LSC UoS BA in Business
Assignment Brief
Course/Programme:
Level:
Module Title:
Module Leader:
Assignment titles:
Assignment number:
Weighting:
Date given out:
Submission date:
Eligible for late submission (3
working days, with penalty)?
Method of submission:
Special instructions for
submission (if any):
Date for results and feedback:
Employability skills assessed:
BA Business
4
Marketing Management
“Enabling a leading brand”.
A 12 months Marketing Campaign Plan for
Travelodge
2020 Cohort
100% of overall module grade
April 2020
13th July 2020
Yes
X Online only Online and paper copy
C1:         Reading, selecting, analysing and synthesising
information from a range of sources
C2:         Producing different types of document
C3:         Participating in discussions
C4:         Making presentations
LP1:       Develop a strategy for using a range of skills to
improve own learning and performance
IT1:        Preparing information
IT2:        Processing and presenting information
S1:         Plan personal work schedules
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 WWO1:  Planning activities with others
WWO2:  Working towards identified targets
Task Learning Outcomes
LO1: Develop knowledge and
Stating and justifying Marketing objectives understanding of key theories, concepts and
in line with the key principles of the models in marketing to guide the
SMART model. development and execution of marketing
strategies.

Explaining the key principles and practices LO2: Understand the complexity of
of Marketing Audits competitive environment and discuss is
Constructing a TOWS matrix for impact on developing effective marketing
TRAVELODGE demonstrating its decisions and marketing strategies in
competitive Environment. organizations.

LO3: Develop the skills to critically analyse

Providing proposals on future adaptations marketing situations and problems facing
and improvements in the levels of organisations and assess its capacity to
TRAVELODGE`s Customer Service as part adapt to a dynamic and uncertain future.
of Travelodge`s ‘Enabling a leading brand’
future marketing campaign.

Marketing strategy using the 7P’s LO4: Develop, recommend and justify,
appropriate and actionable marketing
Your report will briefly explain how you strategies and tactics to an organisational
will recommend and action the tools of the scenario.
marketing mix in the context of
TRAVELODGE`s ‘Enabling a leading
brand’ Marketing campaign.

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 TASK DESCRIPTION – ASSIGNMENT (Individual Marketing Plan 100%)

TASK

Individual Marketing Report (100%)

Fast-developing organisations have a range of business objectives that provide a direction for
their actions and drive them forward, particularly in markets that are prone to change and
innovation. In recent years few market areas have changed quite as much as that of hotels,
where there has been a general recognition that consumer groups have different and changing
requirements.

Following the crisis of corona virus, Travelodge wants to quickly establish itself as the
leading brand in the budget hotel market with a marketing campaign called “Enabling a
leading brand”. Through this marketing campaign Travelodge wants to consolidate its
position through embracing the Internet technologies needed to create competitive advantage
in the 21st century. Therefore, the top management of Travelodge consulted you as a
marketing expert with the request to produce a marketing plan that will help the organisation
to achieve the objectives.

The marketing plan should cover the following Marketing Management subject areas:
1. Construct a Marketing TOWS for Travelodge, explaining the Marketing Audits that
you have undertaken in doing so.
(800 words)

2. On the basis of these findings, state and justify 3 Marketing Objectives that should be
set for the ‘Enabling a leading brand’ Marketing Campaign over the 12 months
period.
(500 words)

3. Outline and examine the Marketing Mix Plan that your marketing plan needs to
consider in order to achieve these objectives over the 12 months period.
(900 words)

4. Provide proposals on how Travelodge can improve their levels of Customer Service
as part of their ‘Enabling a leading brand’ Marketing Campaign.
(800 words)

The word counts above are intended as guidelines in covering the 4 Marketing
Management tasks and should be used as indicators of the content required in
each of these in the context of the overall 3000word report.

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Page 4 of 14
Notes:
 You do not need to produce a budget for this plan.
 This report has to be referenced using the Harvard style (in text referencing as well as a
list of references and bibliography must be provided at the end of your work

This task addresses all learning outcomes.

LENGTH
REQUIRED

3000 words.

FORMATTING AND
LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in Harvard style.

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 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT

This section details the assessment criteria. The extent to which you demonstrate these
determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Awarded Marks
bleavailaMarks
Common Assessment Criteria Applied

1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources,
application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that form the 10
basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and underlying
principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models used in 15
your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement;
analytical reflection; organisation of ideas and evidence
Demonstrating conceptual insights into the potential values of the 30
selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques; application of
concepts; formulation of innovative and creative solutions to solve
problems.
Applying your conceptual insights to successfully address the situations 30
faced by your chosen organisation. Making recommendations for future
plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.

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 Quality of the report. 15
Potential effectiveness in terms of getting your messages across to your
intended audience.
TOTAL 100

Late Submission Penalties (tick

Assessment Mark (Assessment marks are subject to if appropriate)
ratification at the Assessment Board. These comments and
Up to 72 hrs late (40% %
marks are to give feedback on module work and are for
Max)
guidance only until they are confirmed. )
Over 72 hrs late (0%)

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 GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS

NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you
have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally
highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-
to-date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your
research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list
at the end of your work.

Guidance specific to this assessment:

2. Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates
to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts
and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the
task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which
you demonstrate your knowledge and understanding.

Guidance specific to this assessment:

3. Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in
accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving
problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break
information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why?
How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon

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the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant,
alternative solutions and recommendations may be proposed.

Guidance specific to this assessment:

4. Practical Skills
At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study.
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in
practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to
solve problems, or to create artefacts. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model
within an organisation and/or benchmarking one theory or organisation against others based on stated criteria.

Guidance specific to this assessment:

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments;
that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in
presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

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GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated
knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that
area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and
make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate
different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with
structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed
environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%

Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional

with evidence of engagement with a limited with an with a wide with an engagement
literature reading and/or with essential range of mostly appropriate range of extensive range with an
(including reading, reliance on reading. No relevant and range of literature, of relevant and extensive range
referencing, inappropriate evidence of credible literature, including credible of relevant and
academic sources. wider reading. sources but including sources literature. credible
conventions and Views and Reliance on with some sources retrieved Consistently literature.
academic honesty)
findings mostly inappropriate reliance on retrieved independently. accurate High-level
unsupported sources, and/or information independently. Selection of application of referencing
and non- indiscriminate gained through Some over- relevant and referencing. skills
authoritative. use of sources. class contact. reliance on credible consistently
Referencing Heavily reliant Some texts rather sources. applied.
conventions on information omissions and than other Generally

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
used gained through minor errors. sources. sound
incoherently or class contact. Referencing Referencing referencing,
largely absent. Inconsistent conventions may show with no/very
and weak use evident though minor few
of referencing. not always inaccuracies or inaccuracies or
applied inconsistencies. inconsistencies.
accurately or
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competent Excellent Exceptional,
and knowledge and knowledge of knowledge and the basic knowledge of knowledge and detailed
understandin understanding the basic understanding underlying the basic understanding knowledge and
g (Knowledge of of the basic underlying of the basic concepts and underlying of the basic understanding
the basic underlying underlying concepts and underlying principles is concepts and underlying of the basic
concepts and
principles of a
concepts and principles, with concepts and accurate with a principles. concepts and underlying
subject.) principles of flawed or principles good Exhibits very principles of concepts and
the subject superficial within the understanding good the subject. principles
matter. understanding. subject area. of the field of understanding.
Inclusion of Some Some elements study but lacks
irrelevant significant may be depth and/or
material. inaccuracies missing. breadth.
Substantial and/or
inaccuracies. irrelevant
material.
Cognitive and Wholly or Largely Limited Good Sound Excellent Exceptional
intellectual almost wholly descriptive attempt at evaluation of evaluation of evaluation of evaluation of
skills descriptive work, with evaluation of the underlying the underlying the underlying the underlying
work. Little or superficial the underlying concepts and concepts and concepts and concepts and
(Evaluate
underlying concepts
no evaluation evaluation of concepts and principles. Can principles. Can principles. Can principles
and principles of a of the the underlying principles, interpret interpret interpret based evidence.

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
subject and underlying concepts and tending qualitative and qualitative and qualitative and Outstanding
interpret qualitative
and quantitative
concepts and principles. towards quantitative quantitative quantitative interpretation
data in order to principles. Weak description. data, with data accurately. data accurately of qualitative
develop lines of Failure to interpretation Can interpret minor errors. Ability to and with some and
argument and make
sound judgements.)
develop of data, flawed qualitative and An emerging devise insight. quantitative
arguments, development of quantitative ability to use arguments Excellent data.
leading to arguments and data but with evidence to using evidence ability to Exceptional
illogical or judgements. some errors. support the to make mostly devise ability to
invalid Information Some evidence argument. appropriate and arguments devise
judgements. accepted to support Mostly valid valid using evidence arguments
Minimal or no uncritically, emerging arguments and judgements. and make using evidence
use of uses arguments and logical appropriate and and make
evidence to generalised judgements but judgements. valid wholly
back up views. statements these may be judgements. appropriate and
made with underdevelope valid
scant evidence d or with a judgements.
and little
unsubstantiated inconsistency /
opinions. Ideas mis-
sometimes interpretation.
illogical and
contradictory.
Practical Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
skills use of taught, application of awareness and appropriate application of a application of a levels of
basic methods, taught, basic mostly application of range of basic range of taught, application and
(Different
approaches to
materials, tools methods, appropriate basic methods, methods, basic methods, deployment
solving problems in and/or materials, tools application of materials, tools materials, tools materials, tools skills in
particular contexts.) techniques. and/or basic methods, and/or and/or and/or particular
Little or no techniques but materials, tools techniques. techniques. techniques. practical
appreciation of without and/or Clear Very good The context of contexts.

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the context of consideration techniques. appreciation of consideration the application Outstanding
the application. and Basic the context of of the context is well identification
Very weak competence. appreciation of the application. of the considered, and of problems in
evidence of Flawed the context of Good evidence application. insightful. particular
different appreciation of the application. of different Very good Excellent contexts and
approaches to the context of Can identify approaches to evidence of evidence of formulation of
problem- the application. problems in problem- different different wholly
solving in Weak evidence particular solving in approaches to approaches to appropriate,
particular of different contexts and particular problem- problem- thoughtful
contexts. approaches to propose basic contexts and solving in solving in solutions /
problem- alternative proposes particular particular different
solving in approaches or mostly contexts and contexts and approaches.
particular solutions appropriate proposes proposes
contexts. though there solutions. appropriate appropriate
may be errors. solutions. solutions.

Transferable Work is poorly Work is poorly Mostly ordered Mostly Work is Work is Work is
skills for life structured, presented in a presentation coherent, accurate, coherent, very accurate,
and disorganised, disjointed and structure in organised and coherent, fluent and is exceptionally
professional inaccurate manner. It is which relevant accurate work, fluent, well- presented coherent, very
practice and/or loosely, and at ideas / concepts in a suitable structured and professionally. fluent and
confusingly times are reasonably structure and is organised. Can work presented well.
(Communicate the
results of their expressed. incoherently, expressed. for the most Can work effectively Can work
study/work Very weak use structured, with Work may lack part clearly effectively independently effectively
accurately and of language information coherence expressed. Can independently and/or as part independently
reliably, and with
structured and and/or very and ideas often and/or work and/or as part of a team, with and/or as part
coherent arguments; inappropriate poorly accuracy in effectively of a team, with an excellent of a team, with
the qualities needed style. Failure to expressed. places. Can independently very good contribution to an exceptional
for employment
requiring the work Weak use of work as part of and/or as part contribution to group contribution to
exercise of some effectively language a group, of a team, with group activities. group

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal individual or as and/or meeting most clear activities. Demonstrates activities.
responsibility
within a structured
part of a group. inappropriate obligations to contribution to Demonstrates excellent skills Demonstrates
and managed Little or no style. Flawed others but group very good for exceptional
environment.) evidence of the approach to perhaps with activities. skills for employment skills for
skills for individual or limited Demonstrates employment requiring the employment
employment group work, involvement in the skills for requiring the exercise of requiring the
requiring the meeting only group employment exercise of some personal exercise of
exercise of partial activities. requiring the some personal responsibility some personal
some personal obligations to Demonstrates exercise of responsibility, with an responsibility
responsibility. others. Limited the basic skills some personal with just appetite for with an
evidence of the for responsibility, occasional further appetite for
skills for employment with some minor development. further
employment requiring the areas of weakness. development.
requiring the exercise of strength and
exercise of some personal some of minor
some personal responsibility, weakness.
responsibility. with some
areas of minor
weakness.

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