Bachelor of Science with Honours
Ulster University Business School
Department of Management, Leadership and Marketing
With this degree you could become:
Graduates from this course are now working for:
The BSc Hons Marketing degree produces dynamic graduates who pursue professional careers in the field of Marketing in NI and abroad.
The overarching aim of the BSc (Hons) Marketing course is to provide specialist education in the discipline of marketing which will immerse and engage students in an academically challenging and stimulating educational experience; and, produce dynamic graduates who are intellectually competent and vocationally prepared to build and develop professional marketing careers.
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Part-time study at the Jordanstown campus.
Modular in design, each student normally will complete 2 modules per semester.
Each semester lasts 12 weeks and is followed by an examination period.
The University regularly ‘refreshes’ courses to make sure they are as up-to-date as possible. The University calls this process 'academic revalidation’. This course will be ‘refreshed’ during the2017/18academic year, with changes put in place for students entering fromSeptember 2018. For the most up-to-date course/ module information, please contact the*Course Director*
Find out about the inspirational teaching on this course.
Students are expected to attend all classes associated with the course and be punctual and regular in attendance.
The aim and objectives of the course will be achieved in a variety of ways through the application of a range of Learning and Teaching methods across all modules which embrace a wide range of technologies including Blackboard Learn and online assessment.
Lectures are the traditional form of communication between the lecturer and the students. However, it must be noted that the term "lecture" is interpreted in a wider sense with an emphasis on encouraging two way communication. Handouts, worked examples, overhead projector presentations and videos are used, but a range of student/group activities are also incorporated to encourage student participation. Similarly, the lectures are structured in such a way as to stimulate and guide further reading and other student activity and to relate to the seminar situations. As the course progresses, the traditional Learning and Teaching mechanism is incrementally reduced in favour of more participative and student-led systems, to encourage students to take progressively more responsibility for their own learning.
The objectives of laboratory/practical classes are to develop subject specific skills, reinforce and validate material exposed in lectures, synthesise knowledge and provide opportunities for innovation. The Department has a strong commitment to providing realistic work experiences and various simulated exercises are included in the skills laboratories and through practical sessions.
Seminars are organised for groups of students, under staff supervision. Here the emphasis is on student participation and initiation, with the overall aim of developing independent learning abilities. Each group of students can therefore, consolidate the knowledge gained through lectures and independent study, develop their problem solving and analytical skills and play a more active role in the teaching/learning effort. As the course develops, seminars become a progressively more important teaching/learning vehicle in order to encourage independent and self-centred learning and to develop abilities, attributes and competencies which students will use in their marketing positions. These include the transferable skills of communication, negotiation, group dynamics and self‑presentation. The seminars also feature case studies.
Case studies of varying complexity are used within the course. They develop an understanding of the nature and skills of logical reasoning, a capacity for creative thinking and problem solving and a facility for the enhancement of effective communication and interpersonal relations. Many of those in use have been developed by staff, based on previous industrial and/or research experiences. The main aims underlying this learning/teaching mechanism are to allow students to develop powers of analysis and evaluation in defining problems, formulating and implementing solutions and assessing their impact in relation to either the organisation(s) or to the consumer(s) involved.
Tutorials may be conducted on a small group or more usually, on an individual basis. They are used to assist those who are experiencing learning/personal difficulties.
Workshops are forums for open discussion. Students will research aspects of a given topic or case study and will discuss their findings with their peers in the workshops. They also provide a practical vehicle upon which certain theoretical perspectives can be applied, tested and evaluated.
Guest speakers will be invited to present on a range of issues within particular modules. This exposes students to a wider set of issues and will give them the opportunity to apply their studies in a broader context. It also increases collaboration between the students, employers and external agencies.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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The fundamental management functions of planning, organising, leading and controlling are pervasive activities that are central to the operation of organisations and integral to the marketing curriculum. Given that perceptions of the nature of this process of management have changed and continue to change quite radically, it is beneficial also to have informed insights of these changes and the changing external and internal context within which management takes place. The module therefore introduces a coherent range of concepts and ideas that provide the basis for further more specialised study of management.
This module develops the academic skills including learning to learn in higher education which are embedded as an integral part of the first year curriculum. This module is designed to enable students to acquire and develop employability skills that allow them to maximise their personal effectiveness
Various kinds of value artefacts are constructed and exchanged via the Marketing Communications activities and processes engaged in and experienced by marketplace participants. Drawing on a broad range of perspectives, this interdisciplinary module enables students to develop their knowledge and understanding of the creative nature and influence of the diverse array of Marketing Communications activities and processes which permeate the marketplace.
This module provides students with an appreciation of the nature, scope and breadth of the fundamental concepts and principles of marketing. It represents a key underpinning to subsequent marketing related modules within degree programmes.
This module gives non-accounting students a basic understanding of the concepts of both financial and management accounting. It is important that students looking for careers in management have a broader understanding of the role played by accountants, and associated personnel, in both an organisation and wider society.It is also important that they gain an understanding of the importance of financial management to an organisation and crucial aspects of this practice including budgeting and costing.
This module introduces the wonderful world of brands and branding. It is a world that students think they know, but often fail to fully appreciate. The latter is inculcated through a combination of self-reflection and formal instruction. Appreciation of the managerial dimensions of brands and branding figures especially prominently, though consumer and cultural perspectives also feature.
This module develops the fundamentals of marketing and applies the perspective of managerialism to these core principles. In this respect, the module's focus is on the 4 core marketing management activities marketing planning, marketing implementation, marketing leadership and marketing control. The module also explores how these core managerial activities will operate in various marketing contexts.
This module introduces students to marketing research strategies and methods, allowing them to adequately address marketing research problems. The module aim is to provide an understanding of the scope and focus of market research, the role of market research in decision-making and the nature of marketing research decisions. It seeks to develop the student's ability to identify appropriate research designs, methods and techniques for different types of problems allowing them to analyse, describe, interpret and communicate research findings.
This module seeks to prepare students with the skills needed for achieving success in the world of work and improve their employability. Since there is an increasingly competitive graduate (and placement) marketplace it is essential that students develop the ability to reflect on their own strengths and weaknesses and establish an appropriate development plan, this will allow students to market themselves as effectively as possible, thus ensuring they are in the best possible position to achieve a desirable placement and ultimately graduate job.
The links between consumer behaviour research and marketing theory and practice are well documented. Drawing on perspectives from a range of disciplines (e.g. anthropology, sociology, psychology) the Consumer Behaviour module will enable students to develop their knowledge and understanding of the nature of consumer behaviour and the various ways in which consumer behaviour research can inform marketing decision-making
This module is designed to provide students with an appreciation of and a limited engagement with enterprise. Students will understand that entrepreneurship is a process, and that it is important in their lives. They will learn about the constituencies of the entrepreneurial process, in particluar the importance of creativity and innovation in entrepreneurship and the challenges facing entrepreneurial people in identifying and accessing critical resources. The module invites students to examine their own entrepreneurial potential.
This module examines the role of creativity in developing an effective strategic and integrated approach to marketing communication planning.
This module deconstructs and redevelops the marketing concept within the digital context and through marketing technology. The module equips participants with a meaningful and robust evaluation process through which the application of digital marketing strategy, harnessed through marketing technology can be understood, applied and practiced.
This module will equip students with the tools necessary to carry out an effective strategic analysis of any organisation. Students will understand the interconnected role of organisational functions which help achieve the strategic mission and goals of an organisation. Furthermore, they will learn the importance of strategic management in enabling organisations to identify, evaluate and respond to the forces and influences that impact upon their organisation.
This module is optional
This module is designed to give students the opportunity to explore an aspect of marketing which is of particular interest to them and to develop a deep understanding of it. Students will be challenged to develop and demonstrate skill in identifying, carrying out and writing up a discrete piece of secondary research using academic concepts, theoretical insights and practical insights acquired on the programme.
This module is optional
Selling and sales management play a key role in facilitating the exchange relationship between supplier and buyers. This module examines their role within an organisation's efforts to successfully market its products/services to its customers.
This module is optional
This module is designed to provide students with an appreciation of the technology marketing interface. Students will understand the importance of marketing to the successful exploitation of technology. The module provides an opportunity for students to explore the practical aspects of developing a technology marketing strategy.
This module is optional
Creative Corporate Branding activities strategically influence how stakeholders (e.g. consumers, employees, publics) perceive an organisation's image and reputation. Drawing on a broad range of theoretical perspectives (e.g. corporate/marketing communication, public relations, organisational culture), the interdisciplinary Corporate Branding module enables students to critically explore, explain and evaluate the nature and impact of such activities.
This module is optional
This module introduces the essential components of retail marketing and the principles on which retail marketing is based. Students will develop a range of skills, techniques and practices in marketing with specific focus on the retail industry and the environment it operates within.
This module is optional
This module introduces students to the important role, characteristics and complex nature of the Small Sports Club market in the UK. It provides students with the opportunity to analyse the business and marketing of sport through the lens of a Small Sports Club. It will provide insights and an appreciation of the role and application of marketing within the Small Sports Club in the UK. The module will introduce students to an initial understanding of the unique and complex sports marketing environment within which they exist; as well as the strategies and tactics that they utilise by identifying, discussing and evaluating the marketing principles and concepts relevant to the small club.
It also seeks to develop the necessary skills to analyse a range of relevant information and to develop and communicate the solutions to problems faced when marketing Small Sports Clubs.
This module is designed to provide students with an appreciation of innovation and entrepreneurship through project work. Students will understand how entrepreneurs exploit opportunities through innovation and the challenges this can pose for marketers. The module explores the nature of market changes that create an imperative for innovation. In addition, students will experience the practical aspects of bringing an innovation to the market place.
In an increasingly global environment this module seeks to develop students' understanding of the socio-cultural, economic, legal and political variables which will impact on the international decision making and planning processes of an organisation and influence international marketing mix strategies.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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A level Grades CCC or equivalent
Alternatively, if you are a mature applicant who lacks formal academic qualifications, you may be admitted to the course if you can satisfy the Course Committee of your ability to complete the course satisfactorily. Exemptions may be granted from parts of the course where you already hold a higher academic or professional qualification providing evidence of relevant previous studies.
To apply for the part time programme you must satisfy the general entry conditions for the University, which requires that you hold a GCSE (or equivalent) at C or above in Maths and English and that you satisfy the Course Committee that you are capable of study at Higher Education Level.
The programme is fully compliant with the University’s Credit accumulation and transfer system (CATS) and students are eligible to transfer to other relevant programmes.
Exemptions- based on previous successfully completed accredited learning (completed within the previous 9 years) students can seek exemption from up to two-thirds of the programme. While an indication of likely exemptions can be given prior to entry, exemptions are confirmed during the Induction process at the time of entry.
GCSE Profile to include Mathematics with a minimum Grade C.
GCSE Profile to include English Language with a minimum Grade C.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
The majority of students enter the part-time degree programme in year 1 (Level 4). Some students may, however, enter at year 2 or year 3 with appropriate recognition of credit accumulation. The Course Committee requires that such students should have covered substantially the subject matter of the modules in the first and second years of the degree up to their point of entry and have reached an acceptable level of attainment.
There are transfer opportunities within the Ulster Business School where similar/common modules are delivered on other related programmes (e.g. honours programmes in Business). Graduates of the BSc (Hons) Marketing course, Associate Bachelor’s and Marketing Minor would be equipped to progress to more advanced programmes of study.
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Graduates from this course are now working for:
With this degree you could become:
BSc (Hons) Marketing graduates have been employed as marketing analysts, brand ambassadors, marketing officers/assistants, market researchers, business development managers, customer service representatives, management consultants, advertising executives, sales representatives and project assistants. Typical employers include, L’Oreal, The Hastings Group, PWC, Randox, Marks and Spencer (Head Office), Tesco (Head Office), Diageo, Mintel, Belfast Telegraph, Northern Ireland Chamber of Commerce and Power NI. Honours graduates are also well positioned to avail of the Ulster Business School’s full and/or part time postgraduate learning opportunities. For example, the Department’s postgraduate portfolio currently includes Masters programmes in Marketing and Business Development and Innovation.
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Marketing Excellence Awards
Final Year Best Overall Student: Marketing Institute of Ireland Prize for Excellence.
Highest Achieving Student in Digital Marketing: Belfast Telegraph Prize for Excellence.
Highest Achieving Student in Global Marketing: Chartered Institute of Marketing Prize for Excellence.
Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.
Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.
There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
“The Marketing degree at Ulster has enabled me to build the foundations of a career that I could only have dreamt of. Working in the fast paced, innovative environment of the Belfast Telegraph as part of the digital marketing team I was able to draw upon knowledge gained from modules such as Digital Marketing whilst using analytic and strategic thinking skills acquired throughout the course. My move back into full time academic study was no doubt inspired by the solid academic underpinning and positive experience I received from the degree”. Clare Quinn, recent graduate.
Find out how one of our graduates started their own business and won Young Person in Business.