The development of established or traditional marketing theories, developed within the context of larger, more bureaucratic enterprises, has guided management practice within those enterprises over several decades. This module challenges the relevance of established marketing models in an entrepreneurial context and seeks to examine the tensions that exist at the interface between the two paradigms. It examines whether a basis for developing new thinking at the marketing/entrepreneurship interface exists that better explains marketing practice in such a context and indeed beyond.
The aim of this module are to explore the boundaries of extant research at the marketing/entrepreneurship
interface and to examine emerging aspects of entrepreneurial marketing management decision-making,
particularly within the entrepreneurial context of the small to medium sized enterprise.
What you should be able to do by the end of this module.
Successful participants will be able to:
Assessment Guidance
Continuous assessment 100%. Please note: This is an INDIVIDUAL assignment
Assignment: Critically examine the relevance of established marketing theory in an entrepreneurial micro/small/medium enterprise, (MSME) context and discuss, in light of current literature, whether there is a basis for developing new thinking at the marketing/entrepreneurship interface that better explains marketing practice in such a context and even beyond. An essential part of completing this assignment will require you to meet, albeit virtually, and interview an entrepreneurial business practitioner who you know or who, through your network of contacts, you can get an introduction to. It may be someone from your village, town or city, someone local. It should be someone who has successfully established a social enterprise, a charity perhaps, or a new business venture or who has successfully grown a small business to medium size.
The MAXIMUM number of words for completing the assignment, including references and appended interview guide, is 5000. Please do NOT exceed this word limit.
Programme participants should use CALIBRI font size 12, single spacing and HARVARD referencing style
Submission date; The assignment should be submitted by Sunday 29th May 2022 @ 23.59pm Via the BBL website.
Coursework 1 BRIEF, the assignment is an INDIVIDUAL piece of work
Coursework FEEDBACK
Written feedback on the assessment will be provided via Blackboard in three to four working weeks from the submission date.
Coursework 1 Assessment Rubric / Marking Proforma
To aid student understanding, it is advisable to explain the rubric/marking proforma to your students in an assessment preparation session.
REFLECTIVE LEARNING |
8-100 Outstanding |
70-84 Excellent |
60-69 Very Good |
55-59 Good |
50-54 Acceptable |
0-49 Fail |
Content (20) |
Exceptional and insightful evaluation and synthesis of issues and material which includes a highly original and reflective approach |
Excellence in a critical evaluation and synthesis of issues and material which includes significant levels of original and reflective thinking |
A strong demonstration of critical evaluation and synthesis of issues and material |
A good and accurate description of main issues and material, with good critical evaluation |
An acceptable but limited evaluation and description of main issues and material |
Omission of some relevant material Insufficient and largely irrelevant material. |
Application of theory (20) |
Exceptional and extensive demonstration of evidence and of a relevant and perceptive application of theory, and/or empirical results, where applicable |
Excellence and clarity in the presentation of evidence of a relevant application of theory, and/or empirical results, where applicable |
Strong evidence of a relevant application of theory and/or empirical results, where applicable |
A good and relevant application of theory, and/or empirical results where applicable |
An acceptable level of evidence of a relevant application of theory and/or empirical results |
Little or no evidence of a relevant application of theory and/or empirical results |
Knowledge and understanding (25) |
Exceptional demonstration of pertinent knowledge and of an in-depth understanding of key principles and concepts |
Excellent demonstration of pertinent knowledge and and of an in-depth understanding of key principles and concepts |
Very good demonstration of pertinent knowledge and and of an in-depth understanding of appropriate principles and concepts |
Good demonstration of pertinent knowledge and and a sufficiently in-depth understanding of appropriate principles and concepts |
Acceptable demonstration of pertinent knowledge and and of an understanding of appropriate principles and concepts |
Little or no demonstration of pertinent knowledge or of any reasonable understanding of principles and concepts |
Evidence of reading (20) |
Exceptional and extensive evidence ofextant research and of integrating appropriate supplementary sources |
Excellent and comprehensive evidence of extant research and of integrating appropriate supplementary sources |
Very good evidence of extant research and of integrating appropriate supplementary sources |
Good thoughrelatively limited evidence of extant research and of integrating appropriate supplementary sources |
Adequate evidence of extant research and of integrating appropriate supplementary sources |
Little or no evidence of integrating appropriate supplementary sources |
Referencing of reading (5) |
Exceptional and outstanding referencing practices in evidence |
Excellent referencing practices in evidence |
Very good demonstration of referencing practices in evidence |
Good demonstration of referencing practices in evidence |
Adequate demonstration of referencing practices in evidence |
Poor and inadequate demonstration of referencing practices in evidence |
Presentation, grammar and spelling (10) |
Exceptional and outstanding attention to presentation, structure, grammar, spelling and Harvard referencing. An exemplary demonstration of capacity to follow instructions in presenting work |
Excellent and disciplined attention to presentation, structure, grammar, spelling and Harvard referencing. An excecllent demonstration of capacity to follow instructions in presenting work |
Very good and strong attention to presentation, structure, grammar, spelling and Harvard referencing. A very good demonstration of capacity to follow instructions in presenting work |
Good and effective attention to presentation, structure, grammar, spelling and Harvard referencing. A good demonstration of capacity to follow instructions in presenting work |
Adequate and acceptable level of attention to presentation, structure, grammar, spelling and Harvard referencing. An acceptable demonstration of capacity to follow instructions in presenting work |
Poor and inadequate levels of discipline in terms of presentation, structure, grammar, spelling and Harvard referencing. An unacceptable demonstration of capacity to follow instructions in presenting work |