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Programme code | 9EFIM008T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Emma Slade
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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/) The IDM accreditation recognises that the course has met the content requirements for students to take the IDM Certificate in Digital and Data Driven Marketing, an entry level qualification for those entering the data and marketing profession. Students may become DMA student members, use DMA content to support their learning and gain skills to increase their employability for work. (www.theidm.com) |
Mode of study | Full Time |
Programme length | 1 years (full time) |
MSc Marketing is a specialist course in marketing and the management of its associated functions within the context of today’s contemporary globalised and digital business environment. Graduates will not only be able to demonstrate a deep knowledge and understanding of the subject but they will also have a critical appreciation of its role and function within the wider organisational, international and environmental context. Also, students will be encouraged to use their marketing knowledge and a range of specialist skills to address scenarios and contexts in which they, as specialists, are likely to operate.
Following the completion of a series of core units, students can pursue areas of interest through a range of options. Dependent upon the combination of units taken, specialist awards in either MSc Marketing (Strategy and Business Development) or MSc Marketing (Digital) can be achieved.
Students will have the opportunity to analyse the role and practice of marketing across a range of contexts. They will accrue the theoretical knowledge and the applied skills to enable them to analyse and understand the impact of marketing upon a range of stakeholders within the wider environment. Students will have the capacity to explore, interrogate and critically appraise the relative opportunities, contemporary issues and challenges that exist for organisations and have knowledge and expertise in the strategic tools needed to formulate an appropriate response. In doing so, students will demonstrate the capability to select the most appropriate research methods, undertake research and then analyse the resultant data to draw effective conclusions.
In addition to specialist subject knowledge, this programme aims to develop students’:
The taught units offered in the first and second terms (TB 1 and 2) comprise Stage 1 of the programme. In teaching block 1, three core (compulsory) units are offered to all students. In teaching block 2, all students need to take one core unit and then select two more units from the list that corresponds to the award selected. Students aiming at gaining the MSc Marketing (Digital) or MSc Marketing (Strategy and Business Development) awards will be offered four optional units, three of which are specialist optional and one is shared optional. Students who may choose the general MSc Marketing award will need to choose two optional units one of which could be the shared optional unit (i.e. Creativity and Marketing) provided across all awards and another optional unit from the other award lists. Another possibility would be the selection of one optional unit from both MSc Marketing (Digital) and MSc Marketing (Strategy and Business Development). Finally, a third option would be the selection of two specialist optional units from the same specialist award list, which will then be followed by a non-specialist Dissertation or Applied Extended project topic.
Upon successful completion of Stage 1(120 credits), students will progress to Stage 2 and take one final 60-credit unit, i.e. the dissertation/applied extended project. In the event that a student does not complete the 120-credit Stage 1 of the programme, they would normally postpone commencement of Stage 2 until successful completion of Stage 1.
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 in the ‘Knowledge and Learning’ category. Content related to ‘knowledge and understanding’ of the subject will be delivered through a combination of large group and 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 (PILOs A1, 4, 8). Problem-based learning will also be employed where appropriate (PILOs A2, 7, 9, 10). For dissertations and applied extended projects, students will be allocated a supervisor who they will meet regularly to receive appropriate guidance (PILOs A3, 9, 10). Formative feedback will be offered throughout the programme within individual units. The form it takes will naturally vary according to the nature of tasks undertaken. However, 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 achievement of learning outcomes assessed (PILOs A1-10). |
Methods of Assessment | |
The following information pertaining to methods of assessment relates to all of the Programme Intended Learning Outcomes (PILOs A1-10) 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), presentations (PILO A4, 5, 6), literature reviews (PILOs A2, 3, 8, 9), exams (PILO A1, 5, 10). 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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Content of large group teaching activity (PILOs B1-3) Content of small group teaching activity (PILOs B1-7) Flipped/blended learning techniques (PILOs B1-5) In-class group-based activities (PILOs B4-7) Problem-based learning (PILOs B4-7) Self-directed study - individual and in groups (PILOs B2-6) |
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 B1-7), group presentations (PILOs B1-7), marketing reports (PILOs B1-7), literature reviews (PILOs B1-6), individual projects (PILOs B1-7), group projects (PILOs B1-7). 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 B1-7) proposal documents (PILOs B1-4,6,7) pitches (PILOs B2-7) and group presentations (PILOs B1-7). |
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 C1,2,3,8), individual presentations (PILO C1,2,3,5,7,8), group presentations (PILO C1,2,4,5,7,8), marketing reports (PILO C1-7), literature reviews (PILO C1-6, individual projects (PILO C1-7, group projects (PILO C1-7). 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 C1,2,3,6,8) 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 M/7 - Postgraduate Certificate |
For a postgraduate Certificate, students are required to complete the first term taught units in the programme. The structure of the degree programme has been designed to engage the student in a cumulative process of developing skills and knowledge through a sequence of complementary stages. In the first term, all Certificate, Diploma and Masters students develop foundational knowledge and understanding of the main subfields of Marketing and their methodology; they develop general intellectual skills and attributes necessary for that knowledge and understanding; and are required to develop several practical skills. |
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Level M/7 - Postgraduate Diploma |
For a postgraduate Diploma, students are required to complete all the taught units in the programme. In the second term, all Diploma and Masters students acquire a deeper knowledge and understanding of the main subfields of Marketing and their methodology. These units explore more specialised topics that nevertheless build on the material learned in the first term. The intellectual and practical skills learned in the first term are also developed, applied and extended. |
Level M/7 - Postgraduate Masters |
The dissertation or applied extended project acts as the culmination of the student's progress through the degree programme, as she/he applies the appropriate technical, methodological and intellectual skills that have been developed to a piece of applied research or extended project devised in consultation and supervised by a staff advisor and located clearly within the field of Marketing. |
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 postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
The Bristol MSc Marketing programme will be taught predominantly by faculty who are not only first class international researchers but have also worked as marketing practitioners and consultants. A rigorous academic approach will be combined with tackling applied strategic challenges.
International guests from the marketing industry and other universities will be a regular feature of units within this programme.
There will be practical and professional input from marketing industry organisations such as the Chartered Institute of Marketing (CIM), the Chartered Institute of Management and the Institute of Direct and Digital Marketing (IDM).
Students may choose either a conventional Dissertation or an Applied Extended Project. In either case there is likely to be the opportunity to work with organisations on a live marketing challenge.
The Bristol MSc Marketing will emphasise in particular the wider social, ethical, environmental and sustainable aspects of marketing as it is applied in the private, public and third sector.
Students will also be encouraged to attend workshops and seminars organised by the wider Department of Economics, Finance and Management as well as Careers events organised by the University.
Unit Name | Unit Code | Credit Points | Status | |
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Contemporary Issues in Marketing | EFIMM0129 | 20 | Mandatory | TB-1 |
Effective Marketing Communications | EFIMM0062 | 20 | Mandatory | TB-1 |
Understanding Customers, Consumers and Markets | EFIMM0058 | 20 | Mandatory | TB-1 |
Research Methods and Marketing Metrics | EFIMM0057 | 20 | Mandatory | TB-2 |
Students choosing the Marketing (MSc) pathway choose 2 units from the list below: | ||||
Big Data in Marketing Intelligence | EFIMM0059 | 20 | Optional | TB-2 |
Creativity and Marketing | EFIMM0061 | 20 | Optional | TB-2 |
Digital Marketing: Strategy, Tools and Tactics | EFIMM0066 | 20 | Optional | TB-2 |
Strategic Brand Management | EFIMM0055 | 20 | Optional | TB-2 |
Sustainability and Social Impact in Marketing | EFIMM0056 | 20 | Optional | TB-2 |
Students choosing the Marketing (Strategy and Business Development)(MSc)pathway choose 2 units from the list below: | ||||
Strategic Brand Management | EFIMM0055 | 20 | Optional | TB-2 |
Sustainability and Social Impact in Marketing | EFIMM0056 | 20 | Optional | TB-2 |
Creativity and Marketing | EFIMM0061 | 20 | Optional | TB-2 |
Students choosing the Marketing (Digital) (MSc) pathway choose 2 units from the list below: | ||||
Digital Marketing: Strategy, Tools and Tactics | EFIMM0066 | 20 | Optional | TB-2 |
Big Data in Marketing Intelligence | EFIMM0059 | 20 | Optional | TB-2 |
Creativity and Marketing | EFIMM0061 | 20 | Optional | TB-2 |
Dissertation level stage: | ||||
Dissertation / Applied Extended Project | EFIMM0065 | 60 | Mandatory | AYEAR |
180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Students who choose one of the specialist pathways will graduate with the pathway reflected on their certificate.
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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