| Unit name | Creativity and Marketing |
|---|---|
| Unit code | EFIMM0061 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Pantano |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Management - Business School |
| Faculty | Faculty of Social Sciences and Law |
This unit aims to encourage students to adopt a future-facing, creative approach to marketing management. Techniques for examining the marketing environment are explored and students are encouraged to appraise the relative opportunities and threats within a given context. They will be supported in the acquisition of the analytical skills needed to successfully identify critical success factors and will review the range of strategic entrepreneurial choices open to them. Where it is recognised that current needs are not satisfied, students will demonstrate the capability of creating and bringing a new product/service to market by applying the new product development process. Within existing products/services/brands, they will explore the possibility of using innovation across all aspects of the marketing mix to achieve/maintain competitive advantage and to consider the potential for brand extensions and product line extensions as well as brand repositioning. Students will also reflect upon the importance of adopting a creative approach across a range of markets and time horizons. Students will assemble a product development proposal and present it effectively both verbally and in written form.
Intended Learning Outcomes
On completion of this unit, students will be able to:
LO 1: Assess the marketing environment and consider opportunities and threats as well as critical success factors.
LO 2: Critically discuss a range of creative strategies and make an evidence-based selection of the most appropriate approach.
LO 3: Develop a creative proposal for a prototype product/service and its associated branding.
LO 4: Examine the importance of managing a product/brand through its lifecycle and appraise the relative role and value of product development and marketing development to secure the longevity of an organisation and its brands.
The flipped learning style adopted by this unit requires students to engage with a range of sources prior to taught sessions. These include, but are not limited to, short videos outlining threshold concepts, contextual video content (Youtube, TED talks), academic papers, case study material, market reports and news reports. These resources will be delivered through Blackboard and will be supported by existing reading list software.
The unit structure offers 30 contact hours in total. The remaining 170 learning hours will be spent in independent study and in the preparation of assessment.
Proposal Document (40%), Exhibition Stand (40%) and Personal Contribution Reflection (20%)
Students are required to work in groups - of 3 to 5 persons of their choice per group - to analyse a given market and identify potential opportunities and critical success factors (ILO 4,1). They are required to develop an evidence-based proposal for a new product/service and take it as far as possible through the new product development process (ILO2,3), highlighting the potential for product/service/brand/market development over a range of time horizons (ILO 3,4).
One mark per group will be given, which will be also awarded at an individual basis across group members, unless contribution of any members of the group is not equal. Evidence of equality of contribution will be provided by the students on submission date of the groupwork (peer assessment). While working in groups, students will be asked to have 3 meetings minimum and report progress of groupwork and participation rate from each individual. One consultation meeting with the tutor will be held in teaching week 3.
Working as a group, students should present their work as follows:
Individually, students should submit a 1,000-word reflection upon the task (20%), explaining their contribution and reflecting upon what they had learned about working on a team-based activity (ILO 3).
