details....................................................................................................10
4.3 Feedback on Your Assessments.................................................................................16
5 Understanding Your Assessment Responsibilities.............................................................20
Student Name ____________________________________________________________
Email Address ____________________________________________________________
Course ____________________________________________________________
Group ____________________________________________________________
Module Tutor ____________________________________________________________
Tutor’s Email Address ______________________________________________________
Communication Protocol: module staff will reply to student questions within a reasonable time but this will
normally be within office hours only. Students are advised to check this handbook and also to see if there are
any online/noticeboard announcements or FAQ answers that deal with their enquiry before contacting staff.

2018/19 Module Handbook 1
What this Module is About
Introduction from the Module Leader
On behalf of the Marketing subject group, as part of Leeds Business School, we would like to welcome
you to the Introduction to Digital Marketing module which will introduce to key digital marketing
concepts and tools.
This module has been specifically designed to give an introduction into the crucially important area of
digital marketing. It provides an overview of the use of digital media for marketing practice and
enables students to appreciate a variety of concepts, models and theories concerned with digital
marketing such as web and app paradigms, search engine marketing and digital advertising.
The module involves practical marketing activities both individually and within groups as part of
module’s assessment, such as an individual reflection and the Mimic Pro digital marketing simulation
(group project).
It is a tough module, I won’t lie, it requires a lot of reading, participation and hard-work, as all your
modules do… they wouldn’t be of value if they didn’t!
So, welcome to the module, we hope you enjoy it. If you need me, I can be contacted through email -
n.kelley@leedsbeckett.ac.uk, face to face after each lecture or tutorial, or on twitter @neilkelley –
just make sure that if you do need anything then you get in touch.
Thanks, and good luck,

Module Aims
This module aims to introduce students to the different ways that digital media can be used for
marketing activities and how this is influenced by the contemporary digital environment. It will also
enable students to develop a basic understanding of the key digital marketing theory in order to
identify a range of challenges and opportunities for business in the digital age.
Students will be able to develop a variety of digital marketing skills utilising the Mimic Pro simulation,
such as search engine marketing, email, display advertising and web design.
Module Learning Outcomes
On successful completion of this module, you will be able to…
• Demonstrate a theoretical understanding of the digital marketing environment and the role
of Web 2.0, particularly social media and UGC, within the marketing mix.
• Identify the ways in which organisations can use digital media for marketing activities.
• Appraise the main web and social media analytic tools.
• Design and evaluate digital marketing campaigns by using Mimic Pro.
Module Learning Activities
To help you develop the knowledge and skills required to pass this module, the module team will use
a blend of teaching and learning techniques to help you. This module is taught via a weekly lecture
and a weekly tutorial. In between these two taught sessions you are expected to undertake your own
reading and private study programme.
• Lectures, together with directed and online learning activities, will introduce key concepts to
students as a basis for their further reading and research.
• Student and tutor-led tutorials will focus on the application of theory to, and analysis of,
contemporary examples. These will be conducted as hands-on workshops in IT labs.
• Tutorials will enrich the scope of the module content; facilitate skills development and encourage
independent learning.
• Mimic Pro digital marketing simulation software will be used over 8 weeks of tutorials to simulate
real-life digital marketing decisions
• MyBeckett will be used to enhance the students learning experience using a variety of media to
deliver content and interact.
• You will undertake formative assessment each week in each tutorial based on your mandatory
reading stated in the weekly schedule (Section 2) this allows your tutor to offer feedback as to your
knowledge and development.
• A group assessment will be undertaken alongside the use of the Mimic Pro software

Graduate Attributes Developed and Assessed
Enterprise - Via exposure to real-life examples through lectures, guest lectures and tutorials through
the engagement with work-related content- assessed via presentation and reflection.
Digital Literacy - Though all delivered sessions – Digital content is key within pedagogy and the subject
- assessed via presentation and reflection.
Global Outlook - The Internet provides easy access to global markets. Hence an appreciation of the
impact of digital media in globalisation is required.
More information on graduate attributes is available here:
skillsforlearning.leedsbeckett.ac.uk/local/graduate_attributes/category_homepage.shtml
Relevant information is also available within the Course Specification. This can be found on the
Course Group page for your course, and also via the module page, both on MyBeckett.
More information on graduate attributes is available here:
https://skillsforlearning.leedsbeckett.ac.uk/local/graduate_attributes/category_homepage.shtml
Relevant information is also available within the Course Specification. The Course Specification is
located with your Course Handbook on the Course Handbook web page:
http://www.leedsbeckett.ac.uk/studenthub/course-handbooks/
Communication
All content will be available via MyBeckett, lecture notes, tutorial content, assessment and so on. If
you need to get in touch with your tutor, then you can do so via email (please note we only work
office hours and will aim to respond within 2 working days – some tutors may only work fractional
contracts and not work certain days of the week).
Neil Kelley - n.kelley@leedsbeckett.ac.uk
Andy Lima – a.lima@leedsbeckett.ac.uk
Gary Cole – g.a.cole@leedsbeckett.ac.uk
You must notify your Course Administrator if you are absent for more than one day (for example for
an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to
apply for mitigation you will need to provide written evidence of the reason for your absence (see
section 3 of your Course Handbook).

Weekly Schedule
Semester 2
Week
Commencing
Lecture Seminar Reading Directed study and additional resources
27th
January
An Introduction to
Digital Marketing
An Introduction to
the Module and a
Competition!
Chapters 1 and 2
The new rules of marketing & PR.
Meerman Scott, David, John Wiley
& Sons., 2017
Google Digital Garage – Complete the following
two topics:
• The online opportunity
• Your first steps in online success
3rd
February
Search Engine
Marketing
Digital Marketing
Case Study
Chapter 22
& Sons., 2017
two topics:
• Build your web presence
• Plan your online business strategy
10th
February
Email Marketing Assessment
Overview and
Welcome to Mimic
Pro
Chapter 13
& Sons., 2017
two topics:
• Get started with search
• Get discovered with search
17th
February
Analytics Simulation Week 1 https://analytics.google.com/analy
tics/academy/course/6, Accessed
7th January 2020
A short course to work through –
and gain a qualification
three topics:
• Make search work with you
• Be noticed with search ads
• Improve your search campaigns

24th
February
Web Design Simulation Week 2 Chapter 8
& Sons., 2017
two topics:
• Get noticed locally
• Help people nearby find you online
2nd
March
Social Media
Marketing
Simulation Week 3 Chapter 4
& Sons., 2017
two topics:
• Get noticed with social media
• Deep dive into social media
9th
March
Advertising Simulation Week 4 Mintel Report, Digital Advertising –
UK – June 2019, McGrath, Rebecca,
Mintel, 2019, Accessed 7th January
2020
two topics:
• Discover the possibilities of mobile
• Make mobile work for you
16th
March
Mobile Marketing Simulation Week 5 https://digitalmarketinginstitute.co
m/en-gb/blog/the-beginners-
guide-to-mobile-marketing-
strategy Accessed 7th January
2020
two topics:
• Get started with content marketing
• Connect through email
23rd
March Digital Audiences Simulation Week 6
Chapter 3
& Sons., 2017
two topics:
• Advertise on other websites
• Deep dive into display advertising
30th
March Digital Marketing
Campaigns
Simulation Week 7
Chapter 23
three topics:

Contact Hours
11 hours of lectures. 24 hours of tutorials, 1 hour face-to-face in assessment Further work to be undertaken is the mandatory reading, and through the
directed study. A student guide on contact hours is available here: www.qaa.ac.uk/en/Publications/Documents/contact-hours-student.pdf
& Sons., 2017
• Make the most of video
• Get started with analytics
• Find success with analytics
6th
April Easter Break
13th
April Easter Break
20th
April
Digital Marketing
Futures
Simulation Week 8 https://digitalmarketinginstitute.co
m/en-gb/blog/20-20-vision-a-
marketing-leaders-view-of-digitals-
future Accessed 7th January 2020
three topics:
• Turn data into Insights
• Build your online shop
• Sell more online
27th
April
Assessment: Group Presentations – Dates, Times and Location to be confirmed
Google Digital Garage – Complete the final topic:
• Expand internationally
4th
May Reflective Assignment Submission – TurnItIn via module link on MyBeckett
Deadline 5pm on Thursday the 7th
of May 2020 – please note you can submit before this.

Key Resources to Support Learning
It is strongly recommended that you undertake a weekly reading programme based on a selection of
the recommended textbooks supplemented by the reading of articles in trade and academic journals.
You will also need to refer to a variety of sources when researching and writing your assignment.
Your reading and private study will support the lectures and tutorials, help you gain a critical
understanding of key concepts and issues, encourage you to apply them in context, and keep you
informed of current trends in branding and brand management.
The university’s library contains a wide variety of relevant texts, but those in the following list are
particularly recommended for this module. The library shelf reference is in brackets at the end of
each book reference.
Core Textbooks
The new rules of marketing & PR: how to use social media, online video,
mobile applications, blogs, news releases, and viral marketing to reach
buyers directly / Sixth edition. Meerman Scott, David, John Wiley & Sons,
Inc., 2017
Available as an eBook via Leeds Beckett Library.
Customer-centric marketing: Supporting sustainability in the digital age
Richardson, N., James, J., and Kelley, N., Kogan Page, 2015
Available as an eBook via Leeds Beckett Library
Additional Textbooks
Mobile marketing: how mobile technology is revolutionizing marketing, communications, and
advertising, Rowles, D., (2017), Kogan Page: London
Digital Marketing Excellence: Planning, Optimizing and Integrating Online Marketing. Fifth Edition.,
Chaffey, D. & Smith, P. R., (2017), Routledge: Abingdon
Digital marketing strategy: an integrated approach to online marketing / Kingsnorth, Simon, (2016)
Kogan Page: London
Understanding Digital Marketing: Marketing Strategies for Engaging the Digital Generation, Ryan, D.,
(2017) Kogan Page: London

Academic Journals
The library subscribes to a wide range of academic journals. They are accessible as both printed and
electronic copies and can be searched via online databases. See Library Online, subject index
(business) and also journal index (a-z).
Academic journals contain articles written by lecturers, professors and other academic researchers.
They are usually about recent research that has been conducted, or they discuss and debate
contemporary issues.
The reading of academic journal articles is essential for this module. Each lecture will reference
relevant articles, and you should also do your own research within the academic journal databases.
It is essential, therefore, that you are able to use the databases available through Library Online to
locate articles that discuss particular theories and concepts. If you are not fully conversant with how
to search for academic articles online, talk to the library staff – they are only too willing to help. There
are also leaflets available in the library to help you make the most of the resources available.
EBSCO (Business Source Premier) and Emerald are the two online databases which will yield a large
quantity of useful academic journal articles. The following journals contain articles relevant to this
module, but this list is by no means exclusive.
You may also wish to use the Resource section of Library Online and access the Database which has
useful such as Mintel and Brad Insight.
Trade Journals
Trade journals are published for people who work in a particular industry. There are several UK
magazines aimed at the marketing and advertising industries. They provide coverage of current issues
and information about current activities being undertaken by a wide range of organisations.
The trade journals listed below are available, for free, via the library’s database.
Campaign
WARC - World Advertising Research Centre
Mintel and Statista
Also of use, but not part of the University’s resources, are IAB, IDM, CAMEO, SmartInsights, Moz,
Econsultancy, HubSpot, Kissmetrics, SimilarWeb, Canva, AdParlor, Google Digital Garage, Google
Analytics Academy, Think With Google.
All disabled students requiring additional support or alternative arrangements must declare and
provide evidence of their disability to the Disability Advice Team as early as possible:
www.leedsbeckett.ac.uk/studenthub/disability-advice.

Assessment
Assessment Summary
Assessment Method: Group Presentation
and Written
Reflection
Re-assessment Method: Individual Coursework
Exam Length/Word
Count
Group Presentation
of 20 minutes
(followed by 10
minutes of
questions)
1,000 word
reflection
Exam Length/Word Count 1 x 3,000 word
assignment – 100%
Assessment Date and
Time:
Deadline:
Group
Presentations:
Week commencing
27th
of April 2020
Reflection:
7th
of May 2020
Re-assessment Date and
Time:
Deadline:
2nd
July 2020
Feedback Method: Face to Face
following
presentation
Written via
PebblePad
Feedback Method: Audio via Turnitin
Feedback Date: Following
presentations
PebblePad: 5
working days
following Exam
Committee
Feedback Date: 5 working days following
Exam Committee
Learning Outcomes
Assessed:
Learning Outcome 1, 2, 3, and 4
Reassessment will be the same structure but focused on a different brand and client brief. The
reassessment will be made available on the 29th
of May 2020.

Assessment Details
Assessment
The main assessment for the Introduction to Digital Marketing is undertaken in groups of no more
than 4 students, on behalf of a client with a digital marketing issue that requires ongoing, practical
decision-making and implementation.
Under the guidance of the module leader and/or seminar tutor you are required to form your own
groups. Following the determination and agreement of groups you will then be required to undertake
the following tasks:
• Work through the Mimic Pro eight-week digital marketing simulation from week 4 to week 11
of semester 2 during your tutorials
• Keep a record all the decisions made by the group and the reasons behind them in PebblePad
• Record the outcome of all decisions in PebblePad
This will be undertaken to support the production of the key summative assessment content, the
group presentation.
Group Presentation (70%)
Produce and deliver a 20minute group presentation, supported by relevant visual content, that
justifies the digital marketing decisions made and results achieved for each week of the Mimic Pro
simulation.
In assessing the presentation, we will be looking for:
• Sound justified reasoning behind the decisions made
• A clear demonstration of knowledge of digital marketing theory and concepts to underpin
decision-making
• An analysis of the outcome of the decisions made and results achieved
• A contribution from all group members across the project
• A hard-copy of the presentation content
Peer assessment:
Your individual final mark for the group presentation will be dependent on the group mark for
presentation moderated by your peer assessment.
Groups must submit a copy of the cumulative peer assessment sheet alongside their presentation
content. If the peer assessment is not signed / agreed by all team members, please contact your tutor
immediately so we can arrange for individual VIVA’s (oral examinations).
You are strongly advised to read the peer assessment sections of the module guide, including the
section on VIVA’s for teams who fail to agree peer assessment.

The group presentations are scheduled for delivery during the week commencing 30th
of April 2018.
Each group will be informed of the location and timing of the assessment two weeks in advance of the
date. The course team will be present to assess the presentation, and each presentation will be
recorded for moderation purposes.
You will be given support by your module tutor throughout the module with the Mimic Pro platform.
Reflection (30%)
The reflective coursework requires each individual student to produce a piece of written work on
PebblePad (there are reflective and action planning templates that can be used) of no more than
1,000 words. The aim of the reflection is to consider three key criteria:
• Individual contribution to the project
• Individual learning experience
• Individual experience of working in a team
This will then be followed by an action plan to take forward to second year studies based on the
reflection (the words within the action plan will not count towards the overall word count).
The aim of the reflection is to consider the experience of working on a live (simulated) project, within
a team of marketers and to identify areas for future improvement. A suitable theoretical model to
support your reflection should be identified and applied.
Instructions for completion and submission of written reflection
• This assessment is worth 30% of the marks for the module
• A suitable reflective model should be identified and applied across the three criteria
• Theory and evidence is needed to underpin the reflection
• The action plan will conclude the reflection, but the content of the plan will not count
towards the final word count
• Harvard referencing is expected
• A bibliography of all sources referenced must be provided
• You must submit your assessment electronically on My Beckett using PebblePad
Notes for Students:
All marks released are provisional until formally approved by an examination board.
Please note: Tutors will follow up any suspected unfair practice found after the submission date as
per University policy. Late penalties will apply as per University Regulations.

Mimic Pro – Digital Marketing Simulation
This simulation software offers a user-friendly interface where you can learn the principles of digital
marketing campaigns throughout the semester. Content of the simulation includes:
WRITE TARGETED ADS
One of the four P’s of marketing is Promotion. Students learn and test different promotional
strategies to create compelling ads through organized ad groups and campaigns. Students will
gain experience in writing ad copy that increases conversions.
PERFORM STRATEGIC KEYWORD RESEARCH
The keyword research dashboard uses data from the Google® Keyword Planner Tool, which
brings Mimic Pro to life for the students. Students evaluate the keywords and learn to
recognize the different market segments and buyer intent by keyword. They are able to
determine the proper placement of their ad on keyword search results.
CREATE HIGHCONVERTING LANDING PAGES
Students learn how to quickly create keyword targeted landing pages to drive web traffic. Each
landing page will be scored based on keyword titles and calls-to-action. Students will be able to
continually test their landing page effectiveness while striving to increase optimal
performance. The best part about the landing page creator is students don’t need to know a
single line of HTML code! It’s as easy as dragging and dropping components!
HOW TO MEASURE KEY PERFORMANCE INDICATORS
Knowing which indicators to measure and improve can make or break a search engine
marketing effort. The Mimic Pro Simulation will help students learn not only what these key
performance indicators are, but also how to improve such indicators.
PRODUCT AND PRICING
Students review historical product sales data and then select between one and three digital
cameras to sell. They are able to analyze projected sales revenue and profits. Students are
exposed to the terminology and key performance indicators (KPI’s) that help create profitable
campaigns.
EMAILMARKETING
Students get real-world experience in writing email copy that drives conversions. The students
get familiar with the vocabulary and necessary metrics of a successful email marketing
campaign.
An account will be set up for each student and can be accessed via https://home.stukent.com/
The simulation will be undertaken over an eight-week period in each timetabled tutorial.

Particular Instructions to Students
Please read carefully the assessment and marking criteria overleaf:

Course Title(s): BA Marketing Management, BA Marketing with Advertising Management
Module Title: Introduction to Digital Marketing Level: 4
Assessment Title: Group Presentation Weighting: 70%
Criteria and Weighting 100-86 85-70 69-60 59-50 49-40 39-30 29-0
Sound justified reasoning
behind the decisions made
Reasoning is
exceptional; highly
relevant, linked to
context and linked to
contemporary insight
and intelligently uses
theoretical frameworks
and concepts.
Reasoning is highly
relevant, linked to
context and linked to
contemporary insight
and relevant
and concepts.
Reasoning is relevant,
has some
contextualisation and is
linked to contemporary
insight and relevant
and concepts.
Reasoning is
considered in context
and there are some
links to context and
relevant theoretical
frameworks and
concepts.
Reasoning lacks context
and there are limited
links to context and
relevant theoretical
frameworks and
concepts.
Reasons are minimal,
lack relevance and
there is no evidence
of any relevant
theory.
Identified findings
are poor, irrelevant
and there is no
evidence of any
relevant theory.
A clear demonstration of
knowledge of digital
marketing theory and
concepts to underpin
decision-making
Thorough application of
contemporary theory.
Evidence of thorough
engagement with an
extensive range of
credible sources.
Thorough application
of theory. Evidence of
thorough engagement
with a wide range of
credible sources.
Competent application
of chosen theories.
Evidence of wider
reading demonstrated.
Adequate application
of theory although
typically limited.
Typically lacks
meaningful reading
beyond core texts
Some relevant theory
present but somewhat
misinterpreted. Little to
no references provided
with those used of poor
quality.
Theory largely absent
or misinterpreted. No
use of quality
academic references.
Theory and
examples
completely
irrelevant. No use
of quality academic
sources.
An analysis of the outcome
of the decisions made and
results achieved
Highly Intelligent
analysis of outcome
linked to insight drawn
from results achieved.
Intelligent analysis of
outcome linked to
insight drawn from
results achieved.
outcome linked to
insight drawn from
results achieved.
outcome linked to
insight drawn from
results achieved.
outcome linked to
insight drawn from
results achieved.
outcome linked to
insight drawn from
results achieved.
Intelligent analysis
of outcome linked
to insight drawn
from results
achieved.
A contribution from all
group members across the
project
Presentation and
writing is of an
exceptional standard
with correct
referencing and
excellent examples.
Presentation and
writing is of a high
standard with correct
referencing and highly
effective use of
examples.
Presentation and
writing is of a good
standard with correct
referencing and
effective use of
examples.
Presentation and
writing is of a
reasonable standard
with adequate
referencing and some
use of examples.
Presentation and
writing is of a basic
standard. Referencing
has been attempted
but is inaccurate,
examples are limited.
Presentation and
writing is weak with
inadequate
referencing.
Presentation and
writing is poor with
issues in relation to
referencing.

Course Title(s): BA Marketing Management, BA Marketing with Advertising Management
Module Title: Introduction to Digital Marketing Level: 4
Assessment Title: Individual Reflection Weighting: 30%
Criteria and Weighting 100-86 85-70 69-60 59-50 49-40 39-30 29-0
Reflection on individual
contribution to the project
Exceptional reflection
on contribution to
the project, with a
detailed focus on
knowledge and
transferable skills.
Excellent reflection
on contribution to
the project, focusing
on knowledge and
Very good reflection
on contribution to
on knowledge and
skills.
Good reflection on
contribution to the
project, with some
focus on knowledge
and skills.
Limited commentary
on contribution to
the project, with
limited focus on
knowledge and skills.
Insufficient,
descriptive
commentary on
contribution, with
poor focus on
Content is weak and
commentary on
contribution to the
digital marketing
project is poor.
learning experience
on learning
experience, with a
detailed focus on
knowledge skills and
involvement.
on learning
experience through
on knowledge and
on learning
experience through
on knowledge and
skills.
Good reflection on
learning experience
through the project,
with some focus on
Limited commentary
on learning
experience through
the project, with
limited focus on
Insufficient,
commentary on
learning experience
through the project,
with poor focus on
Content is weak and
commentary on
learning experience
through the digital
marketing project is
poor.
experience of working in a
team
on learning
experience, with a
detailed focus on
knowledge skills and
involvement.
on team-working
experience through
on knowledge and
on team-working
experience through
on knowledge and
skills.
Good reflection on
team-working
experience through
the project, with
some focus on
Limited commentary
on team-working
experience through
the project, with
limited focus on
Insufficient
commentary on
team-working
experience, with
poor focus on
Content is weak and
commentary on
team-working
experience through
the digital marketing
project is poor.
Action plan Exceptional action
plan with appropriate
and justified choice
of intentions.
Realistic and detailed
commentary on
execution.
Excellent action plan
with appropriate and
justified choice of
intentions. Realistic
commentary on
execution.
Very good action
plan with appropriate
intentions and some
justification. Clear
commentary on
execution.
Good action plan
with appropriate and
justified choice of
intentions. Basic
commentary on
execution.
Limited action plan
with some choice of
intentions. Limited
commentary on
execution.
Insufficient content
in action plan lacking
a choice of
intentions. Poor
commentary on
execution.
Very weak action
plan. Very poor
commentary on
execution.

Peer assessment
Why?
It is important to many students that their grades should reflect their own work. Employers tell us
that it is important for business graduates to have well-developed teamwork skills. The use of group
work with peer assessment is a commonly used technique which enables students to work in a team
to produce a joint output while retaining the opportunity to have an individual grade.
It is normal that students reaching the final level of their studies have had a range of positive and
negative experiences while working in teams. The answer to problems of working in teams is not to
stop working in teams but rather to improve your team working skills so that you can cope with and
manage the wide range of team issues which will arise in your working life.
How?
Step one
Each team will develop their own peer assessment criteria and submit them to the tutorial tutor. You
also need to decide on criteria weightings and describe the performance /evidence you will use to
assess each of the criteria. (There will be a handout and a tutorial to help you to do this).
Step two
Each team will submit a set of agreed peer assessment scores on four occasions during the module.
The scores are submitted on peer assessment forms which have to be signed by every team member.
You will also exchange feedback within the team. The first three submissions of agreed peer
assessment scores will give you and your tutor an indication of your performance in the team
throughout the year. This is an opportunity to practice the scoring process and to respond to the
feedback from your peers. The fourth and final submission only of the agreed peer assessment scores
will be used by your tutor in deciding your individual mark for the module and it should take into
account earlier peer assessments and represent your agreed contributions over the whole module.
Please remember that you should be working as a team and this means that you should recognise
each other's strengths and weaknesses and encourage each other to perform better. If somebody is
not performing well it is not sufficient for the rest of the team to simply award a low score. You have a
responsibility to give feedback, investigate the reasons for poor performance and take appropriate
action. A wide divergence of marks is an indication that this is not happening and that you are not

working as a team. If there is a serious problem that you feel you cannot deal with, please seek the
advice of your tutor – sooner rather than later.
Whilst there is a great opportunity to learn and develop through group work and peer assessment,
there is also the opportunity for things to go wrong. There are a range of rules below with safeguards
on minimum and maximum marks and a well-developed procedure for you to use to deal with any
non performing team members.
How it works
The total peer assessment points available are 100 points per person in the team
Example:
A team of 5 people have 500 points
For equal contribution individual scores would be 100 points each.
If a team member has made a particularly good / poor contribution the team could agree to give
them more than or less than 100 of the 500 points. (Please note that you must allocate in full points
so for example a student could have 97 points but not 97.5 points)
MAXIMUM points for one person is 120
MINIMUM points for one person is 80
TOTAL points (team of 5) 500
Your Module Mark – an example
When you submit the fourth, final and fully signed peer assessment form the marking panel will
conclude that you wish to allocate the final project mark as demonstrated in the following example:
Your group project assignment group mark is 50%
Peer assessment points Individual mark
Student one 100 = 100% of the mark 50%
Student two 90 = 90% of the mark 45%
Student three 110 = 110% of the mark 55%
Student four 94 = 94% of the mark 47%
Student five 104 = 104% of the mark 52%

NOTE: Peer assessment scores can only be submitted on the form provided and alterations on the
form render it invalid. Signing someone else's name in agreement of the scores is an assessment
offence with penalties for seeking unfair advantage. Please read the forms carefully before you sign as
you cannot withdraw your agreement once you have signed. You have the right to refuse to sign if
you do not agree.
Please note the panel of markers have the final decision on individual grades and in particular they
may choose to look at borderline cases.
The poor performance / absence / withdrawal of a team member during the year may not be used to
artificially inflate the marks of other team members. No system is perfect and, the panel of markers
will make the final decision on module marks in circumstances where the calculations do not lead to
results which reflect the overall standard of the work.
(For example, in some circumstances where a student contributes very little or even withdraws part
way through, the marking panel may decide to mark a report as the work of a smaller team e.g. mark
the report as the work of a team of 5 rather than the work of a team of 6).
Safeguards
Providing the team have engaged with the full peer assessment process throughout the module this
range of 80 to 120 points together with the four opportunities to submit assessment scores should
enable the vast majority of teams to agree a fair allocation of marks at the end of the module. In
circumstances where a team member is making a very poor contribution/ performance during the
module, the team may feel that they should receive less than 80 points. If a team are agreed that they
wish to allocate a team member less than 80 points, the team need to inform the tutor. They will
have to satisfy their tutor that they are managing the teamwork professionally by following the
procedure below.
Procedure for managing poor performers
Raise the issue of poor performance with the team member straight away, i.e. before the time comes
to fill out and submit a peer assessment form.
Investigate and then provide oral and written feedback and opportunities to improve the score to the
team member concerned (keep evidence)
If the poor performer fails to improve in the time given the team should issue a FIRST WRITTEN
WARNING with a copy to the tutorial tutor (keep evidence). As part of the written warning the non-
performing team member must be given clear information on how they can retrieve the situation.

If the poor performer fails to improve following the first written warning the tutorial tutor should be
informed again and following discussions and an investigation of the evidence the tutorial tutor may
agree to issue a SECOND WRITTEN WARNING
Where these procedures are being followed, the tutorial tutor can give permission for the team to
award points below 80 to an individual team member. Your tutorial tutor will not normally give
permission for the final peer assessment to be below 80 unless the issue has been raised and
discussed during the year and you can provide comprehensive (written) evidence that the student has
significantly under-performed and you have been fair and followed procedure. The final peer
assessment is for the whole module so it would normally be in line with the earlier peer assessments
which were on parts of the module.
Don’t forget – even if the tutor agrees to the low score, you cannot make the alleged poor performer
sign the form and the peer assessment scores can still be deemed as not agreed. (See the following
‘we still cannot agree’ section). It is therefore in your interests to build team cohesion and manage
this process professionally.
Note - Evidence (of prior feedback to poor performers, written warnings etc.) will only be accepted by
your tutor if it has been communicated by email using university email addresses. (texts, claims of
phone calls, Facebook messages, etc. will not be accepted as evidence)
We Still Cannot Agree
If any member of a team does not agree (and sign) the final peer assessment scores for any reason,
the peer assessment scores will be deemed to be not agreed for the module. Following submission of
the final presentation without an agreed/signed final peer assessment sheet all members of the team
will have a VIVA to determine their individual mark on the module. The VIVA is an individual oral
examination conducted by academic staff. (You will be required to demonstrate the extent to which
you have achieved the learning outcomes of the module. This demonstration may take the form of a
presentation and/or questions on a topic related to the project you have carried out).
Please note that all students on the module must be available on the VIVA examination as it is an
examination and treated like any other examination date. If your team fail to agree peer assessment
scores you will be required to attend this examination to achieve a mark for the module. If your team
hand in a signed/agreed and valid final peer assessment form, you will not need to have the individual
oral examination to determine your grade.

Feedback on Your Assessments
Feedback forms a large part of your learning experience and is vital to your personal and professional
development. We have worked with our Student Union to produce the following guidance, which
explains the benefits of feedback, the forms it may take and how to use it.
https://www.leedsbeckettsu.co.uk/studentvoice/coursereps/toolbox/feedbackpack
This section explains both how you will get feedback on your module work and how you are
encouraged to provide feedback about the module to the module and course team.
A mid-module review will be timetabled into your module by week 6. This is an opportunity to
resolve modular issues promptly early on in the module. In addition, you will have the opportunity to
feedback formally at the end of your module. These comments will be reviewed by your course team
and some may be considered at your annual course enhancement meeting. Your Course
Representative(s) will attend this and take your views to this meeting for discussion.
Formative feedback will be provided on an ongoing basis, linked to your learning, reading activities
and participation. There will be content to discuss, debate and present, facilitated by your tutor. Feed
forward opportunities linked to your assessment will be offered twice during the module, to ensure
that you are on the right track with your assessed work and to answer questions you may have.
Summative feedback for your Group Presentation will be provided following delivery of the
presentation. Summative feedback for your reflective assessment will be provided as a written
commentary, accessed via PebblePad, and will be available no later than five working days following
the Exam Committee in June 2019, alongside you confirmed marks.

Understanding Your Assessment Responsibilities
Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting your ability to study (called
'extenuating circumstances'), then you can apply for mitigation. You can find full details of how to
apply for mitigation at: www.leedsbeckett.ac.uk/studenthub/mitigation.htm.
The University operates a fit to sit/fit to submit approach to extenuating circumstances which means
students who take their assessment are declaring themselves fit to do so. More information is
available at the above link and here: http://www.leedsbeckett.ac.uk/studenthub/examinations/
Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of
assessed work. Full details of the penalties for late submission of course work are available at
www.leedsbeckett.ac.uk/public-information/academic-regulations.
Academic Misconduct
Academic misconduct occurs when you yourself have not done the work that you submit. It may
include cheating, plagiarism, self-plagiarism, collusion and other forms of unfair practice. What is and
what is not permitted is clearly explained in Factsheet for Students which is available to view at:
www.leedsbeckett.ac.uk/studenthub/academic-integrity.
There are a range of resources available to help you understand what is and what is not permitted
and how to use other people’s ideas in your assessed work. These include the Skills for Learning
website which can be found at http://skillsforlearning.leedsbeckett.ac.uk
The serious consequences of plagiarism and other types of unfair practice are detailed in the
Academic Regulations at www.leedsbeckett.ac.uk/public-information/academic-regulations.

What is Digital Marketing? Neil Kelley, 2019
There are many definitions as to what digital marketing is, you only need to search online, and you
will be presented with over a billion results! Ultimately, digital marketing relates to the use of
technology, digital platforms and data to carry out marketing activities and achieve our marketing
objectives. Whether this is conducting research, collaborating with partners or influencers, engaging
with customers, promoting and selling products or adding value.
Digital marketing is, quite simply, marketing. Taking the definition of marketing from the Chartered
Institute of Marketing, “The management process responsible for identifying, anticipating and
satisfying customer requirements profitably”, digital marketing tools and techniques can be used to
contribute to the achievement of identifying, anticipating and satisfying customer requirements as
part of the management process.
The key digital marketing tools can be anything from devices (smartphones, tablets, desktops, laptops
and wearables to name a few), platforms (search engines, apps, social media and other websites) and
software (supporting management in terms of Customer Relationship Management (CRM),
automation, web development and much more) and the techniques are how we use these.
If we consider the PESTEL model, a tool used to analyse factors from the external marketing
environment, the technological environment is a challenging and dynamic, it can also be very
disruptive. Let’s consider a few examples:
Hardware - Devices are constantly evolving, and at times new devices are introduced, that can present
both opportunities and threats to marketers – consider drones and how they may begin to disrupt
elements of the home delivery market.
Connectivity - The same can be said for platforms and channels, through which we can conduct
marketing activities. Think about how Uber disrupted the transport market, just through the use of an
app that could connect drivers with those in need of transport (this is known as a peer-to-peer
interface which has been instrumental in the development of the sharing economy).
Software – The programs that can be used to manage and implement marketing activities also
continues to develop and disrupt in a number of areas; whether it’s automating communication,
analysing performance or developing more dynamic and personalised content.
Technology is disruptive, therefore what we do and how we do it is disrupted, it’s changed,
sometimes for the better and sometimes perhaps not so. Utilising technology to help us achieve our
marketing, and organisational, objectives and goals can be incredibly beneficial, but it could also
contribute to our obsolescence. As marketers, we need to be up to date with technology and how we
can use it effectively in our marketing roles and plans, in order to add value for our organisations, our
customers, and any other relevant stakeholders. And that, is digital marketing.
Why Digital Marketing?
There are many benefits to that technology offers us as marketers, within the remit of digital
marketing, some explicit and direct, others indirect and reliant on other marketing activities. Let’s
consider three key benefits:
Measurable - One of the key benefits is the fact that digital marketing activities offer many more
tangible and measurable results that more traditional offline marketing activities. Often referred to as

‘attribution’, we can attribute specific results to specific digital activities, allowing for better
measurement and management of ROI.
Targeting - Delivering the write message, or content, to the right individual, at the right time and
through the right medium or channel. The message or content can also be personalised to the nth-
degree, as long as we have sufficient data about the recipient and are legally allowed to use it. This is
another clear benefit when done correctly, as it helps to build and maintain more meaningful
relationships between the sender and the receiver of the message.
Cost - Another often-noted benefit of digital marketing is that of cost, or the fact that a lot of activities
undertaken through digital marketing (especially in relation to communications and paid for media)
are much cheaper than their offline equivalent.
Planning for Digital Marketing
Whilst this practical guide considers digital marketing independently of the rest of key marketing
activities it is important that we recognise that digital marketing is a part of marketing. Therefore, if
we develop a marketing plan within our organisation it is vital that digital marketing is integrated into
this. Some organisation may have well-established marketing plans in place with no real focus on
digital tools and techniques so a separate plan, a digital marketing plan, may be a necessity.
There are many planning frameworks that marketers can use. Most planning frameworks follow a
four-stage process:
Analyse – what is currently happening in our marketing environment?
Plan – What are our objectives, supporting strategy and tactical mix?
Implement – putting the plan into action and managing resources
Control – analysing performance against objectives and KPIs
Each stage requires synergy with the others, so the analysis informs the decisions in the plan, what we
implement delivers on the plan and we control and measure what we implement.
The digital marketing mix, the mix of activities that we plan and implement, need to be integrated.
They need to work with the rest of the mix, the offline mix, so that there is coordination and
consistency in all that we do. Effective coordination of online and offline marketing helps to avoid
confusing and conflicting messages and approaches, so that customers and other key stakeholders
can clearly understand what we offer, as well who it’s for, why we offer it, how it works, where it can
be accessed (to name but a few!)
As this guide is designed to be more practical, a focus on one of the more practical elements of the
digital marketing plan will be considered in the following section, and this the digital marketing mix.
Adapting the 7Ps for a Digital Context
As you will no doubt be aware, the marketing mix is a simple framework that has been around since
the 1960’s and is designed to support marketers when it comes to making tactical decisions. There
are many different marketing mix frameworks out there to help us make these decisions but whether
we consider the 4Ps, 7Ps, 8Ps, 4Cs or any other framework is irrelevant here, what we need to focus
on is making the best decisions.

The decisions we make here, such as how we’ll deliver messages to our stakeholders, the
improvements we make to products, or where they are made available, are designed to help deliver
on our marketing objectives, so in this instance we need to think about how we use technology to our
advantage, how can we use technology within our marketing activities to help achieve our objectives?
Product
For many organisations, when considering technology, the product will remain the same and will be
largely unaffected in terms of digital marketing. The product is what you offer (of value) to the market
place). It may be a tangible good, it may be an intangible service, and it will vary from organisation to
organisation, from market to market. That said, there are areas where technology can have an
impact:
Digitisation - it may be that you are able to digitise your product. This had a disruptive impact on many
established industries such as music, news, film and books. ‘De-materialising’ products meant that
production costs dropped drastically.
Aftersales support - some organisations have been able to digitise parts of their product, perhaps
after-sales care or using a chatbot to answer questions.
Research - marketers also use digital means to conduct research to support the new product
development process, making it quicker to access and generate new ideas and gain feedback on
customer experience.
Price
The price element of the marketing mix can be influenced and impacted upon by digital technology,
and the pricing strategy can be adapted to suit digital audiences, but ultimately the price set is
influenced by a variety of factors – such as what a customer is willing to pay, the perceived value of
the product and competitor’s pricing.
There are some digital specific approaches to pricing that may be appropriate depending on what
product is offered, such as:
Subscription - music providers such as Spotify use subscription pricing, which offer ongoing access to a
product for a set period of time.
Tiered – differing prices and packages catering to different audience’s needs.
Time-limited online prices – can be useful in incentivising purchase behaviour, but it could be argued
that this is more of a sales promotion!
Promotion
A huge part of digital marketing. Technology has had a profound and lasting impact on how we, as a
society, communicate. Therefore, it stands to reason that this has had a significant impact over
marketing communications. There are significant benefits to marketers of using technology to
communicate, to simplify it is cheaper, quicker, more targeted and more measurable.
That said, there are some implications to this, such as ensuring that the right media or channel is
selected for the target audience. Digital communications, in fact all communications, can be qualified
as paid, owned and earned:
Paid media - can be thought of as advertising, such as display ads.

Owned media - relate to channels such as the organisation’s social media pages and website.
Earned media - is word of mouth, what is said about us by our customers, perhaps an online review,
rating or comment on an individual’s social media page.
What is key is ensuring that your communications are two-way, that you engage in conversation with
your audience, as opposed to talking at them.
Place
When it comes to place, it is vital that the right product is available, in the right place and at the right
time. Technology offers marketers a substantial advantage, as the internet is a place of consumption
that can be used to provide a wide-variety of products (without the need for physical stores), in one
place (online) and always open (24/7). Ecommerce is no longer restricted to desktops and laptops, but
purchases can now be made from tablets, smartphones and virtual assistants – so ensuring that
content such as websites, Wikipedia entries and apps are optimised is of significant importance.
Think about how you might differentiate:
Delivery – the delivery service and options are areas that are vital to consumers making a purchase.
Accessibility - if the product is digitised, or software as a service (SaaS,) then there will be no tangible
good so this can often be an effective point of differentiation.
Mobile-optimised - Google utilises a mobile-first approach to indexing websites (how they rank in
Google’s search engine) so optimising your organisation’s website for mobile is vital.
People
Services are delivered to people by people, so this interaction is a vital component of the mix. The
person’s knowledge, attitude, skills and appearance can all have an impact on the customer’s
experience. Every person who has some form of interaction with your customers will leave an
impression, be it good or bad. This element of the mix is an awkward one for the digital marketing
mix, but there are things marketers can do:
Training and upskilling staff – in order to improve the quality of the interactions online.
Artificial intelligence – as this area continues to develop there is an increasing potential for automated
interactions online, using chatbots or virtual assistants such as Siri or Alexa.
Process
Earlier in this guide Uber was offered as an example of digital disruption in an existing market. The
process of booking transport, a taxi, was digitised through the development of a simple app. It
facilitated the connection of one willing to offer to transport to one wishing to travel. Digital
technology has simplified a lot of consumer processes, how we access, pay for, share and consume
products has changed significantly.
The process of consuming online content, whether it’s spending time browsing a website, sharing
content of social media, making a purchase, is just that – a process. This process is often referred to
as the user experience, discussed in digital marketing terms as ‘UX’, and the emotions and attitudes
felt when engaged in this process. Having more customer-focused processes, so making it easier and
more enjoyable for them to interact with the organisation, is highly beneficial to any organisation and
intelligent use of technology can help achieve this.

A consumer-focused experience will be:
Quick – no long load times for pages or waiting for responses to queries.
Consistent – having the same visual branded identity across all platforms.
Evolutionary – developing over time through continuous testing and research
Complimentary – ensuring that the customer journey through all touchpoints is seamless
Physical Evidence
The tangible, what we can experience with our senses, is another area for consideration within the
marketing mix framework. When considering physical evidence within a marketing context we may
think of a reception area, corporate vehicles, printed literature – anything that can be physically
touched, seen, smelt, tasted, heard – these are all tangible but what about in digital marketing?
Key areas for consideration include:
Owned media - your website and social media pages. Are these reflective of the organisation’s brand
and values?
Security - using HTTPS is a key way to communicate to a customer that your website is secure.
Online Reviews – testimonials, reviews, ratings, even video content such as product demonstrations,
can offer reassurance to customers and overcome perceived risks they may have in relation to
performance.
The Future of Digital Marketing
It’s impossible to know the future, we can forecast, we can guess, we can predict – but we will never
be 100% certain what is around the corner. As mentioned earlier in the guide, integration is essential,
online and offline marketing activities must work together offering a seamless experience for your
audience as they search for solutions to problems they may face or to meet needs they have.
An increasing number of marketing activities will become automated. Again, this automation will
need to seamless integrate with the non-automated activities to ensure that our marketing is as
customer-focused as possible. Currently, marketing automation is used to process the more mundane
or repetitive tasks involved such as sending out emails, posting on social media or making changes to
websites. The automation of marketing activities is an opportunity for all organisations, as SaaS
platforms and applications offering ecommerce, accounting, email and social media scheduling
services are many and affordable.
The final area for consideration here is that of data. Did you know that 2.5 quintillion bytes of data are
generated every day, and it will only continue to grow? It has given rise to the term ‘big data’, data
sets that are so large and complex that they can only be analysed by a computer and this has
implications for marketing. The more digital marketing we engage in. the more data we will generate,
no just ourselves as marketers, but more importantly from our customers, or prospective customers.
Understanding data, and the insights generated from the analysis of this data, in order to make more-
informed and more relevant marketing decisions is increasingly becoming a key skill for marketers.
That said, with the increasing usefulness of AI and machine learning, it may not be the marketer that
analyses, develops insight or makes decision in the future – it may be technology – and as AI becomes
more powerful and is able to make many more calculations than the human brain, perhaps AI won’t
just be the future - but it will also be able to tell us the future – of marketing.

Module Handbook Introduction to Digital Marketing

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