MODULE HANDBOOK

MARK 1266
Principles of Marketing in a Global Context

2023-24

1.

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Contents

1. Welcome message from your Module Leader 3

2. Key contacts (academic queries) 4
3. Enquiry-Based Learning and Research-Led Teaching 6
4. Module details and learning outcomes 7
5. Employability 8
6. Key Dates 9
7. Schedule of teaching and learning activities 9
8. Assessment 10
9. Resit assessments 14
10. Resource recommendations 15
11. Ethical Compliance for Research on Taught Courses 16
12. Additional module information 18
13. Digital Student Centre (non-academic queries) 19
14. Changes to the module 20

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1. Welcome message from your Module Leader

Welcome to the course MARK-1266 Principles of Marketing in a Global Context.

Satisfied customers are one of the most important assets for a business organisation.
Organisations need to build strong customer relationships and create superior customer
value to satisfy customers. That means customer orientation and commitment to marketing
are behind the success of any organisation. This module discusses marketing principles and
their applications in domestic and global contexts.

In addition to the lectures, there are tutorial activities to enhance your knowledge. Your
classroom is a resourceful lab to learn marketing in the global context. Most tutorials are
group activities where you can form groups with members from different countries. This will
help you share your knowledge and learn about marketing applications in different cultural
contexts.

You must prepare for the sessions by reading recommended learning materials. I hope you
will enjoy the subject by actively engaging in the classroom.

I look forward to meeting you all!

Module leader: Dr. Tharaka Wijesundara

Room: QA 355
E mail: tw8070k@[Link]

This handbook provides essential information about this Module, including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,
resource recommendations and, if applicable, any additional resources you need. Please
read it at the start of the term so you are aware of key details and important dates.

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1. Key contacts (academic queries)

Module Leader: Dr. Tharaka Wijesundara

Email: tw8070K@[Link]
Office hours: Please send an email to schedule a meeting.

Module Tutor: Kay Diment

Email: [Link]@[Link]

Module Tutor: [Link] Kohrs

Email: [Link]@[Link]

Module Tutor: Matteo Dorrel

Email:
Insert photo

Module Tutor: Byron Brown

Email:

Insert photo

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Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are here to help
you throughout your journey at the University. The Helpdesk provides support with general
enquiries and signposting you to the relevant team.

The student helpdesk can be found on the second floor of the Queen Mary building, QM240.

The contact for general queries is provided below.

Student Helpdesk (General queries) businessschool@[Link]

Contact number 020 8331 9712 / 8341

The Welcome Page (linked below) contains information to get you started on your University
Journey.
[Link]

We encourage you to enrol on our Student Moodle Page (linked below), where you can
access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team

[Link]
Important: To access the Moodle Page, you must self-enrol yourself via the above link.

Programme Administrators
The Programme Administrators can support you with programme-specific queries (such as
missing/ incorrect grades on your profile, accessing submission links, and resit enquiries).

The contact information for programme administrative queries is provided below.

Programme Administrators (Administrative queries) GBS-StudentSupport@[Link]

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2. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as 'an approach based on self-directed enquiry or investigation in which the student
is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real-life
scenarios (for example, from case studies, company visits, and project work), and students
investigate topics of relevance that foster the skills of experimental design, data collection,
critical analysis and problem-solving.

Students must engage in self-directed learning by conducting secondary research using

academic journal articles and case studies. Then, critically analyse the theories and evaluate
how they apply in practice.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as well as
drawing on their own knowledge of research developments in the field, introducing them to
the work of other researchers. RLT sees students as active participants in the research
process, not just as an audience. This is achieved by discussing such developments in
lectures and classes and setting reading lists, including recent research publications at the
frontier of the field. The definition of a diverse assessment regime at the programme level
(incorporating an expectation of familiarity with and use of such publications in assignments)
and the inclusion of projects at every level of the programme is also fundamental to
achieving these objectives.

The Module leader's research specialisms and interests will form part of the content
delivered in this Module. Recent research literature will also form part of the content of the
Module. In addition, students must support their arguments in the summative assessments
with relevant academic references, theories, and models.

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3. Module details and learning outcomes.

Host faculty: Business School

Host school: Management and Marketing
Number of credits: 15
Term(s) of delivery: Term 2
Site(s) of delivery: Greenwich
Pre-requisite modules: N/A
Co-requisite modules: N/A

Aims

The Module will provide an exciting and rewarding journey into the basic principles of Marketing, which
will form a cornerstone for the students' marketing knowledge throughout their degree. Students will
learn how marketing can be used in multicultural societies by companies operating globally and those
with a smaller geographic footprint. The Module will consider the structure and complexities of
markets, competition, and other stakeholders, the importance of environmental and ethical factors in
the twenty-first century and how market research can aid organisations in gaining this understanding.

Learning Outcomes

On completing this Module, a student will be able to:

1. Describe the role of marketing in a business context.
2. Describe the environmental forces impacting on organisations.
3. Understand market research and target market analysis.
4. Understand competitor and consumer behaviours.

Glossary:
• A pre-requisite module is one that must have been completed successfully before
taking this Module.
• A co-requisite module is one that must be taken alongside this Module.
• A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this Module.

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4. Employability

Communication skills
The presentations in class will provide how to communicate with an audience. Also, written
assessment work will enable students to improve their communication skills with their writing.
Also, students will learn business etiquette in class by practising internationally acceptable
verbal and non-verbal communication methods.

Organisational and planning skills

Meeting assessment deadlines will help students to self-manage their time.

Critical and reflective thinking

Lectures and tutorials give a starting point for students' learning. From there, students are
expected to read and research further and consider the implications of their learning for their
assessments, which will help students to be critical and reflective thinkers.

Commercially aware
Individual assessment and class discussions and debates will enable students to be
commercially aware.

You can learn more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students.

Information about the Career Centre is available at: Employability and Careers | University of
Greenwich.
You can also use LinkedIn Learning to gain access to thousands of expert-led courses to
support your ongoing personal development. More information can be found at: LinkedIn
learning | IT and library services

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5. Key Dates

2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of study
and where you are studying. Please refer to [Link]
for full details and details of University closure dates.
Term 2 15 January 2024 5 April 2024
Resit Examination Period 15 July 2024 26 July 2024

6. Schedule of teaching and learning activities

The learning materials for the tutorials and lectures for each week, including the
tutorial topics, academic journal articles, business publications, and some video clips,
will be on Moodle. Before attending the tutorials, students must familiarise
themselves with the learning materials.
We value students' feedback. Please let me know if there are any concerns or
constructive suggestions.

Week Week Activity.

number. beginning.

1 Lecture 1 – Introducing the Module

Tutorial – Tutor/ student Introduction and Icebreaker Activity

2 Lecture 2 - Introducing Marketing Concept

Tutorial – Assessment One Discussion and Team Formation

3 Lecture 3 - The Evolution of Global Marketing

Tutorial – Assessment One Q&A

What Marketers do

4 Lecture 4 –Marketing Environment

Tutorial– Influence of Environmental Factors across Different

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 Countries

5 Lecture 5- Cultures and Buying Behaviour

Tutorial - Cultural Comparison with Hofstede's Cultural

Dimensions

6 Lecture 6- The Global Trade Environment

Tutorial- Formative Assessment

7 Lecture 7- Identifying Marketing Opportunities- Segmentation,

Targeting and Positioning in the Global Context

Tutorial- Application of STP

8 Lecture 8 Creating Value -Standardisation Vs Adaptation – The

Marketing Mix – Products and Pricing

Tutorial - Debate- Standardisation Vs Adaptation

9 Lecture 9 - Creating Value -Standardisation Vs Adaptation – The

Marketing Mix- Marketing Channels and Communicating the
Customer Value

Tutorial – Marketing Communication across Different Countries

10 Lecture 10 – Revisiting the Written Assessment

Tutorial - Assessment Support - Questions and Answers

11 Lecture 11 – Creating Value -Standardisation Vs Adaptation –

The Extended Marketing Mix – Service Marketing

Tutorial- TBA

12 Lecture 12 - Assessment Questions

Tutorial - Assessment Support

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7. Assessment

Assessment schedule:

First, sit Deadline Weighting Maximum Marking Learning

assessments out of length type outcomes
100%* mapped to
this
assessment.

Summative Friday, 28 30% Twenty- Numerical 1-4

Assessment 1 June, 2024 minute
group
presentation
video.

Summative Tuesday, 30 70 % Essay Numerical 1-4

Assessment 2 July, 2024 2500 words
10%+ or --

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.

8.1 Assessments
Assessment 1 – Group presentation weighting 30%

Presentation format and guidance

1. You must form a group of five to do the presentation. The Tutor will allocate each group
one of the following topics and a specific day you need to submit the presentation using the
Moodle link. Your group must shoot a 20-minute video answering the topic given to you. You
can be as creative as you want. However, each member should present at least one
aspect of the topic. Each topic consists of a few questions or many components.

2. Upload the marking criteria and feedback sheet below with each member's name, ID
number, Tutorial room number, time, group number, the Tutor's name, and PowerPoint slides.

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 Use the correct submission link on Moodle link to submit the above before the specific
deadline date given to you. Please note that you cannot change the topic or the deadline
dates.

3. Use the following Moodle link to upload the Video to Panopto.

[Link]
d01b-4bd9-8852-b09900b51fea%22

4. Please see the following presentation Topics, deadlines, Marking criteria and the feedback
sheet. You will find each presentation topic with specific questions, and the tasks are on
Moodle under the "Assessment toolbox."

No Deadline Topic
.
1 The Marketing concept
2 The Marketing environment.
3 Cultures and buying behaviour
4 Individualist and collective cultural influence – Do they matter?
5 Segmentation, targeting and positioning in the global context
6 Standardisation vs adaptation

You need to submit the presentation using the Moodle link.

Marking criteria
Assessment 80-100 70-79 60-69 50-59 40-49 30- 0-
Domains Exceptiona Excellent Very Good Satisfactory 39 29
l Good Fail Fail
Domain 1: The presentation shows an understanding of the tasks. The group shows
Knowledge (30%) their knowledge and understanding of the relevant theories and concepts.
Domain 2: Shows the group has conducted research and collected valuable information
Research (20%) to support the arguments and the points of view. Use examples.
Domain 3: The group effectively uses many information sources, including textbooks,
Evaluation (30%) academic journal articles and business publications, to explain and support
answers and their views.

Domain 4:  The Video captures the audience's attention.

Communication  Good introduction. Introduce the topic you are addressing in the Video

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 (10%) and the team, including the names and ID's.
The lighting and the background complement the Video.
The sound of the Video is well-managed.
The overall setting is appropriate.
The team looks professional.
The voice projections are good.
The speaking voices, pace and pronunciations are clear and easy for
the audience to understand.
 Each component of the task is addressed adequately.
 The visuals included the slides and graphics, and they complement
the presentation.
Domain 5: Sources are acknowledged in the text and reference list/bibliography, using
Referencing (5%) correct academic citations – including online sources. Referencing is
consistent throughout—a professional approach to academic practice. The
reference list is included.
Domain 6: Graduate Skills for Life and Employment
Employability Work as a team effectively.
The presentation and the Video are Clear and have an easy-to-follow
(5%)
structure with a logical flow.
Follow the guidelines to show engagement with the Module and the tasks.
Overall, the professional approach to work has a professional outlook.

Assessment 2: Individual report weighting 70%

Choose a global brand that sells in the UK and one other country.
Collect the evidence to show that the chosen brand sells in both countries.
You must get the Tutor's approval before 12/02/2024.
Once the Tutor approves your brand, compare how the brand uses the marketing mix in the
UK and your chosen country. Discuss them using the following headings:

Who is the target market? Discuss them based on their age group, gender, income,
education, profession, where they live, and their lifestyles. Then, discuss the similarities and
differences between the UK customers and the customers from the chosen country. Show
the country you selected to analyse the brand's marketing using a world map.
The products and services
Does the brand offer the same products in both countries? If they have changed, discuss
how they have changed. Show evidence to support your arguments.
The pricing strategy

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What currencies does the brand use to trade in both countries? What type of pricing strategy
do they use in both countries? Are they similar or different? Why do you think they follow the
same or different pricing strategies for both countries?
Place - Where do they sell the brand?
How does your chosen brand sell its goods in the UK when you visit the shopping mall?
What are their opening hours? How does your brand sell in the other country? Are they
similar or different? Discuss using research evidence. Use your field trip pictures.
Communication and promotion - How do they communicate and promote the brand to
the target market in the UK and your chosen country?
Discuss the media advertising and social media platforms the brand used in the UK and your
chosen country. Do not just say social media. Be specific. Discuss which platforms they use.
What are the differences and similarities in their communication between the two countries?
Use examples.
People - How do you find the shop staff in the UK?
Did you notice any personal attributes? Review their social media posts and compare what
the customers say about the staff in both countries.
Process - As a customer, have you noticed the process or the journey you must take
to buy goods and services?
Is it self-service? Do staff serve the customers? What type of ways can you pay at the
counter? Compare your experience with how they serve the customers in your chosen
country.
Physical evidence – How does the brand attract customers to the shop and entice them to
buy their products and services using our senses?
The logo - Provide the logos for both countries. Are they the same, or do they look different?
Interiors and exteriors of the shop
Do you think the shop in the shopping mall in the UK and the country you have chosen has
similar exterior and interiors?
Now, discuss whether the brand pursues a "standardisation or adaptation” of the
marketing mix. Do you agree or disagree with their brand strategy as a global brand
operating in different countries?
What are your conclusions after comparing the brand's target markets and marketing mix in
the UK and another country?

Guidelines for the report:

Cover page: The topic title, Student ID

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The introduction: State the purpose, briefly outline what you will include, and the structure.
Then, using the above assessment brief, include the following headings and discuss each
point.
The background – Briefly describe the brand you chose during your trip to a shopping mall
(sells global brands).
The analysis of the target market and the marketing mix: (Use the following subheadings
to discuss the marketing mix)
Target market
The products and services
The pricing strategy
Place
Promotion
People
Process
Physical evidence
Standardisation and Adaptation
Conclusion
References
Appendix
Use a clear font, size 12 pct (minimum), and use 1.5 or 2.0 spacing between the lines. Make
sure the overall outlook of the essay is professional. Always proofread.

Marking criteria
Assessment 80-100 70-79 60-69 50-59 40-49 30- 0-
Domains Exceptional Excellent Very Good Satisfactory 39 29
Good Fail Fail
Assessment You demonstrate a good understanding of the brand's target markets,
Domain 1: marketing mix, and the concepts of standardisation and adaptation in the
Knowledge global context.
(30%)
Assessment You have used the individual/group visit to a shopping mall that sells global
Domain 2: brands effectively to choose a brand represented in the home country and
Research another country. Research shows how the brand is represented at home
(20%) and in the chosen country.
Assessment Demonstrate a systematic understanding of the marketing mix. Using the
Domain 3: concepts of standardisation and adaptation, you have evaluated using the

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 Evaluation (30%) 7'Ps how the chosen brand is marketed at home and in the chosen country
abroad.
Assessment Communication, Organisation and Presentation: Express ideas effectively
Domain 4: and fluently. Able to communicate information appropriately and accurately
Communication using clear English, well organised and well presented, with flow and
(10%) progression.
Assessment Sources are acknowledged in the text and reference list, using correct
Domain 5: academic citations – including online sources using the Harvard Referencing
Referencing System. Referencing is consistent throughout—a professional approach to
(5%) academic practice. The reference list is provided
Assessment Graduate Skills for Life and Employment
Domain 6: Demonstrate the ability to relate theory to professional practice.
Employability Overall shows a professional approach to work.
(5%)

Special note:
Please use the Harvard Referencing system to identify all the information sources and to
write the reference list.
Use the Appendix to show all the information you collected during your trip to a shopping
mall that sells global brands and other research you carried out to determine how the brand
uses the marketing mix in your chosen country.

We will discuss the format and content of each essay in greater detail in class, especially
during the dedicated sessions. In addition, the following guidelines can help you to write a
good essay,
 Create an excellent first impression. Make your work stand out for the right reasons.
 Get someone else to proofread to avoid careless mistakes.
 Be mindful of the reader. Create interest and keep their attention. Make your work
stand out from the crowd.
 Please check your work carefully for plagiarism. You must write the essay using your
own words.
 Always acknowledge all the information sources using the Harvard Referencing
System.
 Please check the right-hand side of the Moodle page for Academic Skills Hub for
advice, support, and tips that may be useful for the two essays.

The extra support is available on the following links:

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  Writing for Essays and Exams
 Effective Time Management
 Understanding Analysis
 Critical Thinking
 Using Library Resources
 Referencing your work
 How to do Research

Coursework is marked on the understanding that it is the student's own work on the Module
and that it has not, in whole or part, been presented elsewhere for assessment. Where
material has been used from other sources, this must be properly acknowledged in
accordance with the University's regulations regarding Assessment Misconduct.

Marking, feedback and next steps

To pass this Module, you must achieve an overall mark of 40%.

For coursework, the marks and feedback will normally be provided to students within fifteen
working days of the submission deadline. In exceptional circumstances, where there is a
delay in providing feedback, you will be informed by the module leader.

If you do not pass a module on the first attempt, you will likely be eligible for a resit
opportunity on the failed assessments. The Progression and Award Board (PAB) will decide
whether you will be offered an opportunity to resit. Note that marks on resit assessments
are capped at 40% unless extenuation has been applied for and granted.

For further details on resit assessments, please see the section on Resit assessments
below.
The assessment and feedback policy can be accessed at Assessment and Feedback Policy.

Academic skills support

In addition to the teaching and learning activities within the Module, additional academic
skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - [Link]

Academic Integrity - [Link]

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Guidance on use of AI - [Link]
guidance
The IT handbook for new students - [Link]
services/student-booklet

Strong academic skills will help you act with Integrity, honesty, and trust. These are the
values on which academic achievement at the University of Greenwich is based. As a
student, you are expected to take responsibility for the Integrity of your own work, including
asking for clarification where necessary. Any improper activity or behaviour that may give
you an academic advantage in assessment is considered assessment misconduct.
Allegations of assessment misconduct will be considered under the University's Assessment
Misconduct Procedure and may result in a penalty being imposed. More information about
this procedure can be found in the Assessment Misconduct Procedure.

Extenuating circumstances
The University recognises there are times when matters that are unexpected and beyond a
student's control will impact on their performance and ability to complete assessments within
the specified timeframe. Examples include unforeseen illness, a death in the family, or injury.
Guidance on submitting an extenuation claim can be found at: Extenuating circumstances.

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical
condition or a mental health condition which might affect your studies and assessments, and
you have not already done so, then we advise that you seek support from the Student
Wellbeing Service by contacting wellbeing@[Link] in the first instance

Student Support
The University offers a range of support services including health and medical services, a
chaplaincy, disability and dyslexia support, and mental health & wellbeing support. Support
can be accessed at Student Support | Support and Wellbeing.

External Examiner
The External Examiner for this Module is:
Name: TBA
Institution: TBA

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Please note that the role of the External Examiner is to evaluate the overall standard of
assessments on the Module. They are unable to correspond with individual students about
their work. If you need to discuss your marks or feedback, please contact the module leader.

8. Resit assessments

Assessment schedule:

Resit Deadline Weighting Maximum Marking Learning

assessments out of length type outcomes
100%* mapped to
this
assessment.

Group/individual July 2024 insert 30% 20 minutes Numerical. 1-4

presentation 11.30pm recorded
(The date Video.
will be
notified in
due
course)
Self- Pass/Fail
Self-reflection Reflection
Slide

The report July 2024 Insert 70 % 2500 Numerical. 1-4

11.30pm words + or
(The date – 10%
will be
notified in
due
course)

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 Self-reflection 200 Pass/ Fail
statement

The Module leader will post a video on Moodle providing guidance. If you need further
assistance, you must contact your individual Tutor who takes the tutorials and make
one to one appointment.

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9. Resource recommendations

The following are suggested readings for the Module. You may find additional resources
available on the Moodle page.
You can check the availability of the resources by using the search tool LibrarySearch at
[Link]

Author Title Publisher ISBN

Dibb, Simkin, Marketing Concepts and Cengage 978147377858-0

Pride, and Ferrell Strategies
(2023)

Kotler, Armstrong Principles of Marketing Pearson 97812924493333

and
Balasubramanian
(2023)

Doole, Lowe and Global Marketing Management Pearson 9781119888765

Kenyon (2022)

Warren J. and Global Marketing, 10th Edition, Pearson 9781292443249

Keegan P.
(2023)

Hollensen, S., Global Marketing Pearson 9781292251806

(2020)

In addition, you are expected to keep up to date with current affairs and News. Read
more reputable Business publications.

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10. Ethical Compliance for Research on Taught Courses

University policy requires any research that might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data, and
collecting and storing data. This includes the collection of data for formative or extra-
curricular activities.

Normally this requirement will impact upon approval of topics for undergraduate and
postgraduate dissertations, but may also impact upon individual assignments where a
student or group of students will undertake primary research.

Where a module includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a module
must:
1. Undertake and pass the Epigeum Research Ethics online course available at the
Business School Research Ethics - Approval for Coursework Moodle site, if they have
not already done so;
2. Register the details of the project by completing the online form linked on the same
Moodle site;

All data collected in the course of the project must be:

 stored on the student's University Home (G:) or OneDrive only. Data may not be stored
on other online file storage depositories such as DropBox or Google Docs, nor on
personal laptops, mobile devices or memory sticks. Where interviews are recorded on
a mobile device, the device must be password protected and the recordings transferred
to the G: or OneDrive and the earliest opportunity and the copy on the mobile device
destroyed. Hand-written notes from interviews should be scanned and stored on the G:
or OneDrive with the originals destroyed;
 destroyed following the confirmation of results at the PAB or resit PAB.

In addition, any student collecting data from human participants must:

 not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
 provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
 include the participant information sheet consent form template as appendices to the
submitted assignment;
 include any questionnaire or interview guide as appendices to the submitted
assignment;
 if collecting data online, utilise the University's subscriptions to Qualtrics, JISC Online
Surveys, Mentimeter, Microsoft Forms, Microsoft Teams, Skype for Business;
 not collect data using other tools not approved by the University (e.g.,
SurveyMonkey, Google Docs, Google Chat, WeChat) which might store data outside of
EU regulations.

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 If – and only if - any variation from the set procedure detailed above is sought:
 an individual application must be made to the Business Faculty Research Ethics
Committee (FRECBUS) using a UREB form.
 The response of the committee will be emailed to the student's University email
address. The email confirming ethics approval has been granted must be kept and
included as an appendix to the assignment submission for which it has been granted.
 Where an application is not approved, the Committee will provide contact details for the
person the student should approach to negotiate the next steps.

Tutor responsibilities
The Tutor must:
 ensure that students do not commence data collection without meeting the conditions
of this policy;
 check that participant information forms, consent forms and data collection instruments
comply with this policy, before they are employed;
 check that consent forms have been collected from all participants;
 advise students wishing to undertake activities in variance from the set procedure to
submit a full UREC form to the FRECBUS for approval before data collection
commences;
 Refer any student who collects data outside the conditions of this policy to an academic
offences panel.
 When marking the submitted assignment, assess the extent to which the ethical
requirements specified above have been met.

Module Leader responsibilities

The Module Leader must:
 include an ethics requirements component in relevant marking rubrics;
 include a review of ethics compliance in moderation of partner samples;
 notify FRECBUS of any students who have:
o collected data without the required approval;
o submitted assignments without any required appendices;
o otherwise not met the ethics requirements.

Failing to comply with the conditions of this policy is an academic offence.

For further details, see FREC process - June 2023 [Link]

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11. Additional module information

Activities: N/A
Resources: N/A
Costs: N/A

12. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about
student life, helping you get the support you need when you need it. AskUoG provides you
with hundreds of up-to-date articles covering topics such as student engagement, student
finance, academic and personal conduct, accommodation, visa and international student
advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters
by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can
create an enquiry and our specialist teams will respond swiftly. You will be able to track your
requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic
programme - your programme leader, module leader or personal Tutor.

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13. Changes to the Module

At the University of Greenwich, we value feedback from students as well as External

Examiners and other stakeholders and we use this information to help us improve our
provision.

Important note: The University of Greenwich will do all that it reasonably can to deliver the
Module and support your learning as specified in our handbooks and other information
provided. However, under some circumstances, changes may have to be made. This may
include modifications to the:
 content and syllabus of modules, including in relation to placements
 timetable, location and number of classes
 content or method of delivery of your Module
 timing and method of assessments.

This might be because of, for example:

 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver an
appropriate quality of education for students enrolled on it
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the University will take all reasonable steps to minimise disruption by
making reasonable modifications. However, to the full extent that it is possible under the
general law, the University excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

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