ASSESSMENT: Coca Cola – IMC Campaign to Engage UK Consumers
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ASSESSMENT: Coca Cola – IMC Campaign to Engage UK Consumers
| Module Code: | BMK0149 |
| Module Title: | Contemporary Consumer Engagement |
| Assessment Type
(Initial) |
Individual Report |
| Academic Year | 2021/22 Block 5 |
| Assessment Task | |
| In an article in the practitioner magazine ‘Marketing Week’ in September 2021, Coca Cola announced its plans to shift the focus of its marketing communications strategy from “primarily broadcast communications to create an ecosystem of experiences for our consumers”. Coca Cola has also adopted the new tag line ‘Real Magic’ as well as changing the presentation of its logo to suggest a ‘hug’. The first campaign launched during the recent Christmas period.
Manol Arroyo, the global Chief Marketing Officer, wants to ensure that this new marketing communications strategy continues to be effective in engaging consumers in the UK. He has therefore commissioned your Marketing Communications Agency to submit a detailed plan for a contemporary Integrated Marketing Communications (IMC) campaign to launch in the UK market during the summer (June – September 2022).
You are invited to submit a written report of no more than 4,000 words, which should provide a detailed discussion of your IMC campaign with a clear rationale in support of your ideas, together with some examples of your proposed creative content (e.g. visual images).
The assignment requires you to demonstrate your conceptual knowledge and critical understanding in the domains of consumer behaviour and marketing communications and to apply this knowledge in order to address the following tasks (see task specific guidance below):
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| Duration: N/A | Word Count: 4,000 |
| Task specific guidance:
· Identification of a specific target audience for the IMC campaign with a clear rationale for your selection;
· Application of relevant concepts and theories of consumer behaviour to help develop a clearer (theoretical) understanding of your chosen target audience, and to inform the messaging of your IMC campaign with respect to your client’s goal of engaging UK consumers;
· Detailed discussion of the strategic and tactical approach (communications tools, methods and approaches) of your IMC campaign;
· Detailed discussion of the creative execution of your IMC campaign with visual examples to illustrate;
· All arguments and ideas contained in your report should be supported by evidence from academic sources; mainly journal articles although consumer behaviour and marketing communications textbooks can also be used.
Format: You are required to present your work in the format of a report of a maximum of 4,000 words in length (excluding Executive Summary, Appendices, Figures, Visual images, Tables, References, Table of Contents).
It is up to you to decide how to split the word count into different sections. However you ae advised to adhere to the following formatting:
· 12 pt. Times New Roman or Arial font · 1.5 line spacing · Number the headings and sub-headings of the sections of your report accordingly, and include page numbers Main Components: The report must include the following components, but the sections and sub-sections in your report can be organised and structured as you see fit. Please see the suggested words below as a guidance rather than a rule.
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| General study guidance:
· Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
· Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link: o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
· If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop. · Do not exceed the word limit.
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| Assessment criteria |
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| Learning Outcomes | |
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This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
Knowledge and Understanding 1. Demonstrate a critical understanding of consumer behaviour and its relevance to planning and designing marketing communications strategy and campaigns 2. Demonstrate a critical understanding of the design and development of marketing communications campaigns for the purpose of engaging with and influencing consumers in online and offline environments 3. Evaluate marketing communications strategy and campaigns in the context of the contemporary consumer environment
Ability 4. Judge the effectiveness of marketing communications campaigns through the application of consumer behaviour and marketing communications concepts and theories 5. Produce strategic and creative marketing communications solutions to contemporary marketing problems 6. Demonstrate competence in report writing using academic conventions
Please note these learning outcomes are not additional questions.
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| Submission information | |
| Word Limit: | 4,000 |
| Submission Date: | 08/04/2022 |
| Feedback Date: | 20/05/2020
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| Submission Time: | 15.00 |
| Submission Method: | Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: busvle@hud.ac.uk |
Appendix 1 PGT Assessment Criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
PGT Generic Assessment Criteria
| Unacceptable | Unsatisfactory | Pass | Merit | Distinction | |||||
| 0 – 9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | 90-100 | |
| Fulfilment of relevant learning outcomes | Not met or minimal | Not met or minimal | Not met or partially met | Not met or partially met | Pass | Pass | Pass | Pass | Pass |
| Response to the question /task | No response | Little response | Insufficient response | Adequate response, but with limitations | Adequate response | Secure response to assessment task | Very good response to topic; elements of sophistication | Clear command of assessment task; sophisticated approach | Full command of assessment task; imaginative approach demonstrating flair and creativity |
PGT Generic Assessment Criteria
| Unacceptable
A superficial answer with only peripheral knowledge of core material and very little critical ability |
Unsatisfactory
Some knowledge of core material but limited. |
Pass
A coherent and logical answer which shows understanding of the basic principles |
Merit
A coherent answer that demonstrates critical evaluation |
Distinction
An exceptional answer that reflects outstanding knowledge of material and critical ability
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| 0-9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | 90-100 | |
| Conceptual and critical understanding of contemporary / seminal knowledge in the subject | Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge; critical awareness of current problems and/or new insights; can evaluate critically current research and can evaluate methodologies | Approaching excellence in some areas with evidence of the potential to undertake Research. Well-developed relevant argument, good degree of accuracy and technical competence | Excellent. Displays (for example): high levels of accuracy; evidence of the potential to undertake research; the ability to analyse primary sources critically. | Insightful. Displays (for example): excellent research potential; flexibility of thought; possibly of publishable quality. | Striking and insightful. Displays (for example): publishable quality; outstanding research potential; originality and independent thought; ability to make informed judgements. |
| Presentation | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirement met and academic conventions mostly followed. Minor errors in language | Length requirement met and academic conventions mostly followed. Possibly very minor errors in language | Good standard of presentation; length requirement met, and academic conventions followed | Very good standards of presentation | Professional standards of presentation | Highest professional standards of presentation |
| Understanding | Limited insight into the problem or topic | Limited insight into the problem or topic | Limited insight into the problem or topic | Some insight into the problem or topic | Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline | Independent, critical evaluation of
full range of theories with some evidence of originality |
Authoritative, full understanding of all the issues with originality in analysis | Authoritative, full understanding of all the issues with originality in analysis | Authoritative, full understanding of all the issues with originality in analysis |
| Use of evidence and sources to support task | Some irrelevant and/or out of date
Sources |
Some irrelevant and/or out of date
Sources |
Some irrelevant and/or out of date
Sources |
Limited sources | Comprehensive understanding of techniques applicable to own research or advanced scholarship
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Complex work and
concepts presented, key texts used effectively |
Full range of sources
used selectively to support argument
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Full range of sources
used selectively to support argument
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Full range of sources
used selectively to support argument
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| Development of ideas | Argument not developed and may be confused and incoherent | Argument not developed and may be confused and incoherent | Argument not developed and may be confused and incoherent | Argument not fully
developed and may lack structure |
The argument is developed
but may lack fluency
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Argument concise and
explicit
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Coherent and compelling
argument well presented
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Coherent and compelling
argument well presented
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Coherent and compelling
argument well presented
|
| Innovation | Lacking evidence of having addressed the issue of innovative solutions | Lacking evidence of the provision of any innovative solutions | Lacking evidence of the provision of any feasible innovative solutions | Minimal Evidence of the provision of innovative solutions | Evidence of the provision of innovative solutions | Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions | Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions | Extensive evidence of the provision of imaginative innovative solutions which demonstrate assessment of situation and critical evaluation of effectiveness of solutions | Extensive evidence of the provision of imaginative innovative solutions which demonstrate full assessment of situation and critical evaluation of effectiveness of solutions |
| Personal perspective | No evidence of any attempt or consideration of a personal perspective. | Attempts to express a personal perspective lack any relevance. | Attempts to express a personal perspective are only loosely relevant | Personal perspective is expressed and has some relevance. | Personal perspective expressed is clearly relevant and some justification is provided. | Personal perspective expressed is clearly relevant and justified with critical reasoning. | Personal perspective expressed is clearly relevant and justified with critical reasoning which provides clear assumptions and strength of position in relation to others. | Personal perspective expressed is clearly relevant and justified with critical reasoning which provides clear assumptions and strength of position in relation to others. | Personal perspective expressed is clearly relevant and justified with critical reasoning. |
| Ethics, sustainability & Responsibility
(subject area) |
Not considered or no relevance | Consideration at a superficial level with minimal relevance to subject. | Considered with relevant solutions identified but no detail relevant to the subject. | Considered with relevant solutions identified but little detail relevant to the subject. | Considered with relevant solutions identified and adequate detail relevant to the subject. | Wide consideration relevant solutions identified and appropriate detail relevant to the subject. | Full consideration of implications for subject with range of solutions discussed in detail. | Full consideration of implications for subject with extensive range of solutions discussed in detail. | Full consideration of implications for subject with full range of solutions discussed in detail. |
| Ethics, sustainability & Responsibility
(professional practice) |
Not considered or no relevance | Consideration at a superficial level with minimal relevance shown to professional practice. | Considered with relevant solutions identified but no detail relevant to professional practice. | Considered with relevant solutions identified but little detail relevant to professional practice. | Considered with relevant solutions identified and adequate detail relevant to professional practice. | Wide consideration relevant solutions identified and appropriate detail relevant to professional practice. | Full consideration of implications for professional practice with range of solutions discussed in detail. | Full consideration of implications for professional practice with extensive range of solutions discussed in detail. | Full consideration of implications for professional practice with full range of solutions discussed in detail. |
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