Semester: A16 Module Code: Module Title: Marketing Management Programme BSc (Honours) Level: Level 5 Awarding Body: Module Leader Dr Bruno Cignacco (PhD) Format: Group presentation based on case study (20%) Group Report based on case study (80%) Any special requirements: All work should be submitted on the Student Portal along with an acceptable Turnitin Report Word Limit: Group presentation: 15 minutes maximum Group report: 3,000 (- + 10%) Word count in excess of the aforementioned amount will not be graded. Appendices are excluded from word count. For them to be recognized, you must cross reference them within the main report. Deadline date for submission: Submission on: Presentation Pitch TO BE CONFIRMED Report submission via Turnitin TO BE CONFIRMED Learning outcomes to be examined in this assessment • Analyse methods of determining the size and structure of markets and of segmenting particular markets. (The assignment presentation allows students to achieve this outcome) • Evaluate methods of promoting sales at different product types and services and identify the interrelationship to broaden company strategies. (The assignment report allows students to achieve this outcome) • Produce a marketing plan for a company given its resources and objectives. (The assignment report allows students to achieve this outcome) Percentage of marks awarded for module: This assignment is worth 100% of the total marks for the module 20% presentation 80% Report Assessment criteria: Marketing Plan Explanatory comments on the assessment criteria Maximum marks for each section Report - Constructive analysis and creation of proposed marketing strategy • Evaluation of current situation linked to objectives • Inclusion of all aspects of marketing plan • Identified target, segmentation and positioning approach • Outline of key aspects of marketing mix (using the 7Ps model) 10% 20% 30% 30% Report - Format and referencing, Harvard referencing where relevant and appropriate. Appropriate report format 10% Total Report 100 % (80% of module) Assessment criteria: Presentation Explanatory comments on the assessment criteria Maximum marks for each section Presentation - Research and situation analysis • Situation analysis to include: o Macro Analysis o Micro Analysis o Internal Analysis • Identification of specific challenges for this business • Determine the size and structure of the market 80% Presentation - Quality • Structure • Length, Volume, pace and Clarity • Visual Support • Ability to respond to questions 20% Total Presentation 100% (20% of Module) Candidates must clearly label their ID Numbers on report Summative Assignment Task: This summative assessment represents 100% of grade for PM205 module. All work is based on group work. 20% Presentation - 80% report, All learning outcomes will be covered. Brief As a team (of 3 or 4) you have been asked to develop a Marketing Plan for Thomson Holiday Group, This plan must be based on the information provided in this assignment should also use other relevant sources of information, such as: business reports, books, websites, magazines and newspapers, among other academic sources. Teams must use specific academic terms (such as segmentation criteria, marketing mix, positioning, etc.) in the assignment when appropriate. The use of references throughout the assignment is highly recommended. The use of theoretical frameworks (such as: SWOT analysis, Michael Porter's five forces, etc.) must be applied in a practical way to Thomson Holiday Group's situation analysis. This assignment must be divided into sections and within each section the use of numbered headings and subheadings is recommended. This assignment will be composed of a group presentation, which will be delivered firstly and a group report which will be submitted secondly. Presentation (Marketing communications): Group 20% This is a team presentation, all members must present (max. 15 minutes per team) and should include as a minimum: - External Analysis of the market (Macro and Micro) and Internal Analysis regarding Thomson Holiday Group - Identifying key issues the company needs to address in developing its marketing activity A single mark for the presentation will be awarded to the Group. Please note that this is a business presentation, and students should ensure the presentation is appropriate to be viewed by the client. It is recommended that you review your PowerPoint Presentation before you present. Students will not be allowed to walk in the class once they presentations have started; therefore it is strongly recommended that you get there on time. Marketing Plan (80% Group submission) Your marketing plan should include: a) Summary situation analysis based on presentation as context for the rest of the report b) Objectives set for Thomson Holiday Group c) Identification of Segmentation, key target audiences and brand positioning for Thomson Holiday Group d) Marketing Mix (7 Ps) including digital communication for Thomson Holiday Group. The report should be no more than 3,000 words (+10%). Use of appendices to detail the analysis is recommended and summarised within the report itself. The appendices are excluded from the word count. Description of Thomson Holiday Group (Source: http://www.kudoshops.com/history-of-thomson-holidays.html accessed on 05/01/2016) Important note: Other sources of information regarding this company can be used in the development of the report. In 1894, Roy Thomson, the founder of the Thomson company was born in Toronto. Roy Thomson came from a poor background, his father was an unsuccessful barber and to supplement the family's income his mother took in lodgers. Roy's first job was in a coal yard where he earned $5 a week. From these very humble beginnings the Thomson Empire was born. Roy showed fortitude and resilience throughout his early career, as many of his earlier attempts to establish a profitable business failed. The turning point came when Roy started a radio station, renting a radio license for one dollar. In the same building as the radio station, "The Press" newspaper was printed. Roy decided to buy the newspaper, turning it into an eight page daily newspaper. At the age of 42, Roy owned four radio stations and a small local newspaper. In order to grow his business, he borrowed $75,000 and entered into an informal partnership with Jack Cooke. In 1943 Roy owned four newspapers and soon was able to buy any publication that came on the Canadian market. In 1950 he was appointed president of the Canadian Daily Newspaper Publishers Association. By 1952 he achieved the pinnacle of his then aspirations and became the president of Canadian Press. The supply of Canadian newspapers was drying up, so he turned his attention to the British market. He purchased the Scotman newsgroup and at the age of 59 he left Canada and started his new life in Scotland. Roy then branched out into commercial television and bought the Scottish television franchise. Within two years, shares in Scottish television enabled him to purchase the Kemsley chain of newspapers which included the Sunday Times. In 1964 Roy Thomson was created a baron and took the title Lord Thomson of Fleet. In 1965 Thomson branched out into the travel business and Thomson Travel was born. Profit growth continued until the mid 1970's, when intense competition and a downturn in the British economy caused a slow down. Thomson's main rival was a company called Clarksons, but it was Clarksons that went to the wall. Using their position as market leaders, they were able to force down hotel rates in order to maintain their price advantage over their rivals. As rival travel companies undercut Thomson to gain market share, Thomson used its financial strength to pursue a strategy of building market share through cost leadership in the belief that "in the end our competitors will have to stop selling holidays at prices which do not make money" From the start, Thomson has owned the charter airline Britannia, this allowed them to guarantee a supply of flights for its holidays & flights. Thomson also acquired many independent travel agencies. With the branded travel agencies, under the name Lunn Poly, Thomson had ensured its products could be found on every High street in the UK. Thomson was also an early innovator of computerised reservations, giving travel agents the means to book travel arrangements directly. By the 1980s Thomson Travel Group became the market leader. Thomson was selling over 3 million package holidays annually and with its acquisition of the Horizon Travel Group, Thomson Travel ranked in the top 100 companies in the UK. Thomson's share of the travel market grew and many companies could not compete with Thomson's successful strategy. The climax of this process came with the take-over of Horizon by Thomson in 1988. During the 1980s, profits for the top travel operators fell. This was due to intense cost cutting on the part of the leading tour operators and the quality of the package holiday falling. Thomson's strategy was to expand its product range, offering tours to suit the age/destination/quality of their clientele. These new brochures included Far and Away, Lakes and Mountains, City Breaks, Freestyle, Young at Heart, A la Carte, Platinum, Gold etc. By the mid 1990s, sales of package holidays rose, and Thomson held onto its title of market leader in the travel business. In May 1998 the Thomson Travel Group were floated on the stock exchange with the Canadian parent company retaining 20% shareholding. Thomson's business at that time relied heavily on the British market; their share of the market was being challenged by the Airtours Company. Financial analysts compared Airtours global portfolio with Thomson's reliance on the UK market. With a looming price war, and no obvious expansion plans into the European market, share prices began to tumble. Within a year, Thomson had been transformed from a private buoyant travel company dominating the home market, to a weak public company ripe for take-over. This in fact happened and in the year 2000 the Preussag group took over the Thomson Travel Group. Thomson under the ownership of Preussag has consolidated and grown. Lunn Poly, Britania Airways and Thomson, part of the TUI group, all now come under the umbrella name of Thomson. The world of TUI includes over 750 travel retail stores in the UK and accounts for 20% of the travel market in the UK, selling over 2.7 million flights and holidays a year.   APPENDIX – GENERIC MARKING CRITERIA Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories Knowledge & Understanding of Subject Major gaps in knowledge and understanding of material at this level. Significant inaccuracies. Gaps in knowledge and only superficial understanding of the well-established principles of area(s) of study. Some inaccuracies. Threshold level. Some knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed. Broad knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed. Very good knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed. Very good, detailed knowledge and understanding of material, main concepts/theories at this level. Awareness of the limitation of their knowledge, and how this influences any analyses and interpretations based on that knowledge. Exceptional knowledge and understanding of material, main concepts/theories at this level. Awareness of the limitation of their knowledge, and how this influences any analyses and interpretations based on that knowledge Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions. Lack of analysis and relevance. Views/ findings largely irrelevant, illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity. Threshold level. Awareness of main issues. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions. Issues identified and critically analysed within given areas. An awareness of different stances and ability to use evidence to support argument. Ability to apply concepts and principles outside context of study context. Generally sound conclusions. Good level of analysis and synthesis. An awareness of different stances and ability to use evidence convincingly to support argument. Ability to apply concepts/ principles effectively beyond context of study. Valid conclusions. Excellent analysis and synthesis. A range of perceptive points made within given area for this level of study. Arguments logically developed, supported by a range of relevant evidence. Explicit acknowledgement of other stances. Strong conclusions. Exceptional analysis and synthesis are consistent features. Perceptive, logically connected points made throughout the work within an eloquent, balanced argument. Evidence selected judiciously and thoroughly analysed. Persuasive conclusions. Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty) No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored. Evidence of little reading appropriate for this level and/or indiscriminate use of sources. Academic conventions used weakly. Threshold level. Evidence of reading relevant sources, with some appropriate linking to given text(s). Academic conventions evident and largely consistent, with minor weaknesses. Knowledge and analysis of a range of literature beyond core text(s). Literature used accurately and analytically. Academic skills generally sound. Knowledge of the field of literature used consistently to support findings. Research-informed literature integrated into the work. Very good use of academic conventions. Critical engagement with a range of reading. Knowledge of research-informed literature embedded in the work. Consistently accurate use of academic conventions. Exceptionally wide range of relevant literature evaluated and used critically to inform argument, balance discussion and/or inform problem-solving. Consistently accurate and assured use of academic conventions. LEVEL 5 cont… Graduate Skills for Life and Employment (e.g. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills) Little or no evidence of the required skills in any of the areas identified for assessment at this level. Limited evidence of skills in the range identified for assessment at this level. Significant weaknesses evident, which suggest that the candidate is not yet on course to gain skills necessary for graduate-level employment. Research skills: Some evidence of ability to collect and interpret appropriate data/ information and undertake research tasks with limited external guidance. Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with some weaknesses. Can work with others as a member of a group, meeting most obligations to others, modifying responses appropriately. Can identify key areas of problems and generally choose appropriate methods for their resolution. Able to recognise own strengths and weaknesses in relation to professional and practical skills, but with limited insight in some areas. . Research skills: Can undertake research-like tasks, drawing on a range of sources, with limited external guidance. Can communicate effectively and confidently in a range of formats, including orally, appropriate to the discipline(s). Can work effectively with others as a member of a group, meeting obligations to others, modifying responses appropriately. Can identify key areas of problems and choose appropriate methods for their resolution in a considered manner. Able to evaluate own strengths and weaknesses in relation to professional and practical skills, and to develop own evaluation criteria. Research skills: Can successfully complete research- like tasks, drawing on a range of sources, with limited external guidance. Can communicate well, confidently and consistently in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively and confidently with others as a member of a group, meeting obligations to others, modifying responses appropriately. Can identify key areas of problems and choose, with autonomy, appropriate methods for their resolution in a considered manner. Able to take initiative in evaluating own strengths and weaknesses in relation to professional and practical skills identified by others and develop and effectively apply own evaluation criteria. Research skills: Can successfully complete research- like tasks, drawing on a range of sources, with a significant degree of autonomy. Can communicate very effectively and confidently in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively and confidently with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and notable effectiveness, appropriate methods for their resolution in a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses re professional and practical skills, showing excellent judgement. Research skills: Evidence of exceptional success in undertaking a range of research-like tasks with high degree of autonomy for the level. Can communicate highly effectively, with professionalism, in a range of formats, including orally, appropriate to the discipline(s). Can work exceptionally well with others as a key member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and exceptional effectiveness, appropriate methods for their resolution in a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses, showing outstanding judgement. Marks for Level 5 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st)