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Lord Ashcroft International Business School

Marketing Management Department: Economics, Strategy, Marketing and Enterprise Module Code: BD415031S Academic Year: 2011/12Semester: 2

Contents 1. Key Information 32. Introduction to the Module 33. Intended Learning Outcomes 44. Outline Delivery 55. Assessment …………………………………………………………………………76. Assessment Criteria and Marking Standards 97. Assessment Offences 128. Learning Resources 189. Module Evaluation 2210. Report on Last Delivery of Module 23

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1. Key Information Module/Unit title: BD415031S Marketing Management Module Leader: Paul Weeks

Lord Ashcroft International Business SchoolRoom MAB301Chelmsford CampusExtension: 6884Email: paul.weeks@anglia.ac.uk

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: • the Virtual Learning Environment (VLE)• the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue• Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the ModuleWelcome to the module - Marketing Management. In this module we will examine the developments in marketing over the last decade as it has reacted to the changing demands of stakeholders and primarily the sophisticated customer. Traditional marketing has been based largely on predictable and static models of buyer behaviour where exchange has been assumed to be transactional, and strategy based on tried and tested prescribed tools and techniques. Present day customers are sophisticated consumers of product and service offers, are mobile, articulate and can discriminate between alternative offers, and consequently make choices that hitherto were unthinkable. Individuals and organisations have significant switching power, can accept and reject offers quickly, and have portfolios of acquisition patterns that are unpredictable. In fact, the term customer cannot be used in a generic sense for planning purposes, and transactional ideas of exchange have given way to the formation of close value relationships between supplier and consumer. What we regarded as a market, segmented by socio-economic groupings, or benefits has to be re-defined in modern

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marketing. What this commentary means is that value propositions put together by organisations with the intention of targeting the offer in a general sense must tailor the offer towards individuals, and with an offer that creates loyalty and a bonding relationship that forms part of the brand strength. This module will seek to examine these issues using a series of case studies from companies in different paced markets (fast/slow moving), domestic and international settings and combinations of products/services relationships.

3. Intended Learning Outcomes Anglia Ruskin modules are taught on the basis of intended learning outcomes and, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.

1. Identify the value proposition of an organisation and demonstrate how it provides a competitive advantage for the organisation

2. Critically evaluate the value propositions of a range of companies competing

in a market sector 3. From the analysis of the value propositions in 1 and 2, synthesise a value

proposition for a company identifying how it will gain a competitive advantage 4. Manage information from a range of sources in the formulation of a viable

value proposition. The learning outcomes will be tested in the assessment tasks.

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4. Outline Delivery Session Subject Area Advance Reading

Impact of Customer Value Imperatives 1 Introduction

Customer valueNew marketing: marketing is dead, long live marketing

Piercy ch 1Relevant readings from literature on value

2 How marketers are failing to provide customer focus.Case Study Strangling the Fat lady at EMI

Piercy ch 2

3 Value-based market strategyCase study: Tata: But Definitely Not Goodbye

Piercy ch 3 - 4

4 Case Study work identify customer value

Developing a value-based marketing strategy

5 Market strategy and the strategic pathway Strategic Pathway – market sensing and learning strategy Case Study: The Clouds Raining on the Computer Business

Piercy ch 5

Ardley, B., (2006) Telling Stories about Strategies:A Narratological Approach to Marketing Planning The Marketing Review, 6, 197-209 Westburn Publishers Ltd, Piercy ch 6

6 Strategic Pathway – strategic market choices and targets

Case Study: Oh, the tangled web they weave at BAA

Piercy ch 7 Kim, W.C. & Mauborgne, R., 2004. Blue Ocean Strategy. Harvard Business Review. October, pp.76-84

7 Strategic Pathway – value proposition Piercy ch 8; Barnes et al Kotler ch 5 Fifield ch 6

Johnson, M.W., Christensen, C.M. &

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Kagermann, H., 2008. Reinventing your Business Model. Harvard Business Review. (December), pp.51-59.Andreson, J.C., Narus, A.J. & van Rossum, W., 2006. Customer Value Propositions in Business Markets. Harvard Business Review. March, pp.91-99

8 Strategic Pathway – key relationships Case Study: One-laptop-per-child stirs up the grown-ups

Piercy ch 9

9 Case study work – evaluate value propositions of company and competitor; produce revised value proposition

Processes for Managing Strategic transformation

10 Identifying strategic gaps, Case Study: Tesco: Fresh & Queasy in the USA Implementation and change – managing key processes, the goal of totally integrated marketing

Piercy ch 10 - 11

11 Implementation process and developing internal marketing strategyCase study work – produce revised implementation plan

Piercy ch 12

12 Review of module

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4.1 Attendance RequirementsAttending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact the Pathway Administrator. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of the immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders.

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5. Assessment The assessment will take the form of a 4000-word written assignment. The submission date for the summative element of the assignment will be 11 May 2012. The assignment will be based on the Learning Outcomes identified in section 3 above. Specific questions will be provided to you separately in the Assignment Brief. All coursework assignments and other forms of assessment must be submitted by the published deadline. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you get for the module) is submitted via the iCentre using the formal submission sheet. Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it.

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The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results..

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6. Assessment Criteria and Marking StandardsANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 4

GenericLearning

Outcomes

(Academic Regulations, Section 2)

Assessment criteria by level Marking standards (by mark band)70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band →

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study

Fails marginally to achieve module outcome/s related to this GLO

Fails to achieve module outcome/s related to this GLO

Knowledge and

Understanding

Level 4 (FHEQ level 7) is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTIONAs MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

MERITGood analysis of key issues/Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

PASSSatisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

PASSBasic knowledge of key issues/ concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

Limited information base, understanding or research skills in discipline.

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

Intellectual (thinking), Practical, Affective

and Transferable

Skills

Level 4 (FHEQ level 7) is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTIONAs MERIT but excellent research skills, independ-ence of thought, a high level of intellectual rigour and consistency, excellent express-ive/professional skills, and consid-erable creativity and originality. Excellent acad-emic/intellectual skills, and consid-erable creativity and originality

MERITGood analysis of key issues/Concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions.

PASSSatisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

PASSBasic knowledge of key issues/ concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

Limited research skills impede use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical /professional skills not yet secure. Weak academic/ intellectual skills. Inconsistent use of scholarly conventions

Inadequate research skills prevent use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Ignorance of scholarly conventions Very weak team/ practical /prof-essional skills

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A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes

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7. Assessment Offences You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www.anglia.ac.uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: • clearly define what being honest in your work and good practice mean, and how

you can achieve this; • define ‘assessment offences’, including plagiarism, cheating and collusion; • identify the resources, help and advice available to help you learn the academic

skills you need to avoid committing assessment offences; • explain how we expect you to behave; and • describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: • show you understand the literature;

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• use research from academics and others in your area of study; • discuss and evaluate ideas and theories; • develop your own independent evaluation of academic issues; and• develop your own arguments. To support your own good practice you will need to develop your: • skills at studying and getting information (for example, reading, taking notes,

research and so on); • skills in looking at an argument and making your own evaluation (for example,

having a balanced opinion, using reasoning and argument); • writing skills for essays, reports, dissertations and so on; • referencing skills (how you include your sources of information in your work); and• exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. • Know the rules. • Make sure you reference all of your information sources. Poor practice or

dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do.

• Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own.

Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: • directly copying from written work, physical work, performances, recorded work or

images, without saying where this is from; • using information from the internet or electronic media (such as DVDs and CDs)

which belongs to someone else, and presenting it as your own; • rewording someone else’s work, without referencing them; and• handing in something for assessment which has been produced by another

student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing

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original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: • agreeing with others to cheat; • getting someone else to produce part or all of your work; • copying the work of another person (with their permission); • submitting work from essay banks; • paying someone to produce work for you; and• allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: • taking unauthorised material into the examination room; • inventing results (including experiments, research, interviews and observations);• handing your own previously graded work back in; • getting an examination paper before it is released;• behaving in a way that means other students perform poorly;• pretending to be another student; and• trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and

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hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: • read this guidance and make sure you thoroughly understand it;• work through ‘PILOT’, the online tutorial available on our library website (http://

libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism;

• make sure that you are familiar with how to reference (acknowledge other people’s work);

• correctly reference all the sources for the information you have included in your work;

• identify information you have downloaded from the internet; • never use someone else’s ideas for a performance, film or TV programme, their

artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours;

• only hand in your own original work; • never use another person’s work as if it were your own; and • never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: • make sure they are familiar with the guidance on being honest in your work and

the Academic Regulations;• tell you clearly about the guidance on being honest in your work and any

guidelines on misconduct, and record the dates for future reference; • arrange library information sessions for you; • promote the resources on the library website and put links to them in module

guides and student handbooks;• include statements on academic honesty in each module guide, making sure they

are consistent throughout our university;

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• make you aware of the punishments for misconduct early in the course; • give you effective guidance on how you should acknowledge the information you

have used; • tell you, in writing if possible, how far you may work with other students in your

coursework; • plan procedures for assessing work in a way that reduces plagiarism, cheating

and collusion; • be aware that you may have worked differently in the past and make sure that

you are aware of good practice in the UK;• familiarise themselves with ‘Turnitin®UK’ and its reports; and• report all suspected misconduct using the proper disciplinary procedures. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for themselves or another student. We will aim to give you as much help as possible to avoid an assessment offence. We listed a number of possible assessment offences earlier in the document. These, and any relevant breaks of the Academic Regulations are dishonest, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs And finally One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim. References Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (Copyright _ Association of Colleges 2000) More information Academic Regulations, section 10 (www.anglia.ac.uk/academicregs)PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ )Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm)RefWorks, a bibliographic management service that allows you to create a personal database and collect bibliographies in a variety of styles(www.libweb.anglia.ac.uk/referencing/refworks.htm)

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The Student Charter(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

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8. Learning Resources

8.1. Library

Reading List Template – Anglia Ruskin University Library

Resources Notes

Key text Piercy, N. F., (2009) Market-Led Strategic Change. 4th ed. Abingdon: Routledge (available as an e-book on the Digital Library).

We will draw heavily on this book, students are advised to purchase a copy.

BooksThe books in the list below cover aspects of the subject covered in this module and will help you when reading on the topic Ahmed, K. P. & Rafiq, M. (2002) Internal Marketing tools and concepts for customer-focused management Oxford: Butterworth Heinemann Elsevier Baker, M. J., and Hart, S., (2008) The Marketing Book. 6th ed Abingdon: Routledge Barnes, C., Blake, H., and Pinder, D., (2009) Creating & Delivering your Value Proposition London: Kogan Page, Best R. J., (2009) Market-Based Management Strategies for Growing Customer value and Profitability (5th ed) Pearson New Jersey Capon, N., Capon, R., and Mac Hulbert, J., (2009) Managing marketing in the 21st Century – European Edition New York: Wessex Inc. Doyle, P., (2008) Value-based marketing 2nd ed. Chichester: John Wiley and Sons, Ltd

A useful background textbook on the traditional approach to marketing by a key author. Useful chapter on value marketing by Payne and Frow included in this book. This book and the ones below provided useful views on value marketing and will give you alternatives and support to Piercy’s textbook..

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Dubois,, P., Jolibert, A., Muhlbacher, H., (2007) Marketing Management A Value-Creation Process Palgrave Macmillan Basingstoke Fifield. P., (2007) Marketing Strategy: The Difference Between Marketing and Markets. 3rd ed. Oxford: Elsevier Butterworth Heinemann Holbrook M., B., (1999) Consumer Value A framework for analysis and research Abingdon: Routledge Kotler, P., Keller, K. L., Brady, M., Goodman. M., Hansen, T., (2009) Marketing Management. Ist European edition Harlow: Prentice Hall Markides, C. C., (2008) Game-changing strategies Jossey-Bass, San Francisco Vargo, S., and Lush, R. F., 2004 Evolving to a New Dominant Logic for Marketing Journal of Marketing, 68 (January) pp 1 - 17 Slywotzky, A. J., (1996) Value Migration Harvard Business School Press, Boston, Mass.

JournalsIntroductory sentence:It is important that you draw from material contained in academic journals. These are some relevant titles. British Journal of ManagementEuropean Journal of MarketingHarvard Business ReviewIndustrial Marketing ManagementJournal of Marketing ManagementSloan Management Review

Specific journal articlesAndreson, J.C., Narus, A.J. & van Rossum, W., 2006. Customer Value Propositions in Business Markets. Harvard Business Review. March, pp.91-99. Ardley, B., (2006) Telling Stories about Strategies: A Narratological Approach to Marketing Planning The Marketing Review, 6, 197-209 Westburn Publishers Ltd,

This is a key article and will be supplied to you within the VLE in digital format.

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Eggert, A. and Ulaga, W. (2002), “Customer-perceived value: a substitute for satisfaction in business markets?”, Journal of Business & Industrial Marketing, Vol. 17 Nos 2/3, pp. 107-125. Flint, D.J., Woodruff, R.B. and Fisher Gardial, S. (2002), “Exploring the phenomenon of customers’ desired value change in a business-to-business context”, Journal of Marketing, Vol. 66 No. 4, pp. 102-17. Frow, P. and Payne, A. (2008) The Value Proposition Concept: Evolution, Development and Application in Marketing Academy of Marketing conference Reflective Marketing in a Material World, Aberdeen, July 2008, Academy of Marketing, Helensborough Johnson, M.W., Christensen, C.M. & Kagermann, H., 2008. Reinventing your Business Model. Harvard Business Review. (December), pp.51-59. Kim, W.C. & Mauborgne, R., 2004. Blue Ocean Strategy. Harvard Business Review. October, pp.76-84. Kim, W.C. & Mauborgne, R., 1999. Strategy, Value Innovation, and the Knowledge Economy. Sloan Management Review. Spring, pp.41-54. Lindgreen, A. & Finn, W., 2005. Value in business markets: What do we know? Where are we going? Industrial Marketing Management. 34, pp.732- 748. O’Cass, A. & Ngo, L. V. 2011 Examining the Firm’s Value Creation Process: A Managerial Perspective of the Firm’s Value Offering Strategy and Performance. British Journal of Management. 22 (4) pp 646 – 671 Payne, A. & Holt, S., 2001. Diagnosing Customer Value: Integrating the Value Process and Relationship Marketing. British Journal of Management. 12 (2), pp 159 - 182. Payne, A. & Frow, P. (2005) A Strategic Framework for Customer Relationship Management Journal of Marketing 69 (October), 167 – 176 Perrey, R., Johnston, A., Lycett, M. & Paul, R., 2004. Value propositions: a new conceptualisation for integration. The Journal of Enterprise Information Management. 17(2), pp.142 - 163.

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Ulaga, W. and Chacour, S. (2001), “Measuring customer-perceived value in business markets: a prerequisite for marketing strategy development and implementation”, Industrial Marketing Management, Vol. 30 No. 6, pp. 525 - 540. Ulaga, W. and Eggert, A. (2005), “Relationship value in business markets: the construct and its dimensions”, Journal of Business-to-Business Marketing, Vol. 12 No. 1, pp. 73-99. Webster, J., F. E., 1992. The Changing Role of Marketing in the Corporation. Journal of Marketing. 56, pp.1-16. Woodruff, R.B., 1997. Customer Value: The Next Source for Competitive Advantage. Journal of the Academy of Marketing Sciences. 25(2), pp.139-154. Zeithaml, V.A., 1988. Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence. Journal of Marketing. 52(July), pp.2-22. Websites http://futurecurve.com/

This is a really useful website which explains the process of the value proposition carefully and clearly with lots of examples

Additional notes on this reading listLink to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Faculty Liaison Librarians Diana Garfield (diana.garfield@anglia.ac.uk) extn 3192

8.2. Other Resources

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9. Module EvaluationTowards the end of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studies this module previously. Your questionnaire response is anonymous and you will receive a summary in e-Vision of the scores of all your modules two days after the survey closes. The Module Evaluation process is managed on-line. More information is available at:

http://web.anglia.ac.uk/curriculum/survey_stu.phtml Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation process. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything relate to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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10. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students. Module Code and Title: BD415031S Marketing ManagementAnglia Ruskin Department: Ashcroft International Business School Location(s) of Delivery: Cambridge, Chelmsford, Peterborough Academic Year: 2010/11 Semester: 1 and 2 Enrolment Numbers (at each location):Semester 1 Cambridge 26; Chelmsford 17Semester 2Cambridge 14; Chelmsford 10; Peterborough 5 Module Leader: Paul Weeks Other Module Tutors: Philip Robinson, Claire Kennedy, Chris Pursehouse Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel. The breakdown of the marks per location are as follows:

Semester 1Location

Number passed first time

Pass % Mean mark %

Cambridge C1 26 73 51.2Chelmsford A1 9 69 45.2Chelmsford A79 8 90 50.0

Semester 2Location

Number passed first time

Pass % Mean mark %

Cambridge C1 14 70 43.7Chelmsford A1 10 64 48.7Peterborough PE1 5 88 55.9

Feedback from Students Briefly summarise student responses, including any written comments None provided

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)The assignment allowed the students to examine the value propositions of their organisations

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and produce revised value propositions and implementation plans. Developments during the current year or planned for next year (if appropriate)None

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module Marks agreed by the External Examiner

.

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