Revision & Insights

A semester of torture or fun…?

For some a new insight, for others a refresh

will you ever be able to JUST watch TV again

or JUST visit the shops
without thinking how you could do it better?

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 Course Overview
Provided foundational knowledge of marketing
theory and practice.

Encouraged critical reflection upon the nature and

role of marketing as an academic subject

Facilitated reflection upon marketing as a function

of effective business practice and as an integral
feature of contemporary society.

Offered a grounding in traditional perspectives and

directed to historical and contemporary concerns
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This course is an introductory course and so offers a relatively broad focus,

through which students are encouraged to find and explore their own
perspectives and narratives to make sense of various understandings and
practices within Marketing

After completing the course, students should be able to identify key elements
within marketing, particularly relating to broad areas of insight and management.

Within those areas, students should be aware of, and be able to describe and
explain the nature, role and value of key concepts, and link this understanding to
explain practices.

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 Syllabus –
What did we cover?
1 What is Marketing (& Marketing Environment)?
2 Marketing Research
3 Consumer Behaviour
4 Segmentation, Targeting, Positioning (STP)
5 Product
6 Price
7 Place
8 Promotion (IMC)

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The syllabus has allowed coverage of a variety of topics broadly contained within
ideas of marketing insights and marketing management.

Hopefully, you will see how the knowledge and frameworks noted within ‘what is
marketing’ and, where explored, ‘marketing environment’’ inform the knowledge
bases of the specific topics that followed.

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 What do you
need to know?

• 2 Marketing Research
• 3 Consumer Behaviour
• 4 Segmentation, Targeting, Positioning (STP)
• 5 Product
• 6 Price Ideas covered within ‘1.
What is Marketing?’ may,
• 7 Place of course, be utilised
within each topic 
• 8 Promotion

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The examination questions are drawn from the ‘core’ topics of the course – these
are the topics that were explored within tutorials.

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 Marketing Research

Define and highlight key ideas/concepts/processes

(value propositions, decision-making/support)

Model key features and links

(e.g. Mktg Info System; Marketing research process)

Select areas for expansion

(e.g. elements of the MRes process (e.g. types of research, etc.))

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’

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General guidance – applicable to all topics:

As always, candidates should offer not only a definition of the key terms but, also,
some evaluation of their value (e.g. why are these definitions useful (or not); and,
ideally, offer alternatives). Candidates should be prepared to identify a range of
concepts from a relevant text and/or lectures, alongside being able to describe
characteristics of the concepts and offer examples to illustrate their key features.
This should provide a firm foundation to move on to explain the usefulness of
concepts and explain how they inform (or not) marketing concepts and marketing
behaviour (practice).

We emphasise to candidates that they have the power to frame answers. So, you
should be prepared to ‘discuss’ definitions as a basis for your answer’s
positioning. That is, discuss why various definitions are more or less useful.
Recommended texts often offer useful models that may be used to help to frame
answers. Note that these should not be used merely to ‘hang’ information from
but, rather, as a point of reflection on the value of those concepts.

One of the tendencies within student-led tutorials was to offer examples that
illustrate the usefulness of concepts. This is great BUT it is unidimensional.
Better tutorials allowed members to challenge the veracity of those concepts by

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finding failings as well as successes in their explanations and, even better,
demonstrated a connection of that understanding to practitioner as well as
academic value. This is what you’re also aiming to do within examination
answers.

You may find it useful to build your narrative around a ‘bigger’ issue. For example,
by using e.g. ‘value’ as a device, you can relate all your insights to whether they
create, manage, support, inhibit ‘value’, etc. - same for other issues as noted on
the slides.

Marketing Research specific:

The topic splits between storage & management of data and insights AND
collection of data to support this management process.
If you try to tell us everything about all of this then you will run out of words and
probably have a very shallow descriptive answer. You need to show us how the
various elements (of those identified) enable / disable effectiveness within
marketing. So, your first task may be to tell us that you are aware of the elements
of the topics BUT that you will be focusing upon key elements because of certain
reasons. Tell us the reasons and make these the basis of your narrative/story.

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 Consumer Behaviour

Define and highlight key ideas/concepts/processes

(e.g. Decision-making, problem-solving, choice, etc.)

Model key features and links

(e.g. Consumer Decision-Making as process; moderators of CDM)

Select areas for expansion

(e.g. Internal, social, situational moderators)

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’,

‘Contexts’ (e.g. E-commerce)

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CB is usually explained via a CDM process. This is very useful as it frames CB as

a process and allows managers to impact upon that process at various stages.
Within the course we explored how useful this is in reality. We explore the ways in
which actual behaviors often don’t match the process. We explored how the
process itself may be shaping behaviors.

We also explored other broader concepts, such as the nature of decision–

making. We explored ideas such as involvement and explored how this might
itself be controlled not just by marketing creations but, also, shaped by situational
and personal pre-dispositions to behave.

So, again, lots of potential bases to explore and your first task is to decide which
story you will be telling!

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 Segmentation (STP)
Define and highlight key ideas/concepts/processes
(e.g. Fragmentation as a strategy, STP concepts, STP process, etc.)

Model key features and links

(e.g. Evaluation to Application)

Select areas for expansion

(e.g. Bases/Dimensions of segmentation
Targeting and positioning strategy / CRM)

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’, (E-commerce)

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Segmentation is naturally split into 3 sections. Most time is given over to

segmentation as it explores the consumer bases of segmentation. Again though,
if you were to spend most of your time describing segments you will be missing
an opportunity to offer something of greater value. Yes, we need to know that
you know what segmentation is and various approaches but more useful is
whether you think it is appropriate; how you think it fits/relates to other aspects of
STP (and beyond); should we invest so much effort into toolkits; etc.

Similarly, whilst the Targeting and Positioning sections may seem less heavy on
information, it is often easy to slip into simply saying what they are, rather than
exploring why we should care what they are.

Clearly the three sections are related and it is for you to decide how you make
sense of this relationship for any answer. It is reasonable for you to focus on one
or two of these and less on the third but if you do this you must offer a rationale
for this focus at the start of your answer … don’t simply say, for instance, I’m
going to look at targeting because targeting is more interesting!

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 Product
Define and highlight key ideas/concepts/processes
e.g. Layers of product; classifications of product;
value of product, etc.

Creation Management

e.g. NPD process; Model key e.g. Product Strategies

diffusion of features & planning; PLC; Mix Mgt
innovations; etc. and links

e.g. elements of e.g. elements of PLC;

Select areas
NPD process; Adoption/ Mix Mgt; branding;
diffusion factors, etc. for expansion packaging

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’,

‘Organisational structure’ 1-8

Product naturally splits between product creation (innovation) and product

management

Any question will clearly demarcate between the two.

That doesn’t mean you can’t borrow from the whole topic BUT you should be
clear about the boundaries of your answer.

Again, if you try to tell us about all these elements you will more likely end up
providing a long, shallow description of the named elements of the topic.

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 Price

Define and highlight key ideas/concepts/processes

(e.g. Pricing objectives; monetary v non-monetary; etc.)

Model key features and links

(e.g. Price Planning Process (objectives-estimation-application)

Select areas for expansion

(e.g. demand, costs, environment, choice, tactics)

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’

1-9

Pricing tends to be more straightforward in content. Much of the topic is about the
nature of pricing (i.e. the choices we have to make based on what pricing is and
does).

Part of the topic concerns predictions and methods of prediction. So, as well as
knowing how we predict (e.g. demand curves) it may be more useful to explore
whether these predictive devices are useful or not and why; the effects of relying
on them; the needs of data entered into them; etc.

What enables / inhibits various pricing practices and, more importantly, why?

Texts offer stages or steps to show what we should do at each stage, some texts
don’t use these but rather explore the nature of pricing and its environment more.

You need to choose the most useful frame for your answer.

And remember, many of the issues in pricing can be traced to other topics and
concepts (e.g. PLC, objective setting, etc.)

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 Place
Define and highlight key ideas/concepts/processes
(e.g. Distribution; channels; retail; etc.)

Model key features and links

(e.g. Value chain; supply chain; distribution planning
retail evolution (as basis for planning); etc.)

Select areas for expansion

(e.g. elements of planning process; etc.)

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’,

‘Retailing’ (e.g. as extension of implementation)
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Place is typically presented as a distribution function. Hence, we have topics such

as transportation, channels and logistics prioritized.

Some topics like to focus on intermediaries, usually because this allows a more
user friendly focus upon activities, such as retailing.

Again the trick is to decide where your focus will be and not to try to report all
aspects of this broad topic.

By explaining ideas such as value chain, you might find a useful device to show
your focus relative to other areas and to show critique of the process and of the
elements noted within the process.

Recently, we have seen how changes to retailing (online / offline) have driven
changes in distribution at the supply side which in turn have transformed retail
provision further, demonstrating how connected the various elements of this
function are and the significant consequences of changes within any constituent
part.

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 Promotion
Define and highlight key ideas/concepts/processes
(e.g. Promotion; Communication; IMC)

Model key features and links

(e.g. Objectives; Promotion Mix; Comms model; IMC process)

Select areas for expansion

(e.g. Elements of the Comms model; IMC characteristics;
types of appeal/contact (buzz, etc.)

Useful to consider: ‘Value’, ‘Ethics’, ‘Future’

(No need to go too broad into mix elements but

free to build ideas from these into your answers) 1-11

Promotion tends to fall into two main approaches.

First, we have the reduction to individual mix elements and their position relative
to one or more communications models.
Second, we have the IMC concept which seeks to map promotion to other
concerns within the marketing process.

Again, to cover all these separately will leave your work shallow and descriptive.
So, you may need to choose a frame for your work.

The comms models offer a useful space within which to critique the models
themselves and, also, the way that we might use the models to understand
practices (e.g. elements of the promotional mix).

The IMC of course allows you to show how elements fit within a wider frame of
reference, from objective setting through evaluation…this amy seem sensible but
is it? What are the implications of seeking to tie everything together.
The trick, again, is to seek to be critical of the value of these ideas, concepts and
models, not simply to tell us what they are and assume that all is great.

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 How to
structure your answers?

Objectives of your answer

(shows that you understand the question
Identify key issues/ideas
Show structure of answer (demonstrates planning))

Description
(include MODELS and EXAMPLES)

Marketing Outcomes
(how does knowledge translate to practice)

Critique
(show how valid/useful you think
theories/concepts are (for this context))
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The aim of the assessment is to show not only candidates’ awareness of ideas
but, more importantly, candidates’ understanding. Only so many marks are
available for successful regurgitation of information from the text and lectures.
Higher grading (i.e. Bs and As) is achieved where answers offer critical insight.

Objectives (setting the framework for the story/account):

Whatever the question, candidates are able to shape their answers to create
difference and interest for markers. Whilst candidates should ALWAYS ANSWER
THE QUESTION, the achievement of this reveals much about a candidate’s
understanding.

Description (i.e. how we recognise things!):

Once concepts/ideas/etc. have been identified, we expect them to be described –
this allows markers to be sure that candidates know what these things are.
Examples help with this approach. Ensure that examples are relevant and useful,
that they link directly to the description at hand.

Outcomes:
Exceptional work will be able to explain how these
concepts/ideas/behaviours/etc. support marketing in practice and, also, the
development of marketing understanding (e.g. academic value too!)

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Critique:
Most candidates struggle with this. This may be because revision has taken the
form of remembering with a view to recalling, rather than remembering and
practising recall in a variety of story frameworks. Occasionally, we find answers
that seek to be critical, but provide little descriptive base. Mostly we find overly
descriptive answers with little criticality. Whilst marks are available for detail, depth
of analysis is required for higher grading. So, essentially, we need both – we need
strong awareness (through identification and description) and strong
understanding (through critical appreciation of the value/usefulness of concepts).

Tips:
- A useful approach is to choose one example and build critique of concepts
around that example, rather than lots of examples that are purely used to support
your ideas.

- Expand value of work by using examples/ideas that challenge existing thinking.

Don’t settle for information that purely supports, find contradictions and explain
why this alternative understanding is useful for academics and practitioners.

- Cited evidence – whilst we are tolerant of a paucity of citation in examinations,

citing relevant sources of information should be expected but may also help
candidates work stand out for the better. If this is a take at home exam, then
citations are more of an expectation.

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 The Exam
Essay questions

choose 2 questions from choice of 5

Exam Duration 24 hours

Submit online
Exam conditions are subject to change
ALWAYS check with course leader before examination diet begins

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EBS policy is that Stage 8 courses offer exams with a 2 from 5 format. This may
change in the future so please be mindful of requirements.

Whilst campus exams normally offer a two hour timeframe, for

Session 2020-2021

We will adopt the Take-at-Home Exam (THE) format

You should receive details of this format and expectations around submission,
from a central source, in advance of the exam date.

To summarise,
For C18FM
Check the Exam Timetable online.

You will be expected to:

Access the exam questions on the day of the exam – time will be stated in
exam timetable.
You then have 24 hours in which to complete and submit your answers.

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Submission is via electronic file (e.g. word; pdf, etc. – check instructions) via
CANVAS portal
(portal is either within the current canvas course site or in a new course created
for the purpose - details released closer to the exam date).

Typically, the submission portal will be open for one week prior to the actual
date of the exam, so that you are able to practice with the technology. The exam
questions will not be released until the date and start time of the exam.

Word Limit will be 1250 words per answer– do not go over this limit (there is no
plus or minus % rule) – simply a maximum rule)
If you go over the limit, then you fail to meet the task conditions of the exam
and risk failure

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 How to
interpret questions

Demonstrating that you

RECOGNISE and are able to RECALL
concepts/theories/practice/etc.

‘Identify’ Demonstrates awareness of terminology

& ‘Define’ (i.e. what the word means and how this
affects our potential understanding

‘Describe’ Demonstrates awareness of the constitution of object/focus

(i.e. you allow the reader to recognise that which you are
talking about by describing key characteristics. Use of
examples supports answers to this command. Usually tests
your breadth of knowledge (multiple pieces of information)
rather than your depth of knowledge (understanding)

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 How to
interpret questions
Demonstrating that you
UNDERSTAND
concepts/theories/practice/etc.
(ie their value, usefulness, applications, etc.)

Demonstrates understanding of core and

associated issues related to the focus of question.

‘Explain’ / ‘Discuss’ / Typically, these command words offer the

‘Critically Discuss’ /
‘Critically Evaluate’ /
‘Critically Explain’
(note:
All ‘discussion’, ‘evaluation’
and/or ‘explanation’ should be
‘critical‘ regardless of
Whether the word critical
is used.
opportunity for candidates to show a depth
of knowledge.
These commands assume that you will cover ALL
broader elements (e.g. identification, definition,
description as part of this deeper process).
The key to success here is to demonstrate insight
based upon evidence…see guidance on VISION
concerning essay tips
(including multi-dimensional arguments)
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 Indicative
Examination Questions

Please remember that indicative examination questions are

offered within each prep task. The standardized feedback
subsequently offers advice on the expected content of the
answers and, further, offers indicative grading criteria so
that you may benchmark your ideas against our marking
standards.

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 Indicative
Examination Questions
• Critically discuss how an understanding of marketing research may inform
more effective marketing. (Marketing research)
• Critically discuss the value to marketers of understanding consumers.
(Consumer Behaviour)
• Critically explain the nature and value of Segmentation, Targeting and
Positioning to marketers. (STP)
• Critically evaluate how marketers may manage products effectively.
(Product Management’)
• ‘Consumers are interested in value not prices’ Critically discuss this
statement. (Price)
• Critically discuss the nature and role of the Place in marketing’ (Place)
• Critically evaluate integrated marketing communications (IMC) as a basis for
effective promotion. (Promotion)

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Questions change but aim is to offer broad bases that allow candidates to show
their understanding and to allow them to shape and frame answers in most useful
manner.

Our aim is not to ‘catch candidates out’ but, rather, to allow them to demonstrate
competencies.

YOU HAVE TIME TO RPEPARE, SAFE IN THE KNWOLDGE THAT TOPCIS

WILL APPEAR and therefore we expect better answers:

To have a NARRATIVE,
To be CRITICAL and
To be DISTINCTIVE.

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 Summary of
Grading Criteria
Answers to the lower end of the available grades will typically be
less successful in answering the question,
omit or incorrectly identify key concepts,
offer inaccurate or inappropriate information,
be less convincing in terms of knowledge of required information.

Answers to the higher end of available marks will typically offer

clear and concise answers to the question,
evidence more complete knowledge,
evidence more comprehensive understanding of key concepts and value,
offer progressive discussion and evaluation of the value of this
knowledge,
employ examples to support evidence,
show personal insight (independent thinking) and
convince the reader of the writer’s appreciation of the needs of the
question.
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From experience, MOST answers attempt to satisfy themselves with a BASIC

IDENTIFICATION and LIMITED DESCRIPTION of SOME concepts and
activities.

Many of these answers execute this poorly and may even fail to secure a pass
grade.

Where identification and description is extended, higher grading may be out of

reach because (typically) there is little or no attempt to offer critical insight or
evaluation.

It is not enough to offer more of the same – i.e. more description. Whilst a high
level of detail will attract marks, it is not substitute for insight and evaluation of the
concepts that are being described!

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 Previous Assessment –
Insights

Some general comments from my observations of the work

submitted for previous examinations

Structure Absence of defined structure limited the effectiveness of answers

- Know how you will answer the question
- Create clear, distinctive sections
- But ensure the sections are linked
- Explain the plan/structure to the reader in the introduction
- Signpost the value of your answer

Style & Rambling, discordant style limited the effectiveness of answers

Content - Do not ‘waffle’ (i.e. unnecessary words) – make every word count.
- Be clear and precise – don’t make up the sentence as you write
- Be formal and considered, not informal and loose.
- Define terminology; use this as basis to show criticality.

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 Previous Assessment –
Insights

Some general comments from my observations of the work

submitted for previous examinations

Introduction Absence of logical introduction limited effectiveness of answers

(Top) - What do we know? (broad statement of existing value)
- What do we not know/need to know? (statement of missing value)
- What will the answer provide/address? (Objective(s))
- How will it deliver this? (Plan)

Conclusion Absence of logical conclusion limited effectiveness of answers

(Tail) - What did we seek to provide (re-state your objective(s))
- Explain how you've met your objectives (what have you told us)
- Explain how your answer adds value (explain your understanding)
- This must be more than general throw-away phrases.

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 Previous Assessment –
Insights

Some general comments from my observations of the work

submitted for previous examinations

(Other Issues)
Quantity of Information –
THE limit is 1500 words BUT if you provide less than 1000 words
it would be very difficult to provide enough information to support
more informed work for higher grading…but every word must be useful.

Often, 600-700 words is not enough to enable a pass!

Quality of Information –
The more you know, the less you waffle! Be prepared and you will find you
are able to write tighter, more concise and, so, more convincing answers.

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 Previous Assessment –
Insights

‘Housekeeping’

Use paragraphs! Don't create a solid block of text.

Use Sub-headings if needed

Answer the question!

(e.g. If we ask you to talk about a topic
(e.g. ‘Promotion’ then we’d expect you to define ‘Promotion’ very early on,
not talk generally about marketing !

This page is considerably emptier for THE thank it is for Campus answer booklet,
hand written exams.,

We will assume that you will all be able to offer clearly typed, spell checked,
sensibly formatted work, because you will use word processing software.

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 Summary
• 7 individual topics plus one inclusive topic
• Emphasis of questions is always upon critical
discussion/evaluation
• Requires demonstration of:
• Awareness of key concepts
• Knowledge of key characteristics
• Understanding of value/usefulness
• All answers graded within guidelines of the statement
noted earlier

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 Over to you…

Aim High

Prepare well

Impress us & Impress yourself

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If you aim for an A you might just get it. If you fall short, you might still achieve a
B.

If you aim for a pass, you might not!

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