Copyright © EduQual Ltd. 2016 EduQual Diploma in Business and Marketing Management (SCQF Level 8) COMBINED ASSIGNMENT FIVE: International Marketing Management; Entrepreneurship and InnovationPage 1 of 8 BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Contents Assessment Guidelines 2 Context 2 Confidentiality 2 Assessment Criteria and Mark Sheets 2 Tutor Guidance 2 Word Count 2 Referencing and Professionalism 3 Plagiarism and Collusion 3 Combined Assignment 5: International Marketing Management; Entrepreneurship and Innovation 4 Task 1 4 Task 2 4 Task 3 5 Assignment Word Count 5 Combined Assignment 5: Criteria and Mark Scheme 6 Assessment Criteria for All Assessments 8Page 2 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Assessment Guidelines Learners of EduQual qualifications must complete the tasks given in the assignment brief approved by EduQual. Learners are able to request assistance from tutors about completing the tasks, mark schemes and grade descriptors. Learners are expected to adhere to policies and guidelines set out by the centre, which includes word/page/slide count and plagiarism/collusion. Context Learners are required to refer to the guidance notes and assignment brief in order to present an answer that would fall within the required context. Confidentiality Learners must seek permission and advice when using organisational/business information that would be considered sensitive or confidential within their assignments. If the organisation’s consent is given, and anonymity is a given requirement of the organisation, then the learner must respect this. Assessment Criteria and Mark Sheets The assignment brief will include the mark scheme along with grade descriptors for learners to refer to if needed. The guidance notes before the assignment questions should be used for reference in order to ensure that learners are equipped with the information and formats required. Learners are requested to obtain necessary advice on assignment context, format and other supporting information to clarify and help understand the requirements. The assessment criteria and the mark sheets will help learners identify how and where themarks have been allocated and allow them to structure their answers accordingly. Please note that learners must achieve a minimum of 40% of the marks allocated for each task and that the average mark awarded to all tasks of an assignment must be a minimum of 40% of the overall marks awarded. Tutor Guidance Learners are allowed one piece of feedback for draft answers they present. Any subject-related questions relating to the module can also be directed to the tutor. Word Count It is mandatory that learners adhere to the specified word count given in the assignment brief within a margin of -/+10%. For certain tasks, the assignment brief may specify the page count depending on the task requirement and, although a word count may not always be applicable for these, the page count must be adhered to at all times. All tables, charts, diagrams, referencing (in-text) will be considered a part of the assignment word count.Page 3 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 If the task requires learners to make a presentation, the word count will only be applicable to the notes provided. The assignment questions may also specify the number of slides, in which case the learners are also required to adhere to this. Any supporting documents used to reinforce a learner’s answer need to be attached at the end of the report as appendices. Such supplementary material will equip the examiner with the required background knowledge on the information provided within the report. However, these will not be considered for grading nor as part of the word/page count. All assignments submitted with clear disregard for the stipulated page/word counts may be discounted, and the learners may have to resubmit his/her work for assessment pending revision/review of their work. Referencing and Professionalism To ensure that they follow a professional stance at all times, learnersmust:  Use the Harvard system of referencing for all citations and references (including in-text)  Use professional, formal English in presenting theirwork  Refrain from writing in a first-person perspective (i.e. ‘I’, ‘We’, ‘Me’, etc. should not be used within the answer). Learners should bear in mind that marks are awarded for professional format and presentation, and that considerable marks can be awarded for validity and quality of referencing. Therefore, referencing and professionalism will be assessed in every task. Plagiarism and Collusion Plagiarism and collusion will be considered an academic offence and will be dealt with as a serious issue. Plagiarism can be defined as: the presentation of the work of another author without appropriate referencing and/or attribution (leading to the false assumption that the learner is the originator of the text). Collusion can be defined as a circumstance in which: two or more learners present work with distinct similarities in concept and ideas. Learners must have access to valid plagiarism software (i.e. Turnitin) to assess ‘similarity index’ between their work and work that has been published elsewhere. This Turnitin report must be submitted along with their final assignment scripts for reference purposes.1 Excessive referencing (i.e. where unneeded/irrelevant) will also be considered an academic offence, which will lead to learners being penalised in marks awarded for structure and format of their work or, in serious cases, leading to the work of learners being discounted as unfit for assessment. Such matters will be decided by academic panel along with EduQual. 1 Note that centres must provide their learners with access to Turnitin software or else submit learners’ work for analysis via Turnitin upon receiving learner assignment scripts. In either case, the Turnitin report must be included with the submission of any learner work for assessment.Page 4 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Combined Assignment 5: International Marketing Management; Entrepreneurship and Innovation The three tasks shown below constitute 90% of the overall mark (see Mark Scheme). 10% of the overall marks for the assignment must be given to ‘Structure and Format’. Assume that you are the Entrepreneurship and Innovation Manager with responsibility for International marketing of a selected organisation. You have been asked to prepare a report to explain the role of international marketing to other managers in your organisation. Task 1  Explain why firms develop international marketing, and prepare a PESTEL analysis of a chosen foreign market for identified products/services.  Generate ideas for an innovative product or service. Focus on the following key steps: o Idea generation, opportunity evaluation with SWOT analysis o Market research for the new idea and new product/service planning  Devise an outline marketing plan for a foreign market. Your plan should include your objectives, the marketing mix, and consideration of relevant ethical and environmental issues. International Marketing Management: LO 1, LO3; Entrepreneurship and Innovation: LO 1 Task 2  Evaluate international marketing research techniques for a chosen market, and explain methods your choice of for entering that market. Your response should show consideration of: o The choice of distribution channels for export of identified products/services o Analysis of how foreign investment decisions are made.  Identify, then evaluate a target market for the new product (see task 1) and select an appropriate market segment.  Construct a sound business proposal for the new product/service.  Individually, or in groups, prepare and deliver a presentation for a business pitch for the new product/service. International Marketing Management: LO 1; LO 2; Entrepreneurship and Innovation: LO 2; LO 3Page 5 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Task 3  Carry out an environmental audit of a selected organisation and evaluate its strategic position, using PESTEL and 5 Forces analyses. Entrepreneurship and Innovation: LO 2 Assignment Word Count Task 1 1500 words Task 2 Presentation, with notes, maximum 20 slides Task 3 1000 wordsPage 6 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Combined Assignment 5: Criteria and Mark Scheme Assessment Criteria Marks allocated Typical Content Mark Given Task 1:  Explain why firms develop international marketing, and prepare a PESTEL analysis of a chosen foreign market for identified products/services.  Generate ideas for an innovative product or service. Focus on the following key steps: o Idea generation, opportunity evaluation with SWOT analysis o Market research for the new idea and new product/service planning  Devise an outline marketing plan for a foreign market. Your plan should include your objectives, the marketing mix, and consideration of relevant ethical and environmental issues. International Marketing Management: LO 1, LO3; Entrepreneurship and Innovation: LO 1 40 Business sectors, products, services, country of operation, selecting sector to target. Generating ideas may be sourced from: brainstorming; involvement of staff; external sources/references: customers, competitors, suppliers, distributors. Idea screening (funneling), concept development and testing, product life-cycles, SWOT analysis of ideas/concepts. Market research for new proposals: market share, growth, competitors. Globalisation and the world trade scene; free market forces and trading relationships; stages of moving to exporting; the ‘C’ factors (countries, currency, competitors), free trade policies PESTEL analysis of environment Task 2:  Evaluate international marketing research techniques for a chosen market, and explain methods your choice of for entering that market. Your response should show consideration of: o The choice of distribution channels for export of identified products/services o Analysis of how foreign investment decisions are made.  Identify, then evaluate a target market for the new product (see task 1) and select an appropriate market segment.  Construct a sound business proposal for the new product/service.  Individually, or in groups, prepare and deliver a presentation for a business pitch for the new product/service. International Marketing Management: LO 1; LO 2; Entrepreneurship and Innovation: LO 2; LO 3 30 Needs of international customers: international marketing research; cultural aspects of international marketing. Using marketing research to identify foreign target markets International distribution decisions: alternative market entry and development channels; functions of ‘middlemen’; importance of channel decision making; selection criteria for market entry channels. Direct and indirect exporting, market entry decisions: joint ventures, mergers and acquisitions, licensing, franchising, product lifecycles. PESTEL analysis for macro. Selection of target markets: market segmentation and positioning. 5 forces analysis. Business proposal document.Page 7 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Task 3:  Carry out an environmental audit of a selected organisation and evaluate its strategic position, using PESTEL and 5 Forces analyses. Entrepreneurship and Innovation: LO 2 20 Current marketing situation: SWOT analysis; marketing objectives and issues; marketing strategy and implementation (what, who, when, and how much); budgets and monitoring controls. Marketing mix: the 4 Ps-product, price, promotion and place; the customers’ 4 Cs; identification and analysis of ethical issues, possible impact on the strategy and mitigation of any issues. Product, Price, Promotion, Place: Shift from 4Ps to 7Ps – (adding people, physical evidence and process management). B2C and B2B markets: Service and product marketing, international markets and globalisation. Structure and Format  Relevance to the tasks, professional tone and format of response (2 marks). Harvard Referencing (8 marks)  In-text citation  Bibliography, listed correctly and correlates to references made  Accurate, correctly-formatted footnotes  Integration of: supporting concepts, frameworks, critical thinking. 10 Total Mark 100Page 8 of 8 Back to Contents BMM Combined Assignment 5: International Marketing Management; Copyright © EduQual Ltd. 2016 Entrepreneurship and Innovation (SCQF), Issue 1.0, March 2017 Assessment Criteria for All Assessments Marks Criteria 70-100  The answer submitted has an outstanding result with negligible amount of mistakes.  The answer shows an appreciative level of knowledge and clear understanding of related models, theories and frameworks. Analytical techniques used show the wide area of knowledge the learner has.  The ability to apply and contextualise the models, theories and frameworks is clearly recognisable.  The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is exceptional.  Answers show independent thought and clarity of the learner has led to an overall focused and evaluative answer.  The answer has followed proper Harvard referencing. 60-69  The answer shows an above average standard with few errors.  The answer shows a decent level of knowledge and fairly clear understanding of related models, theories and frameworks. There is a very good level, and use of, analytical techniques that is obvious throughout the answer.  The ability to apply and contextualise the models, theories and frameworks is of a good standard.  The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is above average level.  Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with little inconsistency.  The answer has followed proper Harvard referencing. 50-59  The answer shows an above average standard with errors.  The answer shows a general level of knowledge and a fairly clear understanding of related models, theories and frameworks. There is a good level, and use of, analytical techniques that is obvious throughout the answer.  The ability to apply and contextualise the models, theories and frameworks is of a reasonable standard. However, the link between theory and practical knowledge appears to be restricted/limited.  The answer shows more assumptions than conclusive deductions/evidences and valid arguments. However, the ability to interpret and evaluate is evident.  Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with some inconsistencies.  The answer has followed Harvard referencing at an acceptable level. 40-49  There are several shortcomings throughout the answer.  The knowledge level reflected in the answer is limited, especially in understanding of related models, theories and frameworks.  The case material has been repeated instead of evidencing knowledge.  The use of analytical techniques is inadequate.  A certain level of relevance is evidence in Harvard referencing. 30-39  Answer submitted is quite weak and lacks proper focus.  The answer shows a number of spelling errors and/or poor grammar/syntax.  The lack of understanding in subject knowledge, related models, theories and frameworks is evident.  Contextualisation, interpretation, and evaluation are of a poor standard.  Reflects only basic levels of Harvard referencing. 0-29  Requires more work on answering skills; overall output is well below the required standard. Answer has little relevance to the assignment briefs. Spelling/syntax poor.  Little or no evidence of appropriate subject knowledge.  Use of models, theories and frameworks is quite poor.  Little to no evidence of, and/or unacceptable mistakes in, Harvard referencing. A mark of 40% or greater can only be given where all assignment learning outcomes for all tasks have been met.