As a recent graduate, you decide you want to open a small business operating in one major city in the UK. Your initial investment budget is limited to £75,000. To this effect, you and your friend (who is your business partner)

ASSIGNMENT INSTRUCTIONS
Assessment Coursework - Report
Assessment code: 010
Academic Year: 2026-7
Trimester: 1
Module Title: Principles & Practices of Marketing
Module Code: MOD009206
Weighting: 60%
Word Limit: 2500 words
This excludes bibliography and other items listed in rule 6.89 of the Academic Regulations.

Assessed Learning Outcomes Lo1 – Lo4
Lo1: Critically evaluate and give evidence of both past and current marketing management concepts and theories and critically evaluate the way in which marketing theory relates to marketing practice.
LO2: Demonstrate knowledge of the role of marketing in the growth of organisations with specific focus on the marketing mix and its value in online and offline settings.
L03: Construct marketing plans which reflect the latest developments in environmental, social and governance issues.
LO4: Analyse domestic and international markets and produce affective marketing solutions in the forms of strategies and tactical plans.
Artificial Intelligence Category Category 2 - Independent Use of AI as a Research Tool
Submission Deadline:
Please refer to the deadline on the VLE

WRITING YOUR ASSIGNMENT:
• This assignment must be completed individually.
• All courses of study must use the Harvard referencing system for written assessments, apart from LLB/LLM courses where OSCOLA should be applied. Please see the below link for guidance:
https://library.aru.ac.uk/referencing/referencing.htm
• Your work must indicate the number of words you have used. Written assignments must not exceed the specified maximum number of words. When a written assignment is marked, the excessive use of words beyond the word limit is reflected in the academic judgement of the piece of work which results in a lower mark being awarded for the piece of work (regulation 6.88).
• Assignment submissions are to be made anonymously. Do not write your name anywhere on your work.
• Write your student ID number at the top of every page.
• Where the assignment comprises more than one task, all tasks must be submitted in a single document.
• You must number all pages.

SUBMITTING YOUR ASSIGNMENT:
• Students are expected to submit their work by the published deadline.
• Penalties are applied if work is submitted late, within the guidelines below:
• if your work is submitted on the same day as the deadline by midnight, your mark will receive a 10% penalty.
• if you submit your work up to TWO working days after the published submission deadline – it will be accepted and marked. However, the element of the module’s assessment to which the work contributes will be capped with a maximum mark of 40%.
• Work cannot be submitted if the period of 2 working days after the deadline has passed (unless there is an approved extension). Failure to submit within the relevant period will mean that you have failed the assessment.
• Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Director of Studies Team. Please contact DoS@london.aru.ac.uk. A request must normally be received and agreed by the Director of Studies Team in writing at least 24 hours prior to the deadline. Students will need to provide evidence to support their extension request. See rules 6.70-6.79:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
• Exceptional Circumstances: The deadline for submission of exceptional circumstances in relation to this assignment is no later than five working days after the submission date of this work. Please contact the Director of Studies Team - DoS@london.aru.ac.uk. Students will need to provide evidence to support their EC claim. See rules 6.118 – 6.138:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf ASSIGNMENT QUESTION
As a recent graduate, you decide you want to open a small business operating in one major city in the UK. Your initial investment budget is limited to £75,000. To this effect, you and your friend (who is your business partner) are brainstorming some ideas. Since you are a marketing expert, you decide to write up a marketing report on the following elements which would be part of a formal marketing plan to be developed later.
Note: You have already conducted market research on the UK and have found a gap in the market. Thus, your initial report will not need to incorporate this.

ASSESSMENT CRITERIA
Task 1 – 40 marks
A. Develop the brand of your business. You will need to come up with a brand name, colours, logo and slogan for your business. You can leverage AI for this. Justify and critically evaluate your branding decisions using taught theory and models.

B. Critically evaluate the proposed Segmentation, Targeting and Positioning strategies of your business. These must be underpinned by taught theories and models.

C. Develop 3 SMART marketing objectives for your business.
Task 2 – 50 marks
A. Develop and critically evaluate your four Marketing Mix elements (product, price, place and promotions being a mandatory one) linking with your STP and earlier objectives. Justify your choices using taught theories and models.

B. Create a visually pleasing mock-up advertisement to be displayed on a social media platform of your choice. You can leverage AI for this.

C. State the tools and metrics that will be used to measure the success of the above mock-up There are no justifications for the choices made here.

Academic skills – 10 marks
Introduction and conclusion. Content of report to demonstrate research, academic skill and integrity, and academic references.

READING REQUIREMENT
Textbooks:
• Andrews, J. Shimp, T. (2017) Advertising, Promotion, and other Aspects of Integrated Marketing Communications (10th edition), South West
• Chaffey, D. and Ellis-Chadwick, F. (2019) Digital marketing: strategy, implementation and practice. Seventh edition. Harlow: Pearson Education.
• Kotabe, M. and Helsen, K. (2022) Global Marketing Management (9th edition). Hoboken: John Wiley & Sons, Inc.
• Kotler, P., Keller. K.L., Chernev, A. (2022) Marketing Management Global Edition (16th edition), Harlow Essex: Pearson.
Academic Journal articles:
• Dash, G., Kiefer, K. and Paul, J. (2021) ‘Marketing-to-Millennials: Marketing 4.0, customer satisfaction and purchase intention’, Journal of business research, 122, pp. 608–620. Available at:
https://doi.org/10.1016/j.jbusres.2020.10.016.
• Lang, L.D., Lim, W.M. and Guzmán, F. (2022) ‘How does promotion mix affect brand equity? Insights from a mixed-methods study of low involvement products’, Journal of business research, 141, pp. 175–190. Available at: https://doi.org/10.1016/j.jbusres.2021.12.028.
• Martínez-López, F.J., Anaya-Sánchez, R., Fernández Giordano, M. and Lopez-Lopez, D. (2020) ‘Behind influencer marketing: key marketing decisions and their effects on followers’ responses’, Journal of marketing management, 36(7–8), pp. 579–607. Available at:
https://doi.org/10.1080/0267257X.2020.1738525.

ASSESSMENT MARKING RUBRIC
The work will be assessed in an integrative manner as indicated in the marking rubric, that is consistent with Anglia Ruskin University generic assessment criteria and marking standards
Criteria / Grade 0-29%: 30-39%:
40 -49%: 50 -59%: 60 -69%: 70 -79%: 80 -89%: 90 -100%:
Branding, STP and objectives The task was not followed, and there was minimal, deficient or no evidence of the assessment criteria having been met. For example, the student did not submit the correct work or follow any part of the brief and has major problems with the report's structure, for example, submitting an essay. Additionally, the evaluation was not underpinned by learnt models and theories from the module and the work generally lacked application to the chosen organisation. The student has demonstrated little evidence of branding, STP and
objectives knowledge with limited use of related taught models and theories at a superficial and descriptive level. It
will also have limited application to the chosen organisation. Limited research skills are shown, and there are significant problems with the report's structure or
limited accuracy in
expression. Limited evidence of interaction with learning materials. The student has demonstrated an adequate knowledge base of branding, STP and objectives. Basic definitions may be provided and adequate knowledge of models and theories and discusses
superficially/generically
how this could be applied to the chosen organisation.
Some problems with the structure of the report and some omission of sources.
Adequate use of learning resources with little self-direction. The
work is largely descriptive. Some difficulty with structure and accuracy in expression but developing
practical/professional skills. The student has demonstrated a sound knowledge base of branding, STP and objectives. Provided a sound definition but could be more detailed, likely to have mostly specific data (some generic also present) with some
autonomy in research but needs to be more consistent. Relatively structured and mainly accurate expression.
Sound use of learning resources. Acceptable structure/accuracy in expression. Sound
level of
academic/intellectual skills going beyond description at times. Sound
practical/professional skills. Inconsistencies in self-direction. The student has demonstrated a good knowledge base of branding, STP and objectives. Good definitions with clear examples, good underpinning of models and theories learnt in the module,
likely to be specific to the chosen organisation.

Good management of learning resources with consistent selfdirected research. The report is expected to be well structured with accurate expression in most areas. The student has demonstrated an excellent knowledge base of branding, STP and objectives with detailed definitions and excellent applied examples underpinned by learnt models and theories. The models and theories will be highly relevant to the chosen organisation.
Excellent management of learning resources with consistent selfdirected research. The report is well structured, accurately expressed in most areas.

The student has demonstrated an outstanding knowledge base by exploring and evaluating branding, STP
and with evident originality and autonomy of research skills.
Arguments and analysis will be underpinned with relevant and models and theories. The work will exceed the assessment brief in many areas,
demonstrate intellectual originality.

Outstanding management of learning resources with a
degree of
autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstration of intellectual originality and imagination. Outstanding team/practical/professional skills. The student has demonstrated an exceptional knowledge base of their discipline with extraordinary originality and autonomy. Exceptional management of learning resources with a high regard for autonomy and exploration that clearly exceeds the assignment brief. Exceptional structure with highly accurate expression.

40 marks 0-11 12-15 16-19 20-23 24-27 28-31 32-35 36-40
Marketing mix, mockup advertisement, and Measures of Success
The task was not followed, and there was minimal, deficient or no evidence of the assessment criteria The student has demonstrated little evidence of knowledge of the Marketing mix and with limited use of related taught The student has demonstrated an adequate knowledge base of the Marketing mix. Basic definitions may be provided and The student has demonstrated a sound knowledge base of the Marketing mix. Provided a sound definition but could be The student has demonstrated a good knowledge base of the Marketing mix. Good definitions with clear examples. Good underpinning of The student has demonstrated an excellent knowledge base of the Marketing mix with detailed definitions and The student has demonstrated an outstanding knowledge base by exploring and critically evaluating the Marketing mix with evident The student has demonstrated an exceptional knowledge base of their discipline and related theory with extraordinary originality
having been met. For example, the student did not submit the correct work or follow any part of the brief and had major problems with the report's structure, for example, submitting an essay.
Additionally, the evaluation was not underpinned by learnt models and theories from the module and the work generally lacked application to the chosen organisation. models and theories at a superficial and descriptive level. It will also have limited application to the chosen organisation.

The mock-up advertisement and Measures of success demonstrate little evidence or limited evidence of creativity and application.

Limited research skills are shown, and there are significant problems with the report's structure or limited accuracy in expression. Limited evidence of interaction with learning materials adequate knowledge of models and theories and discusses
superficially/generically
how this could be applied to the chosen organisation.
The mock-up and advertisement and Measures of success demonstrate adequate evidence of creativity and application.

Some problems with the structure of the report and some omission of sources.
Adequate use of learning resources with little self-direction. The
work is largely descriptive. Some difficulty with structure and accuracy in expression but developing
practical/professional skills. more detailed, likely to have mostly specific data (some generic
also present) with
some autonomy in research but needs to be more consistent. Relatively structured and mainly accurate expression.
The mock-up advertisement and Measures of success demonstrate sound evidence of creativity and application.

Sound use of learning resources. Acceptable structure/accuracy in expression.
Sound level of academic/intellectual skills going beyond description at times. Sound
practical/professional skills. Inconsistencies in self-direction.

models and theories learnt in the module,
likely to be specific to the chosen organisation.

The mock-up advertisement and Measures of success demonstrate good evidence of creativity and application.

Good management of learning resources with consistent selfdirected research. The report is expected to be well structured with accurate expression in most areas. excellent applied examples underpinned by learnt models and theories. The models and theories will be highly relevant to the chosen organisation.
The mock-up advertisement and Measures of success demonstrate excellent evidence of creativity and application.

Excellent management of learning resources with consistent selfdirected research. The report is well structured, accurately expressed in most areas.

originality and autonomy of research skills. Arguments and evaluation will be underpinned with relevant and models and theories. The work will exceed the assessment brief in many areas, demonstrate intellectual originality.
The mock-up advertisement and Measures of success demonstrate outstanding evidence of creativity and application.

Outstanding management of learning resources with a degree of autonomy/exploration that clearly exceeds the brief. An
exemplar of structured/accurate expression. Demonstration of intellectual originality and imagination. Outstanding team/practical/professional skills. and autonomy. The student will demonstrate exceptional evaluation of data exploring and analysing with extraordinary originality and autonomy.
The mock-up advertisement and
Measures of success demonstrate exceptional evidence of creativity and application.

50 marks 0-14 15-19 20-24 25-29 30-34 35-39 40-44 45-50
Academic Skills Very weak research, academic
referencing skills; Harvard referencing not followed or missing. Major omissions of many references.
Structure and flow of work is lacking. Spelling, grammar, punctuation, syntax
errors are evidenced.
Entirely missing an introduction and conclusion, or one or more is missing.

The student has demonstrated weak research, academic skills with many omissions or wrong references throughout.

Structure and flow of work contain
errors. Spelling, grammar, punctuation, syntax
errors are evidenced.
Incomplete or weak introduction and conclusion. The student has demonstrated adequate research, academic skills and may or may not have omissions or incorrect referencing. Harvard style is followed but likely not consistent.
Structure and flow of work contain errors. Spelling, grammar, punctuation, syntax errors are evidenced.
Adequate introduction, and conclusion.

The student has demonstrated sound research, academic skills and has some omissions and some incorrect referencing. Harvard style mostly followed with some lapses.

Structure and flow of work contain errors. Spelling, grammar, punctuation, syntax errors are evidenced.
Sound introduction and conclusion. The student has demonstrated good research, academic skills and may or may not have minor omissions. Mainly consistent throughout with Harvard style.

Structure and flow of
work contain some errors. Spelling, grammar, punctuation, syntax errors are evidenced.
Good introduction and conclusion. The student has demonstrated excellent research, academic skills with no omissions throughout. Harvard referencing is consistent throughout and may or may not have some originality of sources that exceed the assessment criteria.

Structure and flow of work contain some but not major errors. Some spelling, grammar, punctuation, syntax errors are evidenced.
Excellent introduction and conclusion. The student has demonstrated outstanding academic skills with no omissions throughout. Harvard referencing is consistent with obvious originality of sources that exceeds the assessment expectations.
Structure and flow of work contain minor errors. Minor spelling, grammar, punctuation, syntax errors are evidenced.
Outstanding introduction and conclusion. The student has demonstrated exceptional research, academic skills and has extraordinary originality and autonomy of sources.
Structure and flow of work contain is exceptional. Spelling, grammar, punctuation, syntax errors are not evidenced or if so, these are miniscule.
Exceptional introduction and conclusion.
10 marks 0-2 3 4 5 6 7 8 9-10

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 5 – the Breadth stage
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
Mark Bands Outcome Characteristics of Student Achievement by Marking Band for ARU’s
Generic Learning Outcomes (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and
Transferable Skills
90-
100% Achieves module outcome(s) Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination.
Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication
80-
89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills
70-
79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and
autonomy Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Excellent academic/ intellectual skills and team/practical/professional skills
60-
69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills
50-
59% Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline

Sound use of learning resources. Acceptable structure/accuracy in expression. Sound level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills. Inconsistent self-direction
40-
49% A marginal pass in
module outcome(s) Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills
30-
39% A marginal fail in
module
outcome(s)
. Satisfies default Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Limited academic/ intellectual skills. Still mainly imitative and descriptive. Team/practical/ professional skills that are not yet secure
qualifying mark
20-
29% Fails to achieve module
outcome(s)
Qualifying mark not satisfied. Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension Little evidence of use of learning resources. No self-direction, with little evidence of contribution to teamwork. Little evidence of academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills
10-
19% Deficient information base. Deficient understanding of discipline and its ethical dimension Deficient use of learning resources. No attempt at self-direction with inadequate contribution to teamwork. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Deficient practical/professional skills
1-
9% No evidence of any information base. No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic/ intellectual skills and incoherent structure/ expression. No evidence of
practical/professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes