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Posted: February 1st, 2022

MKT101A – Marketing Fundamentals Assessment Marketing Environmental

MKT101A – Marketing Fundamentals
Assessment
Marketing Environmental Scan Report
Individual/Group
Group of 4
Length
2500 words +/- 10%
Learning Outcomes
a) Reflect on the evolution of the marketing concept
b) Outline the elements of the marketing process.
c) Analyse the social, cultural, global and environmental responsibilities of the professional marketer.
d) Demonstrate an understanding of analysis, problem solving and communication skills in marketing.
Submission
By 11:55pm AEST/AEDT Sunday of Module 5 (Week 9)
Weighting
35%
Total Marks
100 marks
Context:
• The aim of this assessment is for you to demonstrate both your understanding of, and ability to identify the key components of a Marketing Plan for a product or service.
• There are two phases to this assessment. The first phase requires the groups to select a product/service (from one of their individual choices from the assessment 1 discussions) and analyze it according to topics that are covered in Modules 1 – 4 (Weeks 1- 8) of class.
• In the second phase of the assessment (due in Week 12) the groups are expected to show a thorough understanding through application to theory of the Marketing Mix for their product/service of choice (Please note: the same product/service/organization is to be used for assessment 3).
• You should add to your group discussion forum, a one-sentence description of your chosen topic by Sunday of Module 3 (week 6).
• One submission of the report per group is allowed.
Instructions:
• The presentation recommended for this Assessment is REPORT FORMAT.
• An Executive Summary is NOT required, although you should include a Title Page, a Table of Contents, and use suitable Headings for the information presented, Student Identifier (Name and Number) and Page Numbers should appear on each page of the document – ideally in either the Header or Footer.
• The assessment should be submitted in a format that would be acceptable in the business world. All assessments are to be submitted to Blackboard. All work must be word-processed, spell checked, grammatically acceptable, and professional in appearance.
• Assessments should not be written from a 1st person context, but rather from the 3rd person perspective.
That is, “I, we, my, our” are not acceptable.
• All claims and recommendations are to be supported by suitable and relevant marketing and/or theoretical principles and the relevant references.
• Should include a correctly constructed Reference List and accompanying in report citations as per College guidelines (APA Referencing).
• The use of any combination of narrative, point form, diagrams, graphs or charts including presenting the information in table form is permitted – particularly if these devices reduce the wordiness and increase the -readability- of the submission.
Assessment Brief: Project Report
• Team’s analyses should include:
a. A brief background Information on the Company and selected
Product/Service
b. Situation Analysis that:
i. Examines forces and identifies key changes in the marketing environment that may influence both marketers’ and customers’ decisions including economic, political, legal, socio-cultural and technological factors.
ii. Includes a SWOT Analysis based on factors identified from your Situation Analysis of the Marketing Environment (Opportunities/Threats) and any relevant internal factors (Strengths/Weaknesses).
c. Competitive Analysis of 2 competitor Product/Services, including why or
what makes they are competitors to the Product/Service under review. Discussion in this section should also cover off whether the Competitors are considered to be superior/inferior to the Product/Service under review.
d. Consumer Buyer Characteristics including the level of involvement of consumers that purchase the Product/Service, identify situational, psychological and social influences on the buying decision process.
e. Any information that is obtained from secondary sources (i.e. books, journal, newspapers etc.) must be correctly referenced. This should include in-text citations and an alphabetical Reference List.
f. Relevant subject concepts that have been explained and used.
Learning Rubrics
Assessment
Attributes
Fail (Unacceptable) (0-49) Pass
(Functional)
(50-64) Credit
(Proficient)
(65-74) Distinction
(Advanced)
(75-84) High Distinction
(Exceptional)
(85-100)
Background
Provide background information of the chosen company and product/service.
10% The introduction did not meet the minimum standard. Inadequate information. Lack of identification of specific product/service. Meets minimum standard. Basic background information provided. Moves beyond minimum standard. Shows evidence of research. Exceeds minimum standard. Information well synthesised and evidence of research. Far exceeds minimum standard. Background information of the company
demonstrates
ability to research and synthesize information into clear and concise information
Situation Analysis
Demonstrated
identification and understanding of forces in the marketing environment including economic, political, sociocultural and technological factors
Provides a
PESTEL Analysis Limited understanding and analysis of Situation Analysis including PEST and
SWOT
The economic, political, legal, economic and socio- cultural section displayed little or no understanding of key changing factors (PEST Analysis).
SWOT Analysis did not contain key relevant points.
Both PEST and SWOT analysis not supported by research Some understanding and analysis of Situation Analysis evident including PEST and
SWOT
The economic, political, legal, economic and socio- cultural section displayed some understanding of key changing factors (PEST Analysis).
SWOT Analysis contained some key relevant points. A good understanding and analysis of Situation Analysis evident including
relevant points in
PEST and SWOT
Analysis
The economic,
political, legal, economic and socio-cultural
section displayed some
understanding of key changing factors (PEST A highly developed understanding and analysis of Situation Analysis evident. The
information in the
PEST and SWOT Analysis discriminates
between
assertion of personal information substantiated by robust evidence A sophisticated understanding and analysis of
Situation Analysis. The information contained in the
PEST and SWOT Analysis systematically and critically distinguishes between assertion of personal opinion and information obtained from
that identifies changing factors in the marketing
environment
Provides a
SWOT Analysis (opportunities and threats stemming from identified factors in the PEST Analysis).
30% references. Limited research /reference support in the analysis Analysis).
SWOT Analysis contained key relevant points.
Good research /reference support in the analysis. from research materials and extended reading.
Very strong links
between
identified factors in the PEST Analysis and the organisation from a marketing perspective. robust evidence from research and extended reading.
Excellent links between
identified
factors in the PEST Analysis and the
organisation
from a
marketing perspective.
Competitor Analysis that identifies key competitors and analyses each.
20% Limited recognition and
analysis of key competitors.
Information not based on any research evidence. Identification of main competitors with some key information provided for each. Analysis of each competitor’s activities.
Information based on some research evidence. Identification of main competitors with relevant key information provided for each. Strong analysis of each competitor’s activities.
Information based on credible research evidence. Thorough
identification of main competitors with meaningful key information provided for each. Very strong analysis of
each competitor’s activities.
Information based on credible and quality research Sophisticated identification and analysis of main competitors with critical information provided for each. Highly developed analysis of each competitor’s activities.
Information based on credible and high quality research evidence
evidence.
Consumer
Behaviour
Demonstrated analysis and application of the level of
involvement of the purchasing decision, stages of the decision process and influences on the purchase decision (situational, psychological, social)
20% Limited understanding and analysis of the level of involvement of the purchasing decision, stages of the decision process and influences on the purchase decision evident. Some understanding and analysis of the level of involvement of the purchasing decision, stages of the decision process and influences on the purchase decision evident. A good understanding and analysis of Situation Analysis evident including
relevant points in
PEST and SWOT
Analysis A highly developed understanding and analysis of the level of involvement of the purchasing decision, stages of the decision process and influences on the purchase decision evident. The information discriminates
between
assertion of personal information substantiated by robust evidence from research materials and
extende
d A sophisticated understanding and analysis of the
level of
involvement of the purchasing decision, stages of the decision process and influences on the purchase decision evident. The information
systematically and critically distinguishes between assertion of personal opinion and information obtained from robust evidence from research and extended reading.
Quality and accuracy
of referencing
10% Less than six quality, quality
and credible and research sources used. Six quality and credible research sources used.
Minor mistakes with in- text citations and/or the Seven to nine good quality and credible research sources used. Ten to twelve high quality and credible research sources used. More than twelve
highly quality and credible research
Mistakes with in-text citations and/or the Reference List. Reference List. No mistakes with in- text citations and/or the Reference List.
No mistakes with in-text citations and/or the
Reference List. sources used.
No mistakes with in-text citations and/or the
Reference List.
Effective
communication
10% Information is difficult to understand for the audience.
No logical/clear structure and spelling and grammatical errors throughout.
No headings, subheadings or
inconsistent with
Assessment Guidelines. Information is not always clear and logical to understand for the audience and lacks clear structure.
Some spelling and grammatical errors throughout.
Limited headings, subheadings or inconsistent with Assessment Guidelines. Information is mostly clear and logical to understand for the audience.
A clear structure and few spelling and grammatical errors throughout.
Use of headings and subheadings consistent with Assessment Guidelines. Information is clear and
logical to understand for the audience and well supported by evidence.
Very minor spelling and grammatical errors throughout.
Use of headings and subheadings consistent with Assessment Guidelines. Information is logical and persuasive and demonstrates a very clear flow of concepts to the audience.
Very strongly supported by evidence.
Free of spelling and grammatical errors throughout.
Use of headings and subheadings consistent with Assessment Guidelines.

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