University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Social Sciences and Law > School of Management - Business School > Marketing with Study Abroad in a Modern Language (BSc) > Specification
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Programme code | 9EFIM016U |
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Programme type | Single Honours |
Programme director(s) |
Eleonora Pantano
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Management - Business School |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Accrediting types: |
Accredited by The Chartered Institute of Marketing (CIM) for the purpose of gaining CIM qualifications through the CIM Accredited Degree. (http://www.cim.co.uk/) |
Relevant QAA subject benchmark groups | Business and Management (2019) (benchmark statement) |
Mode of study | Full Time |
Programme length | 4 years (full time) |
This programme aims to develop students’ interest, knowledge and understanding of the subject of marketing whilst also locating it within the context of management. Students are encouraged to develop a thorough understanding of the theoretical and practical aspects of the subject and its role within the wider management and organisational context. Students will gain a critical appreciation of its role and impact upon the environment which extends beyond commercial organisations to the non-profit sector and to the wider society. Globalisation and technological development means that the study of marketing naturally extends beyond borders so consideration of the international context and the importance of the digital environment is intrinsic to all aspects of the programme.
In terms of outcome, this programme aims to support the development of graduates who not only have a practical and theoretical understanding of their subject area but are also equipped with the transferable skills that allow them to thrive in a range of graduate roles in a dynamic global environment. Such skills include analytical and critical thinking, written and verbal communication, organisation and planning, the ability to work independently and also within a group context.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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The following learning/teaching methods and strategies relate to all of the Programme Intended Learning Outcomes (PILO) in the Knowledge and Learning category. In the main, content related to ‘knowledge and understanding’ will be delivered through a combination of large group and/or small group sessions; the choice of which will be determined by the requisite Unit Director on the basis of what is pedagogically appropriate given individual unit learning outcomes. Where possible and appropriate, delivery of unit content will be technology-enabled, using flipped or blended learning techniques. Problem-based learning will also be employed where appropriate. For dissertations, students will be allocated a supervisor who they will meet regularly and receive appropriate guidance. Formative feedback will be offered throughout the programme within individual units. The form it takes will vary according to the nature of tasks undertaken. To this end, students will be made aware of formative feedback opportunities at the outset of each unit and they will be clearly stated in unit handbooks and on the VLE. Students will also be required to demonstrate that they have engaged with that feedback in some way as part of the assessment diet of the programme. Summative feedback will be provided for all forms of assessment and will specifically relate to the learning outcomes assessed (PILOs A1-11) |
Methods of Assessment | |
The following information pertaining to methods of assessment relates to all of the Programme Intended Learning Outcomes (PILOs A1-11) in the ‘Knowledge and Learning’ category. Students will be subject to a range of formative and summative assessments across the programme. Formative assessment may be formally or informally delivered according to what is appropriate to the learning outcomes of the individual units. The form/method of assessment and associated learning outcomes should reflect those in the summative assessment to allow students to gauge the progress of their learning. Students will be explicitly notified of the form that formative assessment will take, its purpose and method of assessment at the outset of the unit and details will be included in unit handbooks and the VLE. The summative assessment strategy for each unit will be clearly outlined in the unit handbook, together with the learning outcomes to be assessed and the assessment criteria. A unit’s summative assessment strategy will be determined by what Unit Directors believe to be pedagogically appropriate given the required learning outcomes. They may take a variety of forms; reports (PILO A4, 5, 7, 10), presentations (PILO A4, 5, 6, 10, 11), literature reviews (PILOs A2, 3, 8, 9), exams (PILO A1, 5, 9). Where possible, the artefacts produced by students will resemble those commonly produced either in higher degrees (i.e. literature review, dissertation) or in the practitioner environment (i.e. reports, presentations). |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Methods of Assessment | |
Chosen methods of both formative and summative assessment of PILOs will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy will be drafted to ensure that as many of the Programme Intended Learning Outcomes are met as possible. A holistic view will be taken by the Programme Director to ensure that they are met across the programme as a whole. The assessment of intellectual skills and attributes relates more to how a student engages with the content of a unit/programme rather than the content of the unit/programme itself. Summative assessment of intellectual skills and attributes relates to how students engage with the theoretical and applied content of the unit/programme. This can take a range of forms and may include (but is not limited to) examinations in controlled conditions (open book, case study or closed question) (PILO B1,3,4,5), individual presentations (PILOs B1-8, 9, 10), group presentations (PILOs B1-8, 9, 10), marketing reports (PILOs B1-8, 9, 10), literature reviews (PILOs B1-6), individual projects (PILOs B1-5,7,8, 9, 10), group projects (PILOs B1-7, 9, 10). Formative assessment may take a range of forms but should reflect the nature or learning outcomes of the summative assessment and thereby allow the student to gauge levels of personal progress. Types of formative assessment may include (but are not limited to) poster presentations (PILOs B1-10) proposal documents (PILOs B1-4,6,7, 9, 10) pitches (PILOs B2-10) and group presentations (PILOs B1-10). |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Student acquisition of practical and transferable skills is dependent upon how students are required to engage with the content of a unit/programme rather than with the academic content itself. Depending upon the requirements of individual units a range of strategies will be employed across the programme to ensure students acquire transferable skills. These include (but are not limited to):
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Methods of Assessment | |
Chosen methods of both formative and summative assessment of PILOs will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy will be drafted to ensure that as many of the Programme Intended Learning Outcomes are met as possible. A holistic view will be taken by the Programme Director to ensure that they are met across the programme as a whole. The assessment of practical, professional and transferable skills relates more to and assessment how a student engages with the content of a unit/programme rather than the content of the unit/programme itself. Summative assessment of practical, professional and transferable skills relates to how students engage with the theoretical and applied content of the unit/programme. This can take a range of forms and may include (but is not limited to) examinations in controlled conditions (open book, case study or closed question) (PILO C1,2,3), individual presentations (PILO C1,2,3,5,7), group presentations (PILO C1,2,4,5,7,8), marketing reports (PILO C1-7), literature reviews (PILO C1-3, 5,6), individual projects (PILO C1-3, 5-7), group projects (PILO C1-2, 4-8). Formative assessment may take a range of forms but should reflect the nature or learning outcomes of the summative assessment and thereby allow the student to gauge levels of personal progress. Types of formative assessment may include (but are not limited to) poster presentations (PILO C1-8) proposal documents (PILO C1,2,3,6) pitches (PILO C1,2,4,5,6,7,8) and group presentations (PILO C1,2,4,5,6,7,8). |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Students completing their programme to certificate (Level 4) will demonstrate: • knowledge of the underlying concepts and principles associated with the study of marketing and an ability to evaluate and interpret these within the context management |
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Level I/5 - Intermediate |
Students completing their programme to Intermediate (Level 4) will demonstrate: • knowledge and critical understanding of the well-established principles of marketing, and of the way in which those principles have developed |
Level H/6 - Honours |
Students achieving Level H/6 Honours are awarded to students who have demonstrated: |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Please see the School website for details of other BSc programmes that the School of Economics, Finance and Management offers:
http://www.bristol.ac.uk/efm/courses/undergraduate/
The School welcomes applications from mature candidates and from candidates from non-traditional backgrounds. The School also welcomes a growing number of exchange students from Europe and the USA who add a stimulating international dimension to undergraduate work. Open Day offers potential applicants an opportunity to visit.
Additional costs
In addition to the fees for the programme, a student will encounter the following costs:
All students on this programme will undertake a study abroad year in their 3rd year of study. There will be costs for travel, accommodation, visa, insurance. Costs depend on the study abroad location.
Email - Mgmt-ug@bristol.ac.uk
Webpage: School of Management
All mandatory units are 'must pass'. For further information and a definition of must pass units please see the Glossary of Terms
Unit Name | Unit Code | Credit Points | Status | |
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Markets and Marketing | EFIM10017 | 20 | Mandatory | TB-2 |
Introduction to Management | EFIM10015 | 20 | Mandatory | TB-1 |
Quantitative Analysis in Management | EFIM10014 | 20 | Mandatory | TB-1 |
Global Business Environment | EFIM10012 | 20 | Mandatory | TB-2 |
Accounting and Finance for Managers | EFIM10030 | 20 | Mandatory | TB-2 |
Plus 20 credit points from the following: | ||||
Enquiry, Analysis and Communication | EFIM10021 | 20 | Optional | TB-1 |
Intermediate French | UWLP10003 | 20 | Optional | TB-4 |
Intermediate German | UWLP10006 | 20 | Optional | TB-4 |
Post-Beginners Spanish | UWLP10010 | 20 | Optional | TB-4 |
Post-Beginners Italian | UWLP10015 | 20 | Optional | TB-4 |
Certificate of Higher Education | 120 |
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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