Ulster University Business School
Department of Management, Leadership and Marketing
23 February 2022
For full instructions on how to apply for postgraduate short courses, please contact the Centre for Flexible and Continuing Education - FlexEd@ulster.ac.uk
This course provides knowledge on how digital marketing communications can develop marketing and business decision-making.
This course examines the digital marketing context. When the tools of marketing change, marketing strategies and marketers must evolve too. The focus of this course is on supporting adaptive practice for potential or current marketers as they navigate the digital transformation of the marketing function.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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Digital marketing communications have become the central focus for entrepreneurs, enterprises and organisations seeking to reach, engage, co-create and develop deeper relationships with their consumer 'tribes'. In an age of ubiquitous connectivity and a demand for real-time and personalised engagement, this course will give participants an understanding of what that means for those involved in delivering richer and more productive consumer experiences through digital marketing platforms. This course seeks to provide learners with practical, real-world examples of technologies meeting the demands of such connected consumers and utilises a project based approach to promote active, deeper learning of the unfolding opportunities through digital marketing.The content is delivered through three inter-related key themes.
THEME 1 (DAY 1)
The first of these themes relates to the broad digital context and the implications of advancing technology for how we understand traditional marketing theory and practice. The focus of this theme is predominantly based around the necessary actions required to deliver an integrated marketing communication strategy - at the level of both thought and action.
THEME 2 (DAY 2)
Theme 2 looks at the digital consumer and explores the implications of emerging technology (e.g. voice search), privacy issues (e.g. the privacy tradeoff) and the digital marketing toolbox (e.g. SEM, SEO, social media, PPC, display advertising, email and mobile) within digital strategy development and implementation processes.
THEME 3 (DAY 3)
Theme 3 looks at the digital marketers' context and critically examines, through both international case study and visiting speaker inputs, the managerial challenge and opportunity in determining the appropriate use of marketing technology with an emphasis on issues of fit and practical implementation.
Cross-cutting themes are those of customer acquisition, customer engagement and customer advocacy.
A further, central dimension of the course is the concept of 'Value Co-Creation' (Vargo et al., 2008). This concept sits alongside 'Open Innovation' in bringing a more technology- enabled focus to marketing activity, as existing competency sets are stretched and challenged in this digitised context where mobile use, social media engagement and experience personalisation are significantly impacting.
With marketing media rapidly evolving and patterns of consumer engagement changing, this course will also attempt to anticipate trends that, while relatively unexplored today, may be mainstream in the next five years. This will be facilitated through conceptual modelling and real-time testing with live digital marketing case scenarios provided by industry partners.
(1) Report (75%) The group consultancy exercise will be based around a live international case study where the consultancy teams will be required to assess the appropriateness and extent of a digital engagement by a case company. The exercise will require consultancy teams to develop a management report (5000 words).
(2) Oral Assessment (25%) Create a 5 minute podcast reflecting on the project experience and highlighting the major new knowledge which you have acquired in the process of carrying out the project. Use academic citations and current research and data to enhance the communication.
This course requires attendance on four individual dates from 9.30am – 4.30pm on 23, 24, 25 February and 4 March 2022. Location on-campus or online to be confirmed.
Any degree (second class honours or above).
Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years).
Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5. Trinity ISE: Pass at level III also meets this requirement.
Please see details of the English language qualifications and certificates we can accept - https://www.ulster.ac.uk/__data/assets/pdf_file/0005/177404/Other-english-language-tests-and-qualifications-2017.pdf
International applicants will also require a short-term study visa. Further information is available at https://www.ulster.ac.uk/international/visa-immigration
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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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 via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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.
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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
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 (20%) or Lecturers (55%).
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) by Advanced HE - 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 2021-2022.
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