BOSTON CITY CAMPUS

COURSE OUTLINE

Marketing Management 3

(HMKT330-1)

Assessment Strategy: AS4

July - December 2023

About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.

Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za

1 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

CONTENTS

1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 17

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre

5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 24

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments

8. GRADE REQUIREMENTS 27
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 29

10. PLAGIARISM 30
10.1 Copyleaks

11. CONCLUSION 32

2 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

ANNEXURES:

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 33

B. PROPOSED STUDY PROGRAMME 35

C. ACADEMIC CALENDAR FOR 2023 53

D. PLAGIARISM INFORMATION SHEET 62

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 68

F. FORMATIVE ASSESSMENT 1 69

G. SAMPLE FORMATIVE ASSESSMENT 1 76

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 80

I. FORMATIVE ASSESSMENT 2 91

J. SUMMATIVE ASSESSMENT 1 99

K. SUMMATIVE ASSESSMENT 2 104

L. SAMPLE SUMMATIVE ASSESSMENT 1 120

3 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

1. COURSE INTRODUCTION

1.1 Overview

Welcome to the Marketing Management 3 (HMKT330-1) module. This Course Outline is

intended to assist students by providing a detailed support document to help you with
navigating this specific module.

Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.

All organisations — from modest start-ups to multinational corporations — can benefit from
an effective marketing strategy, as it serves as a roadmap for the entire business. This
module consist of two parts.

Part 1: Students will gain valuable skills and knowledge on the formulation of a coherent
and well-considered marketing strategy, which organisations can use to promote their
business, cater to the right types of clients and allocate their resources correctly, all while
safeguarding the reputation of the organisation. The module is therefore structured around
the four key questions facing organisations and top management when deciding on their
strategic direction: Where are we now; where do we want to be; how will we get there; and
did we get there? Concepts addressed include analysis of the external environment,
customer analysis, market analysis, the internal environment, marketing strategy and
metrics, the customer experience as a marketing strategy, sustainability, global marketing
strategies, and electronic marketing strategies.

Part 2: The digitisation of the world requires marketers to have integrated knowledge and
understanding of digital marketing practices and strategies. Therefore, this section provides
students with valuable knowledge on the framework for going about digital marketing, such
as thinking, creating, engaging, retaining and optimising. Within the framework, concepts
are addressed, such as strategizing for digital marketing, the user experience, search engine
optimisation (SEO), advertising online and on social media, content marketing strategies and
conversion optimisation.

1.2 The Module

This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.

• Module name: Marketing Management 3 (HMKT330-1)

• Learning type: Core
• Course level: 7
• Module credits: 22
• Notional hours: 220

4 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

1.3 Notional Hours

The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 22 credit module, the notional
hours will be 220.

Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.

Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.

In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.

What are Quality Councils (QCs)?

1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].

5 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.

The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.

What is the National Qualifications Framework?

The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.

NQF Objectives

The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.

6 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.

7 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME

The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.

The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.

This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.

8 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

 NQF LEVEL DESCRIPTORS:

Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.

9 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.

10 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

3. TEACHING, LEARNING AND ASSESSMENT

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.

Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:

• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.

3.2 Learning Methodology

Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.

Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:

• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.

Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
11 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
 • Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.

Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

• Assessment Strategy C (ASC): Formative assessments (FA1 and FA2), also known as
quizzes, will count fifty percent (50%) – twenty five percent (25%) each - towards the
overall mark. A summative assessment in the form of a final exam (SA1), will count fifty
percent (50%) towards the overall mark.

• Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1) are all in the form
of practical assessments, each will count twenty five percent (25%) towards the overall
mark.

• Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an

assignment or test, will count fifty percent (50%) towards the overall mark. The
summative assessment in the form of a final exam or capstone project (SA1), will count
fifty percent (50%).

• Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an

assignment or test, will count forty percent (40%) towards the overall mark. Summative
assessments in the form of a final exam or capstone project (SA1), will count fifty percent
(50%), and a research or reflective essay (SA2) will count ten percent (10%) towards the
overall mark.

2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
12 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
• Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count fifty percent (50%), and a research or reflective essay (SA2) will count ten
percent (10%) towards the overall mark.

• Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count sixty percent (60%), and a research or reflective essay (SA2) will count
ten percent (10%) towards the overall mark.

• Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the
form of assignments, research essays or tests will count forty percent (40%) – twenty
percent (20%) each – towards the overall mark. Summative Assessments (SA1 & SA2),
which may take the form of capstone projects, tasks, presentations, written or oral exams,
or a research proposal which will count sixty percent (60%) – thirty percent (30%) each –
towards the overall mark.

• Assessment Strategy Research Report (ASRR): Formative Assessment (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research
Report and will count twenty five percent (25%) – five percent (5%) each – towards the
overall mark. Formative Assessment 6 (FA6) includes the candidate’s original Research
Proposal carried forward from the module Research Methods, the Literature Review, the
Research Instrument, and the application for Ethical Clearance thereon, which will count
twenty five percent (25%) – towards the overall mark. Summative Assessment 1 (SA1) –
in the form of the final submitted Research Report (SA1) – will count forty percent (40%)
towards the overall mark. Summative Assessment 2 (SA2), in which the candidate
presents the findings and recommendations from the written Research Report, will count
ten percent (10%) towards the overall mark.

• Assessment Strategy W (ASW): Formative assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a practicum, will count forty percent
(40%), and a research or reflective essay (SA2) will count twenty percent (20%) towards
the overall mark.

There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990)3.

Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.

Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:

3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
13 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
 • To encourage students to review
• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.

Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.

3.3.1 Self-Assessment and Recommended Reading

Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.

Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.

3.3.2 Report Writing

With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.

3.3.3 True-False Test

Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.

Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
14 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.

3.3.5 Multiple-Choice Question Examination

Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.

3.4 Feedback to Students

Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.

Where the formative assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.

This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.

15 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES

4.1 Distance Learners and Support Centres

Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.

As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.

In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.

In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:

• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.

4.2 Hours of Operation

Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.

4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
16 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
4.3 Head Office Resource Centre

Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.

Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]

17 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

5. COMMUNICATION AND SUPPORT

5.1 Student Support

Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.

PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.

• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.

• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

5.2 General and Administrative Support (Administrative – NOT Course Related)

When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected

Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.

When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.

Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Manager Contact details
Samantha Mitchell 087-255-4291
[email protected]
Student Accounts Consultant Contact details
Your selected Support Centre Available on website

18 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

5.3 Academic Support (Course Related – Not Administrative)

An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).

Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”

At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.

Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.

Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.

Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Elizabeth Scheepers 087-255-4272
[email protected]
Educator Contact details
Nomasonto Mbanga 087-164-7968
[email protected]

Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.

Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.

1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.

19 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.

3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.

4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.

Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.

20 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

5.4 Student Wellness

Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.

A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.

Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]

5.5 Summary of Contact Procedure:

Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.

When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work

Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.

PLEASE NOTE:

There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

21 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY

6.1 General

This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.

6.2 Comments on the Study Guide and/or Prescribed Textbook

• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
22 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
 assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.

6.3 Prescribed Course Material

• Textbook 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing. 3rd Ed.
Cape Town: Juta.

• Textbook 2: Stokes, R. 2018. eMarketing: The Essential Guide to Marketing in a

Digital World. Cape Town: The Red & Yellow Creative Business School.

6.4 Recommended Reading

• Sekhu, T.M., Roux, A.T. & De Jager, J.W. 2019. An industry perspective on the
knowledge areas required from marketing graduates in South Africa. Journal of
Contemporary Management, 16(2):256-281. (Sabinet)
• Okanga. B. & D. Groenewald. 2016. Managing corporate gifts as a marketing
strategy. The Retail and Marketing Review, 12(1):1-18. (Sabinet)
• Opute, A.P., Iwu, C.G., Adeola, O., Mugobo, V.V., Okeke-Uzodike, O.E., Fagbola, O. &
Jaiyeoba, O. 2020. The COVID-19 pandemic and implications for businesses:
innovative retail marketing viewpoint. The Retail and Marketing Review, 16(3):85-100.
(Sabinet)
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.

6.5 Additional Teaching and Learning Activities

• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.

23 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS

7.1 Module Structure

Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).

In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.

This module makes use of the: AS4 Assessment Strategy

o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of an assignment

o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is in the form of an assignment
o SA2 is in the form of an assignment (research essay)

The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).

Formative assessments, excluding tests which follow the protocols of examination sittings[1] (see
also section 7.3 below), must be submitted for marking by uploading to the LMS (refer to
Annexure D) which can be accessed at the Support Centre or from home.

To complete your formative assessment, please take note of the following:

5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
[1]
Boston Student Rules and Regulations
24 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
7.2 Formative Assessments

The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).

Formative assessments, excluding tests which follow the protocols of examination sittings6 (see
also section 7.3 below), must be submitted for marking by uploading to the LMS (refer to
Annexure C) which can be accessed at the Support Centre or from home.

To complete your formative assessment, please take note of the following:

Formative Assessment (FA1)

• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.

Formative Assessment 2 (FA2):

• For Formative Assessment 2 in the format of an assignment - read the instructions for
the assessment carefully before commencing with the assessment.

7.3 Summative Assessments

Summative Assessment 1 (SA1):
Students are required to sit for a final integrative summative assessment. For Summative
Assessment 1 in the format of an assignment:
• Read the instructions for the assessment carefully before commencing with the
assessment.

6
Boston Student Rules and Regulations
25 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
 • Plan your assignment according to the submission dates and the due date set for your
assessment in Annexure C: Academic Calendar.

Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative
summative assessment (assignment) for the module at the end of the semester. This will be
in the form of a research essay, which will be completed and submitted no later than the
examination date of the SA1. It must be in typed format and uploaded on the LMS.

26 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

8. GRADE REQUIREMENTS

The Formative and Summative assessments are weighted according to the following
guidelines:

• Formative assessment is weighted forty percent (40%) of the final module mark

• Summative assessment is weighted sixty percent (60%) of the final module mark

8.1 General

The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.

Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Refer: Academic Calendar Assessment 2
Due Date: Summative 50%
Refer: Academic Calendar Assessment 1
Due Date: Summative 10%
Refer: Academic Calendar Assessment 2

8.2 Summative Assessment Entry Requirements

There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).

The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.

8.3 Requirements for Promotion and Distinction

In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.

27 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

8.4 Supplementary Assessments

There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.

28 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS

• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.

29 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

10. PLAGIARISM

Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.

It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.

10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.

10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.

To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.
For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:

• No scanned PDF assignments are allowed to be submitted. Assignments MUST be

directly converted from MS Word to PDF format.

• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.

• For HMKT330-1 – Formative Assessment 1 (FA1): You should be working

towards a similarity rating of 30% or less. If the incorrect document is uploaded,
30 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023
 or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If the
Copyleaks Report indicates that a 30% similarity rating has been exceeded, 25%
of the assessment total will be deducted from the final grade. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically
be treated as if you received a similarity rating in excess of 30% and 25% of the
assessment total will be deducted from the final grade.

• For HMT330-1 - Summative Assessment 2 (SA2): If the incorrect document is

uploaded, or if no Copyleaks Report is issued, or if the Copyleaks Report
indicates that a 30% similarity rating has been exceeded, a mark of zero (0) will
be awarded. Where a Copyleaks Cheat Detection Report is issued, your
submission will automatically be treated as if you received a similarity rating in
excess of 30% and a mark of zero (0) will be awarded.

• Delays in viewing the similarity report might intermittently be experienced,

especially in the last few hours before the cut-off time. Students should allow
for at least 24 hours for a report to be generated. Time management is thus
critically important - uploading and checking similarity scores should NOT be
left until the last minute.

Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.

Suspected Cheating

A Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.

Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.

31 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

11. CONCLUSION

The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.

We wish you every success in your studies!

32 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

ANNEXURE A:

EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS

Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.

33 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

ANNEXURE B:

PROPOSED STUDY PROGRAMME

Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.

34 Course Outline- HMKT330-1-Jul-Dec2023-CDP-V2-25072023

ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Define strategy and explain what it means in a
practical way.
• Explain and discuss the 5 Ps of strategy.
• Identify and discuss the three types of strategy
levels and explain them.
• Identify and discuss the tasks of strategic
marketing.
• Define what strategic marketing is.
• Explain what strategic business units (SBUs)
are.
• Understand the difference between strategic Relevant Compete Take note
marketing and marketing management. Unit 1 Chapter(s) Self- of
Assessment important
1 • Define and distinguish business strategy and
264 min Activities and N/A dates in
marketing strategy 396 min 132 min Learning your
• Understand how to think about digital Activities Academic
audiences 528 min Calendar
• Be able to ask questions when assembling a
digital marketing strategy
• Have integrated knowledge and understanding
of conceptual tools for understanding your
customer
• Explore key concepts for thinking about your
target audience
• Describe some behavioural economic theories
• Have integrated knowledge and understanding
of how digital has affected customer behaviour

35 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Identify and explain the attributes of the
external environment;
• Discuss, by means of practical examples, the six
dimensions of the external environment;
• Understand and evaluate a strengths,
weaknesses, opportunities, threats (SWOT)
analysis;
• Understand the importance of environmental
scanning and name three approaches
used in it;
• Differentiate and explain proactive and
reactive strategies

Compete
Self-
• Understand what is a customer analysis and its
Assessment
relevance to business; Activities and
• Conduct a customer analysis; 264 min
Learning
• Know what customer segmentation is; Unit 2 Relevant Activities
• Evaluate the attractiveness of a market Chapter(s) 528 min
2 segment
N/A
• Understand the importance of data in our 396 min 132 min
data-driven world
• Have integrated knowledge and understanding
of what data you should be collecting
• Understand how data is used to improve the
user experience and increase conversions

36 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Have integrated knowledge and understanding
of how knowing your customers is integral to
improving their experience with your brand

37 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Understand what is market analysis and the

steps in market analysis;
• Conduct market analysis;
• Analyse the dimensions of market analysis;
• Think about web projects with a UX mindset
• Recognise and create usable and enjoyable
experiences for desktop and mobile users
• Have integrated knowledge and understanding
of the nuts and bolts of implementing UX
strategy step-by-step
• Have integrated knowledge and understanding
of a variety of awesome UX tools

Unit 3 and Compete

Relevant
• Discuss the value and purpose of a competitor Unit 4 Self-
Chapter(s)
Assessment
3 analysis; 264 min Activities and N/A
• Discuss and define the competitive arena of an 132 min
369 min Learning
industry; Activities
• Explain and apply the tools to assess the 528 min
competitive situation of a product or brand;
• Discuss the value of social media in analysing
competitors;
• Explain the steps an organisation needs to
follow to compile a competitive intelligence
framework;
• Discuss competitor decision-making pitfalls
that could hinder the growth of the
organisation
• Understand the important principles that
govern mobile-specific channels
• Recognise the importance of location in
marketing via mobile
38 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Identify the mobile channels available to
marketers
• Describe first steps for implementing
marketing via certain mobile channels
• Understand how search engines work and how
they will deliver results
• Have integrated knowledge and understanding
of how to plan, research and implement an
effective keyword strategy across text and
other content
• Understand and implement techniques for link
building, an essential aspect of SEO
• Have integrated knowledge and understanding
of how specialized search, such as mobile,
social and local search, can affect your rankings
and how to optimize for these

39 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Distinguish between the three environments

(macro, market and micro) from a marketing
perspective;
• Identify the important links between the
market environment and the internal
environment;
• Understand and know how to do an internal
(micro) analysis.
• Define the term ‘metric’;
• List the benefits of marketing metrics;
• Identify the main categories of marketing
metrics;
• Explain the following key marketing metrics: Relevant
Unit 5 and Compete
• Discuss the use of online metrics. Chapter(s)
Unit 6 Self-
• Understand the principles of writing for your Assessment
4
web audience Activities and N/A
• Identify which types of web copy are available 264 min Learning
132 min
to you 369 min Activities
• Understand the basics of HTML for formatting 528 min
online text
• Be able to write for search engine optimization
(SEO), focusing specifically on keywords
• Explain and discuss what sustainable
competitive advantage is;
• Discuss and explain the characteristics of
sustainable competitive advantage;
• Be able to identify the resources and
capabilities of the organisation that can serve
• as a competitive advantage for the
organisation;
• Understand Porter’s generic strategies;

40 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Determine the key steps in sustaining an
organisation’s competitive advantage
• Have integrated knowledge and understanding
of the various types of eCommerce
• Have integrated knowledge and understanding
eCommerce on specific channels like mobile
and social
• Have integrated knowledge and understanding
of eCommerce across multiple channels
• Understand the various considerations in
setting up an eCommerce site
• Have integrated knowledge and understanding
of how to put together a search advert
• Have integrated knowledge and understanding
of how to target your search ad at relevant
users
• Have integrated knowledge and understanding
of the process of bidding on key phrases and
how this affects your ranking
• Be able to plan, set up and run your own
search advertising campaign

41 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)

Estimated
View/study preparation
5&6 Sample time: 6 hours
DUE: FORMATIVE ASSESSMENT 1 N/A Submit FA1
Formative Due: 17
online on
Assessments September
Review Review ColCampus
2021

42 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Identify customer touch points and explain

what they are;
• Explain the moments of truth (MOT);
• Explain and define customer experience
management;
• Explain what is meant by a value proposition;
• Differentiate between customer experience
and experience marketing;
• Relate customer experience management to
customer relationship management;
• Identify the benefits of customer experience
management; Compete
• Outline the steps involved in customer Unit 7 Relevant
Self-
Chapter(s)
experience management; Assessment
7
• Link customer experience management to 264 min Activities and N/A
369 min 132 min
marketing strategy; Learning
• Discuss the role of the online realm in Activities
customer experience management. 528 min
• Have integrated knowledge and understanding
of the various business objectives you can
meet with online advertising
• Understand and identify the various ad
formats, payment models and ad types
available
• Have integrated knowledge and understanding
of how and where to publish your adverts
• Have integrated knowledge and understanding
of how to run an online advertising campaign
step by step

43 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Discuss the factors influencing choice of

market entry strategy;
• Discuss new market entry strategies;
• Distinguish between pioneer, challenger and
follower strategies;
• Understand the advantages for pioneer,
challenger and follower strategies;
• Discuss market growth strategies;
• Discuss market maturity strategies;
• Discuss declining market strategies;
• Determine how to gain a competitive
advantage
• Define and explain the product life cycle (PLC);
• Outline the key consideration with regards to Unit 8 and Compete
Relevant
the product life cycle theory; Unit 9 Self-
Chapter(s)
Assessment
8 • Identify and discuss the stages of the product
Activities and N/A
life cycle; 264 min Learning
• Identify possible marketing strategies that can 132 min
369 min Activities
be adopted in each stage 528 min
• Have integrated knowledge and understanding
of how to use social media advertising as part
of your complete paid, earned and owned
strategy
• Be able to create and place effective social
media ads for a number of platforms
• Use the available targeting options to reach
consumers at the right time and in the right
place
• Approach measuring the effectiveness of social
media advertising appropriately
• Discuss and explain what a sustainable
competitive advantage (an SCA) is;
44 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Discuss the bases for the creation of SCAs;
• Compare SCAs with key success factors and
core competencies;
• Discuss the differentiation strategy as a
competitive market strategy for creating SCAs;
• Discuss the low-cost strategy as a competitive
market strategy for creating SCAs;
• Discuss the focus strategy as a competitive
market strategy for creating SCA;
• Discuss the pre-emptive move strategy as a
competitive market strategy for creating SCAs.
• Discuss synergy as a competitive market
strategy for creating SCAs.
• Understand the role of content marketing
strategy within your marketing plan
• Be familiar with the steps involved in
developing your content marketing strategy
• Recognise some models for understanding how
types of content are absorbed or experienced
by you target audience

45 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Understand all the aspects of strategy
formulation.
• Identify the steps in the strategy selection
process.
• Explain the strengths, weaknesses,
opportunities and threats (SWOT) analysis
process. Relevant
• Understand how to evaluate the strategy Compete
Unit 10 Chapter(s)
chosen by the organisation. Self-
Assessment
9 • Evaluate the strategic alternatives of the
Activities and N/A
organisation. Learning
• Know how to decide on the correct strategy for 369 min 132 min 264 min Activities
the organisation. 528 min
• Have integrated knowledge and understanding
about the largest and most popular social
media platforms
• Understand how to track, monitor and
measure your social media marketing success
• Implement the best ways to engage with
audiences on social media

46 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Have integrated knowledge and understanding
of the strategic uses of social media
• Have integrated knowledge and understanding
of the steps involved in creating a social media
strategy
• Design documents and protocols you should
have in place for social media success
• Explain and discuss the concept of strategy
implementation.
• Discuss and highlight the importance of
strategy implementation.
• Identify and clarify the six components that Compete
Unit 11 Relevant
Self-
influence the effective implementation of Chapter(s)
Assessment
10 • Strategies.
Activities and N/A
• Identify and discuss the various approaches of 264 min Learning
strategy implementation. 369 min 132 min
Activities
• Explain the barriers of strategy 528 min
implementation.
• Discuss the concept of strategy evaluation and
control.
• Identify and discuss the strategy evaluation
and control process.
• Explain the various evaluation/control
techniques that organisations can utilise to
• Determine the effectiveness of a strategy.
• Explain the significance of strategy evaluation
and control for any organisation.

47 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
Estimated
preparation
View/study
time: 6 hours Submit FA2
11&12 Sample
DUE: FORMATIVE ASSESSMENT 2 Review Review Due: 29 N/A online on
Formative
October ColCampus
Assessments
2021

48 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Explain what is meant by globalisation;

• Identify the benefits of going global;
• Discuss each of the steps involved in making
the decision to go global;
• Explain what is meant by ‘born global’ firms;
• Outline the process of going global;
• Explain the impact and importance of the
global environment on global strategy;
• Discuss standardised and adaptation
approaches to product, promotion, pricing and
distribution decisions;
• Understand the opportunities offered by the
web to help firms go global;
• Explain the task of managing a firm’s Compete
Unit 12 and
international activities Relevant Self-
Unit 13
Chapter(s) Assessment
13 • Have integrated knowledge and understanding
264 min Activities and N/A
of the basics of email strategy 132 min Learning
• Structure and design an effective marketing 369 min
Activities
email 528 min
• Plan and execute a successful direct marketing
campaign using email
• Have integrated knowledge and understanding
of techniques for measuring and optimizing
your email campaigns
• Have integrated knowledge and understanding
of how mobile can tie into and enhance your
direct marketing campaigns
• Define business refocusing;
• Choose between refocusing and diversification;
• Explain the impact of the economic
environment on the need to refocus;
• Provide reasons for refocusing;
49 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
• Choose between focusing on one or more
segments;
• Explain the different ways to define a business;
• Explain focus strategies;
• Identify the focuser’s advantage:
differentiation or low cost;
• Identify building competitive advantage via
focusing;
• Explain protecting a focussed-based
competitive advantage
• Have integrated knowledge and understanding
of why video marketing is such a powerful,
versatile and effective marketing channel
online
• Have integrated knowledge and understanding
of how successful online videos are produced,
step-by-step
• Have integrated knowledge and understanding
of paid, earned and owned methods of
promoting your online videos

50 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

• Explain the basic principle of leverage as it can

be applied to business in general and in
marketing specifically;
• Identify marketing levers;
• Explain the importance of leverage in the
creation of value for all stakeholders;
• Explain structural and managerial leverage;
• Explain how marketing managers can leverage
a brand;
• Explain how marketing managers can leverage
the organisation’s reputation;
• Explain how marketing managers can leverage
business relationships. Compete
Relevant
• Have integrated knowledge and understanding Self-
Unit 14 Chapter(s)
Assessment
14 of which digital marketing tactics you can test
Activities and N/A
and improve 264 min
Learning
• Be able to pick the right test for your goals and 369 min 132 min
Activities
purpose 528 min
• Perform conversion optimisation step-by-step
to improve the effectiveness of your online
marketing efforts
• Understand the importance of analytics to
digital marketing
• Have integrated knowledge and understanding
of what metrics you can and should be tracking
• Capture web analytics data
• Implement techniques and guidelines for
analysing data to better understand your users
• Present data clearly and use data visualization
to help users understand it

51 ProposedStudyPrograme-LLG-V.1-12072023
ANNEXURE B: PROPOSED STUDY PROGRAMME

MARKETING MANAGEMENT 3 (HMKT330-1)

LEARNING OUTCOMES FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED TMS
WEEK After studying the prescribed and recommended ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S) (VIDEO)
material for the week, you should be able to: (FA) (SA)
View all
View/study Examination
previous FA’s Submit SA2
15-17 Sample Refer to the
EXAM WEEKS Review Review with online on
Summative academic
suggested ColCampus
Assessments calendar
solutions

52 ProposedStudyPrograme-LLG-V.1-12072023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
July 28 17:00 Applications Close
July 29 13:00 Registrations Close
1 July 31 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 August 6 23:59 6 August 2023 23:59. Feedback given in Week 2
HPRM441-1 FA 2 – Assignment Due
Submit online via ColCampus no later than
2 August 13 23:59 13 August 2023 23:59. Feedback given in Week 3
HPRM441-1 FA 3 – Assignment Due
Submit online via ColCampus no later than
3 August 20 23:59 20 August 2023 23:59. Feedback given in Week 4
HPRM441-1 FA 4 – Assignment Due
Submit online via ColCampus no later than
4 August 27 23:59 27 August 2023 23:59. Feedback given in Week 5
HPRM441-1 FA 5 – Assignment Due
Submit online via ColCampus no later than
5 September 3 23:59 3 September 2023 23:59. Feedback given in Week 6
FA 1 – Assignment Due
Submit online via ColCampus no later than
6 September 8 23:59 8 September 2023 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1,HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN230-1, HBMN231-1, HBMN232-1, HBMN233-1,
HBMN300-1, HBMN301-1, HBMN330-1, HBMN331-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEMK1181, HENT100-1, HENT1181, HENT130-1,
HENT200-1, HENT230-1, HENT300-1, HENT330-1,
HERL230-1, HERL330-1, HETA231-1, HEVM100-1,
HEVM1181, HEVM200-1, HEVM300-1, HFAC130-1,
HFAC131-1, HFAC132-1, HFAC201-1, HFAC231-1,
HFAC232-1, HFAC301-1, HFAC302-1, HFAC331-1,
HFAC332-1, HFAC333-1, HFAC334-1, HFMN230-1,
HFMN233-1, HFMN300-1, HFMN301-1, HFMN302-1,
HFMN330-1, HFMN331-1, HFOA100-1, HGOP330-1,
HGPLC230-1, HGPLD230-1, HHIVC1181, HHM1181,
HHMP1181, HHRD100-1, HHRD130-1, HHRD200-1,
HHRD230-1, HHRD300-1, HHRF1181, HHRM100-1,

53 AcademicCalendar2023-V7-05052023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
HHRM130-1, HHRM200-1, HHRM230-1, HHRM300-1,
HHRM331-1, HHRM332-1, HHRM333-1, HHS1181,
HHTD1181, HHWPT1181, HIAI1181, HIAP1181,
HICMA1181, HIFSE1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HLAA130-1, HLGE330-1, HLLW330-1,
HLTX330-1, HLWC1181, HLWC130-1, HLWC200-1,
HLWC230-1, HLWE230-1, HLWH1181, HLWI230-1,
HLWL200-1, HLWL300-1, HLWM200-1, HLWP130-1,
HLWS130-1, HMAC200-1, HMAC202-1, HMAC230-1,
HMAC300-1, HMAC330-1, HMKR1181, HMKT100-1,
HMKT1181, HMKT130-1, HMKT200-1, HMKT230-1,
HMKT300-1, HMKT330-1, HMLW1181, HNTS221-1,
HNTS222-1, HNTS203-1, HNTS300-1, HODV1181,
HPAA200-1, HPAD1181, HPBM440-1, HPBM441-1,
HPBM442-1, HPBM443-1, HPBM444-1, HPCP440-1,
HPDL230-1, HPFM440-1, HPLM1181, HPLW230-1,
HPLW440-1, HPMK440-1, HPMK442-1, HPPC1181,
HPPR1181, HPPS1181, HPR1181, HPR200-1,
HPRM1181, HPRM440-1, HPSW200-1, HPSW230-1,
HPSY131-1, HPSY132-1, HPSY231-1, HPSY232-1,
HPSY331-1, HPSY332-1, HPX100-1, HPXN200-1,
HPXS200-1, HRDC1181, HRMB330-1, HRML330-1,
HRMM330-1, HRMS230-1, HRMS331-1, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWBAC230-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWCACP1171, HWCBMP1171,
HWCGMT1181, HWCHAP1181, HWCHCM1171,
HWCHMP1181, HWCHPR1181, HWCHRM1171,
HWCHRP1181, HWCLSP1171, HWCMDM1181,
HWCMP1171, HWCMSM1181, HWCMSP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HWDPR300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 September 8 23:59 8 September 2023 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HPXN301-1, HPXS301-1
9 September 28 17:00 FA 1 - Results Release
10 October 2 13:00 FA 1 - Results Appeal Close
54 AcademicCalendar2023-V7-05052023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
10 October 6 17:00 FA 1 - Results Appeal Release
HPRM441-1 FA 6 – Assignment Due
Submit online via ColCampus no later than
10 October 6 23:59 6 October 2023 23:59. Feedback given in Week 12
FA 2 - Assignment Due
Submit online via ColCampus no later than
12 October 20 23:59 20 October 2023 23:59
HACP130-1, HALL130-1, HALT130-1, HANT130-1,
HAUD230-1, HAUD331-1, HAUD332-1, HBMN130-1,
HBMN233-1, HBMN330-1, HCGA232-1, HCGE130-1,
HCGE231-1, HCGE232-1, HCLT104-1, HCLT107-1,
HCLT108-1, HECO130-1, HENT130-1, HETA231-1,
HFAC130-1, HFAC131-1, HFAC132-1, HFAC231-1,
HFAC232-1, HFAC331-1, HFAC332-1, HFAC333-1,
HFAC334-1, HFMN230-1, HFMN330-1, HFMN331-1,
HGOP330-1, HHRD130-1, HHRM130-1, HHRM332-1,
HHRM333-1, HISL130-1, HLAA130-1, HLGE330-1,
HLWC130-1, HLWP130-1, HMAC230-1, HMAC330-1,
HMKT130-1, HMKT330-1, HPBM440-1, HPBM441-1,
HPBM442-1, HPBM443-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HPSY131-1, HPSY132-1, HPSY331-1,
HPSY332-1, HRMS331-1, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSYD100-1, HSYD201-1, HTAX230-1, HTAX331-1,
HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 October 20 23:59 20 October 2023 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HBMN230-1,
HBMN231-1, HBMN232-1, HBMN331-1, HBMN333-2,
HBMN334-1, HBRD330-1, HCLT101-1, HCLT105-1,
HCML330-1, HCMLW230-1, HCONL330-1,
HCYLW230-1, HECO231-1, HECO232-1, HENT230-1,
HENT330-1, HERL230-1, HERL330-1, HFAC201-1,
HFMN233-1, HGPLC230-1, HGPLD230-1, HHRD230-1,
HHRM230-1, HHRM331-1, HIFSE1181, HILFA1181,
HIPLW130-1, HLLW330-1, HLTX330-1, HLWC230-1,
HLWE230-1, HLWI230-1, HLWS130-1, HMAC200-1,
HMKT230-1, HPDL230-1, HPLW230-1, HPSW230-1,

55 AcademicCalendar2023-V7-05052023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
HPSY231-1, HPSY232-1, HRMB330-1, HRML330-1,
HRMM330-1, HRMS230-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 October 20 23:59 ColCampus no later than 20 October 2023 23:59.
HPXS302-1 FA 1 – Online Quiz Due
Submit online via ColCampus no later than
12 October 20 23:59 20 October 2023 23:59.
13 October 27 13:00 FA 2 - Results Release
14 October 30 17:00 FA 2 - Results Appeal Close
14 November 2 17:00 FA 2 - Results Appeal Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1
FA 3 – Assignment Due. Submit online via
15 November 6 23:59 ColCampus no later than 6 November 2023 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Accompanying SA 2’s to be submitted online via
ColCampus no later than 23:59 on day that SA 1 is
15 to 17 November 6 - 20 written
15 November 6 09:00-12:00 HTAX332-1
09:00-11:00 HBMN201-1, HBMN200-1
12:00-14:00 HBMN230-1, HIFSE1181, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1, HLTX330-1
November 7 09:00-12:00 HFAC132-1, HFAC231-1, HFAC232-1, HFAC332-1
09:00-11:00 HADV300-1, HHRM200-1, HMAC300-1
12:00-14:00 HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
November 8 09:00-12:00 HAUD332-1, HFAC130-1
09:00-11:00 HBMN231-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1
15:00-17:00 HBMN300-1, HENT200-1, HFMN330-1
November 9 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1
15:00-17:00 HECO231-1, HECO232-1
November 10 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 November 13 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
November 14 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPAA200-1
12:00-14:00 HAPR300-1, HCONL330-1
15:00-17:00 HERL330-1, HPR200-1
November 15 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
56 AcademicCalendar2023-V7-05052023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1
16 November 15 15:00-17:00 HRMM330-1, HPSY232-1
November 16 09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
November 17 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1
17 November 20 09:00-11:00 HBMN232-1, HSOC231-1, HSOC232-1
12:00-14:00 HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember to upload your SA2 via
ColCampus by the stipulated due date no later than
23:59.
16 November 13 09:00-12:00 HPBM440-1
16 November 16 09:00-12:00 HPMK440-1
17 November 20 09:00-12:00 HPBM443-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 November 6 - 20 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS with SA 2’s to submit. These
exams must be completed within the exam period.
Remember to upload your SA 2 on ColCampus by
15 to 17 November 6 - 20 the stipulated due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,

57 AcademicCalendar2023-V7-05052023
 ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Academic Calendar Sem B 2023

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPLW130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,
HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 November 6 - 20 23:59 later than 20 November 2023 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1
SA 1 – Assignment Due. Submit online via
17 November 20 23:59 ColCampus no later than 20 November 2023 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 November 24 09:00-12:30 ASSESSMENT EVENTS
19 December 4 13:00 SA 1 & 2 Results Release
19 December 7 17:00 SA 1 & 2 Results Appeal Close

HE OFFICE CLOSED FROM 15:00 ON FRIDAY 8 DEC 2023.

WILL RE-OPEN TUESDAY 2 JAN 2024

58 AcademicCalendar2023-V7-05052023
ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

20 January 2024 3 13:00 SA 1 & 2 Results Appeal Release

Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Accompanying Supplementary
SA 2’s to be submitted online via ColCampus no
21 January 2024 8 - 12 later than 23:59 on day that SA 1 is written
21 January 2024 8 09:00-12:00 HAUD332-1, HETA231-1, HTAX230-1, HTAX331-1
09:00-11:00 HBMN230-1, HBMN300-1, HLWC130-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1, HTAX201-1, HTAX202-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HPAA200-1
HFAC132-1, HFAC231-1, HFAC232-1, HFAC332-1,
09:00-12:00
January 9 HFAC333-1
HADV300-1, HBMN201-1, HENT200-1, HENT230-1,
09:00-11:00
HFMN330-1, HHRM230-1, HLWI230-1, HMAC300-1
HBMN231-1, HCYLW230-1, HFAC201-1, HFAC301-1,
12:00-14:00
HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HPSW200-1
HBMN233-1, HFAC130-1, HFAC131-1, HFAC302-1,
09:00-12:00
January 10 HFAC331-1, HFAC334-1, HFMN230-1
09:00-11:00 HBMN333-2, HGOP330-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HPSW230-1, HRMB330-1
HAUD200-1, HHRM200-1, HLWE230-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
January 11 09:00-12:00 HFMN331-1, HMAC230-1, HMAC330-1
HGPLC230-1, HGPLD230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HSOC332-1
HAPR300-1, HBLE300-1, HCML330-1, HHRD200-1,
12:00-14:00
HHRD300-1, HIMC300-1, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
January 12 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HTAX332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00
HLTX330-1, HSEC200-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember to
upload your Supplementary SA 2 via ColCampus by
the stipulated due date no later than 23:59.
21 January 8 09:00-12:00 HPBM440-1
21 January 10 09:00-12:00 HPMK440-1
21 January 12 09:00-12:00 HPBM443-1

59 AcademicCalendar2023-V7-05052023
ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

Supplementary SA 1 & Supplementary SA 2 Time

Table for projects / internship / assignments only.
Submit online via ColCampus no later than
21 January 2024 8 - 12 23:59 12 January 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 January 2024 8 - 12 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember
to upload your SA 2 on ColCampus by the stipulated
21 January 2024 8 - 12 due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPLW130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,

60 AcademicCalendar2023-V7-05052023
ANNEXURE C: ACADEMIC CALENDAR SEMESTER B 2023

HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,

HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1 Supplementary
SA 1 – Assignment Due. Submit online via
21 January 2024 8 - 12 23:59 ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 January 17 09:00-12:30 EVENTS
23 January 22 17:00 Supplementary SA 1 & 2 Results Release
23 January 24 13:00 Supplementary SA 1 & 2 Results Appeal Close
23 January 26 17:00 Supplementary SA 1 & 2 Results Appeal Release

61 AcademicCalendar2023-V7-05052023
ANNEXURE D: PLAGIARISM INFORMATION SHEET

INFORMATION SHEET: PLAGIARISM

This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.

Definition

Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.

Importance

If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work, and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.

Examples

Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:

Plagiarism of Ideas

Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a

hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)

Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)

62 PlagiarismInfomationSheet-Jul-Dec2023-CDP-10022023
ANNEXURE D: PLAGIARISM INFORMATION SHEET

Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”

This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.

This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).

Plagiarism of Text

Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).

Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).

Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.

This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.

This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was

63 PlagiarismInfomationSheet-Jul-Dec2023-CDP-10022023
ANNEXURE D: PLAGIARISM INFORMATION SHEET

characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).

Plagiarism by Improper Paraphrasing

Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).

Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)

Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive

to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore it is important to
pursue the continuous generation of creative ideas.

This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.

This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.

64 PlagiarismInfomationSheet-Jul-Dec2023-CDP-10022023
ANNEXURE D: PLAGIARISM INFORMATION SHEET

Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.

Useful sources if you want more information on plagiarism

UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf].

The Harvard Method of Referencing: A Beginner’s Guide is available on ColCampus.

65 PlagiarismInfomationSheet-Jul-Dec2023-CDP-10022023
ANNEXURE D: PLAGIARISM INFORMATION SHEET

LIST OF REFERENCES:

AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.

Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.

De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.

Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library

Services.

Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices:
A Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]

Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.

66 PlagiarismInfomationSheet-Jul-Dec2023-CDP-10022023
ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL

The prescribed book for this module, Marketing Management 3 (HMKT330-1), is indicated below. Please
note that not all the chapter in the two textbooks are prescribed.

The course material is divided into 14 units. These 14 units should be studied according to your proposed
study programme (Annexure B). Below, you can find a detailed breakdown of the chapters in the prescribed
textbook that make up the respective units in your study programme.

Textbook 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing. 3rd Ed. Cape Town: Juta.

Textbook 2: Stokes, R. 2018. eMarketing: The Essential Guide to Marketing in a Digital World. Cape
Town: The Red & Yellow Creative Business School.

Marketing Management 3 (HMKT330-1)

UNIT CHAPTERS IN PRESCRIBED TEXTBOOK
Textbook 1: Strategic Marketing Textbook 2: e-Marketing
1 Chapter 1: Overview of Strategic Marketing Chapter 1: Strategy and Context
Chapter 2: Analysis of the external Chapter 2: Understanding Customer
marketing or business environment Behaviour

2 Chapter 3: Customer Analysis Chapter 3: Data-Driven Decision-Making

3 Chapter 4: Market Analysis Chapter 5: User Experience (UX) Design

4 Chapter 5: Analysing Competitors Chapter 7: Mobile Channels and Apps

Chapter 8: Search Engine Optimisation
(SEO)
5 Chapter 6: Internal Environmental Analysis Chapter 9: Digital Copywriting
Chapter 7: Marketing Strategy and Metrics
6 Chapter 8: Sustainable Competitive Chapter 10: eCommerce
Advantage Chapter 11: Search Advertising
Formative Assessment 1 therefore covers Units 1,2,3 & 4
7 Chapter 9: Customer Experience Chapter 12: Online Advertising
Management as a Marketing Strategy
8 Chapter 10: Market Strategies Chapter 13: Social Media Advertising
9 Chapter 11: Product Lifecycle and Chapter 15: Content Marketing Strategy
Branding Strategies
Chapter 12: Competitive Market Strategies
10 Chapter 16: Selecting the Strategies for Chapter 16: Social Media Platforms
the Way Forward

67 Breakdown of Prescribed Course Material-HMKT330-1-Jul-Dec2023-LLG-V.1-12072023

ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL

11 Chapter 17: Strategy Implementation and Chapter 17: Social Media Strategy
Control
Formative Assessment 2 therefore covers Units 5, 6, 7, 8 & 9
Chapter 13: Going Global Chapter 18: Direct Marketing: Email and
12
Mobile
13 Chapter 14: Refocusing the Business Chapter 19: Video Marketing
Chapter 15: Leveraging the Business Chapter 20: Conversion Optimisation
14
Chapter 21: Data Analytics

68 Breakdown of Prescribed Course Material-HMKT330-1-Jul-Dec2023-LLG-V.1-12072023

ANNEXURE F: FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: July - December

Formative Assessment 1: Marketing Management 3 (HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 20%
Assessment Type: Essay Questions
Educator: N. Mbanga
Examiner: Dr L. Nicholas
Due Date: 8 September 2023
Total: 100 marks

Instructions:
• This paper consists of five (5) questions.
• It is based on Units 1 to 6 (Week 1 to week 4) of your textbooks.
o Book 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing.
3rd Ed. Cape Town: Juta.
o Book 2: Stokes, R. 2018. eMarketing: The Essential Guide to Marketing in
a Digital World. Cape Town: The Red & Yellow Creative Business School.
• All questions are compulsory .
• Your assessment must be typed using:
▪ Font: Arial
▪ Font size: 12
▪ Line spacing: 1.5

• A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If

69 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1

the Copyleaks Report indicates that a 30% similarity rating has been exceeded, 25%
of the assessment total will be deducted from the final grade. Where a Copyleaks
Cheat Detection Report is issued, your submission will automatically be treated as if
you received a similarity rating in excess of 30% and 25% of the assessment total will
be deducted from the final grade.

The following learning outcomes are assessed in this assessment:

• Discuss, by means of practical examples, the six dimensions of the external

environment.
• Evaluate the attractiveness of a market segment.
• Understand how customer loyalty can be established through customer
management.
• Discuss and define the competitive arena of an industry.
• Explain and apply the tools to assess the competitive situation of a product or brand.
• Discuss competitor decision-making pitfalls that could hinder the growth of the
organisation.
• Be able to identify the resources and capabilities of the organisation that can serve as
a competitive advantage for the organisation.
• Explore key concepts for thinking about your target audience.
• Understand the principles of writing for your web audience.

70 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1

Read the case study below and answer the questions that follow:

Starbucks – Each interaction is unique

Over a million times each week, a unique interaction takes place – a Starbucks barista hands a
customer a beverage across the counter. In doing so, a connection is made. This connection is
honoured in every business decision Starbucks makes, from offering high-quality coffee to customer-
and community engagement.

Starbucks was founded over fifty years ago as a single store in Seattle, USA, selling from a narrow
shop front. From these humble beginnings, Starbucks offered fresh-roasted whole-bean coffees with
an air of romance. Moby Dick inspired the name of the now world-famous brand and upheld the
glamourised idea of the high seas and the tradition of early coffee traders.

Starbucks has always aimed to be a different coffee company that celebrates coffee as much as it
establishes a connection with its customers. With over 32 000 stores worldwide today, Starbucks is
recognised as a premier roaster and retailer of speciality coffee and continues to create connections.
With its mission - to inspire and nurture the human spirit – one person, one cup, and one
neighbourhood at a time – Starbucks lives the following values:

• Creating a culture of warmth and belonging where everyone is welcome.

• Acting with courage, challenging the status quo, and finding new ways to grow our company
and each other.
• Being present, connecting with transparency, dignity, and respect.
• Delivering our very best in all we do, holding ourselves accountable for results.
• We are performance-driven through the lens of humanity.

After a failed first attempt at establishing Starbucks in the South African market in 2016, the brand
now boasts with a total of 54 stores across the country today, under the guidance and leadership of
CEO Adrian Mazey. Mazey and his team set out to restructure the business plans for Starbucks South
Africa using economies of scale and accelerating the growth plans through their relationship with
Shoprite Checkers. By including Starbucks kiosks in the FreshX supermarkets, the Starbucks offering
is extended into regions and neighbourhoods where it otherwise might not have been able to reach.
It further allows Starbucks access to the Shoprite Checkers' leadership and innovation.

This relationship stems from the revised strategy that Starbucks set out for dominance in the South
African market. That is, to establish different types of outlets in targeted areas while finetuning the
types of products it sells to suit the South African taste. Studies amongst customers showed that
South Africans did not like the bitter taste of the brand’s original coffee beans, as introduced in 2016,
and thus a different coffee bean was sought for the South African market. After conducting a
comprehensive market opportunity analysis revealed that approximately 200 good opportunities to
open Starbucks stores in South Africa exist.
71 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1
Adapted from the following sources:

Business Tech. 2019. The big plan to turn Starbucks around in South Africa. Business Tech, [online]. Retrieved
from https://businesstech.co.za/news/business/336001/the-big-plan-to-turn-starbucks-around-in-south-africa/
[Accessed 12 June 2023].

Slater, D. 2021. Starbucks South Africa continues nationwide expansions, achieves full vaccination status in ten
stores. Real Economy News, [online]. Retrieved from https://www.engineeringnews.co.za/article/starbucks-
south-africa-continues-nationwide-expansion-achieves-full-vaccination-status-in-ten-stores-2021-12-
14#:~:text=This%20brings%20to%20a%20total%2054%20stores%20for%20Starbucks%20South%20Africa.
[Accessed 12 June 2023].

Starbucks. N.d. About us. Starbucks South Africa, [online]. Retrieved from https://www.starbucks.co.za/about-
us [Accessed 12 June 2023].

QUESTION 1 [18 MARKS]

The external environment has a big influence on the strategic marketing practices of any
product or brand.

1.1 Analyse the six (6) dimensions of Starbucks’ external environment. (6x3 =18 marks)

Note to students: apply each dimension to Starbucks and avoid copying theory. Use the rubric
below for guidance.

Rubric:

Dimensions 3 Marks 2 Marks 1 Mark 0 Marks

Technological A comprehensive The analysis A weak analysis of No
environment analysis of the given is the influence of the evidence
influence of the sufficient but technological was
technological needs further environment on provided.
environment on elaboration. Starbucks is given. Copied
Starbucks is given. verbatim
from
textbook.
3 Marks 2 Marks 1 Mark 0 Marks
Economic A comprehensive The analysis A weak analysis of No
environment analysis of the given is the influence of the evidence
influence of the sufficient but economic was
Economic needs further environment on provided.
environment on elaboration. Starbucks is given. Copied
Starbucks is given. verbatim
from
textbook.
3 Marks 2 Marks 1 Mark 0 Marks
Social and cultural A comprehensive The analysis A weak analysis of No
environment analysis of the given is the influence of the evidence
influence of the sufficient but social and cultural was
social and cultural needs further environment on provided.
environment on elaboration. Starbucks is given. Copied
Starbucks is given. verbatim

72 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1
from
textbook.
3 Marks 2 Marks 1 Mark 0 Marks
Demographics A comprehensive The analysis A weak analysis of No
analysis of the given is the influence of evidence
influence of sufficient but demographics on was
demographics on needs further Starbucks is given. provided.
Starbucks is given. elaboration. Copied
verbatim
from
textbook.
3 Marks 2 Marks 1 Mark 0 Marks
International A comprehensive The analysis A weak analysis of No
environment analysis of the given is the influence of the evidence
influence of the sufficient but international was
international needs further environment on provided.
environment on elaboration. Starbucks is given. Copied
Starbucks is given. verbatim
from
textbook.
3 Marks 2 Marks 1 Mark 0 Marks
Legal/government A comprehensive The analysis A weak analysis of No
environment analysis of the given is the influence of the evidence
influence of the sufficient but legal/government was
legal/government needs further environment on provided.
environment on elaboration. Starbucks is given. Copied
Starbucks is given. verbatim
from
textbook.

QUESTION 2 [22 MARKS]

Read the following extract and answer the questions that follow:
Starbucks provides premium coffee products; the market segment that can afford such products is the
upper-middle class. While this market can afford to purchase Starbucks products regularly, they would
still be inclined to select a cheaper alternative for the same standard of quality.

The upper-middle class group comprises households earning R40 000 to R75 000 monthly. This
group accounts for 4% of all South African households. With an average household income of
R60 000, this segment accounts for nearly a quarter of all consumer spending power. Nearly 70% of
households include at least one tertiary qualification adult. The racial breakdown of this segment has
shifted over the last decade, and the proportion of black African households increased significantly. If
Starbucks is targeting this segment, they will have to continually shift its focus and strategies to ensure
they also appeal to new entrants in the segment.

Source: Egan, P. 2021. The South African consumer landscape. In Lappeman, J., Egan, P. Rightford, G. &
Ramogase, T. (Eds.). Marketing to South African consumers. Cape Town: UCT Liberty Institute of Strategic
Marketing & UCT Libraries. https://doi.org/10.15641/0-7992-2548-8

73 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1

2.1 Considering the above statement, evaluate the attractiveness of the upper-middle class
market segment for Starbucks. (7x2 = 14 Marks)

2.2 Customer loyalty is an important consideration for any business. With Starbucks having
multiple established competitors in the market, customer loyalty becomes especially
important.

Select two (2) loyalty marketing strategies that Starbucks can implement. Discuss each
strategy you selected with its applicability to Starbucks, and explain one (1) practical way to
implement each strategy. (2x4= 8 Marks)

Note to students: Discuss the nature of each of your chosen strategies, explain its
applicability to Starbucks, and develop a practical loyalty scheme for each strategy that
Starbucks can implement. Consider existing loyalty schemes for other brands, such as the
Pick n Pay Smart Shopper as an example. Marks are awarded for your discussion and
application.

QUESTION 3 [30 MARKS]

For Starbucks to successfully implement business strategies, they need to be aware of their
competitors.

3.1 Identify five (5) competitors for Starbucks, and classify each competitor according to the
five categories. (5x2 =10 Marks)

Note to students: You are not allowed to use Vida e Caffe or Seattle Coffee Co. as a
competitor.

3.2 Examine the use of five (5) online competitive analysis tools to assist Starbucks in
obtaining more insight into the business of their competitors. (5x2 = 10 Marks)

3.3 Explain five (5) common mistakes that Starbucks should be aware of and suggest how
Starbucks can avoid each mistake when designing competitive strategies. (5x2 = 10 Marks)

Note to students: Suggest innovative ways in which Starbucks can avoid each pitfall/mistake.

74 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
ANNEXURE F: FORMATIVE ASSESSMENT 1

QUESTION 4 [20 MARKS]

Starbucks’s competitive advantage can be the result of various sources.

4.1 Examine the nine (9) sources of sustainable competitive advantage, as it relates to
Starbucks. (9x2 = 18 Marks)

4.2 From your examination in question 4.1, suggest one (1) resource that offers Starbucks
the greatest competitive advantage, and explain your reasoning. (2 Marks)

QUESTION 5 [10 MARKS]

Starbucks has a strong social media presence and a loyal following on platforms like
Instagram. To understand their customers and their associated behaviour, Starbucks can
utilise a tool to assist them in understanding their customers better and to provide content
that focuses on and attracts their target audience

5.1 Create a persona of a Starbucks customer. (10 Marks)

Rubric:

Criteria 3 Marks 2 Marks 1 Mark 0 Marks

Demographic details The demographic Demographic details Demographic details No evidence
details given explain are somewhat are incomplete. provided
the person complete.
completely.
Geographic, and The geographic and Geographic and Geographic and No evidence
psychographic details psychographic details psychographic details psychographic details provided
given explain the are somewhat are incomplete.
person completely. complete.
Behavioural details The behavioural The behavioural The behavioural No evidence
(decision-making) details are very clear details are somewhat details lack in provided
and explains the clear. explanation and
persona completely. clarity.
Is the persona No (0 marks) Yes (1 mark)
practical for
Starbucks?

TOTAL: 100 MARKS

75 HMKT330-1-Jul-Dec2023-FA1-LN-V2-12072023
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: July -December

Sample Formative Assessment 1: Marketing Management 3 (HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 20%
Assessment Type: Essay Questions
Educator: N. Mbanga
Examiner: C. Pharaoh
Due Date: Not applicable
Total: 100 marks

Instructions:
• This paper consists of four (4) questions
• It is based on Units 1 to 6 (Week 1 to week 4) of your textbooks.
o Book 1: Strategic Marketing
o Book 2: eMarketing: the essential guide to marketing in a digital world
• All questions are compulsory
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
• A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If the
Copyleaks Report indicates that a 30% similarity rating has been exceeded, 25% of the
assessment total will be deducted from the final grade. Where a Copyleaks Cheat
Detection Report is issued, your submission will automatically be treated as if you
received a similarity rating in excess of 30% and 25% of the assessment total will be
deducted from the final grade.

76 HMKT330-1-Jul-Dec2023-SampleFA1-CDP-V2-12072023
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

The following learning outcomes are assessed in this assessment:

• Be able to ask questions when assembling a digital marketing strategy
• Understand the difference between strategic marketing and marketing management.
• Understand what is a customer analysis and its relevance to business.
• Know what customer segmentation is
• Understand the importance of data in our data-driven world
• Have integrated knowledge and understanding of what data you should be collecting
Understand how data is used to improve the user experience and increase conversions

Read the article below and answer the questions that follow:

Checkers wins big at Marketing Achievement awards with Sixty60 and XtraSavings

Checkers has won four awards at the 2020/21 Marketing Achievement Awards. The awards celebrate “the
bold brands and the marketers behind them who were true to their vision, stayed on course and were
accountable to the bottom line”.

The Shoprite Group was a finalist in three categories for two separate products - the Xtra Savings rewards
programme and Checkers Sixty60, the pioneering one-hour grocery delivery service:
Excellence in New Product or Brand Launch Award (Xtra Savings and Sixty60)
Excellence in Marketing Innovation Award (Xtra Savings and Sixty60)
Excellence in Integrated Marketing (Xtra Savings)
Excellence in Digital Brand Marketing Award (Sixty60)

Of the three, Sixty60 walked away with a win in each of the three categories for which it was nominated, while
Xtra Savings picked up one win. The awards have an esteemed panel of judges who select the winners each
year, and this year’s panel included executives from Google South Africa, Absa, Nando’s, MTN, First National
Bank, Standard Bank, and Brand South Africa.

"These awards are a fresh recognition for the hard work and innovation of the teams at the Shoprite Group.
In spite of the difficulties presented by the Covid-19 pandemic, the Group continued to expand upon and
improve its offerings in the on-demand grocery delivery and rewards spaces - and both brands have rapidly
got to scale and are now an entrenched part of the national retail landscape.” - Neil Schreuder, the Shoprite
Group’s Chief of Strategy and Innovation. Sixty60 has won multiple awards since its launch in 2019. It was
declared one of Memeburn’s best apps of 2020, won Gold at the Loeries, the People’s Choice Award and
the Best Enterprise Solution at the 2020 MTN Business App of the Year Awards, and the 2020 BCX Digital
Innovation Awards.

77 HMKT330-1-Jul-Dec2023-SampleFA1-CDP-V2-12072023
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Checkers. 2021. Checkers wins big at Marketing Achievement awards with Sixty60 and XtraSavings.
Shoprite Holdings [website]. Retrieved from
https://www.shopriteholdings.co.za/articles/Newsroom/2021/checkers-wins-big-marketing-achievement-
awards.html [Accessed 07 Feb 2023].

QUESTION 1 [50 Marks]

1.1 Apply the four pillars used when answering the question “what are the factors that affect
Checkers Sixty60” and conduct a situational analysis for Checkers Sixty60.
(4x7=28 marks)

1.2 Considering the above answer, provide a comprehensive definition for Strategic Marketing.
(2 Marks)

1.3 Compare and explain the difference between strategic marketing and marketing
management of the brand. (10x2=20 Marks)

QUESTION 2 [20 Marks]

2.1 As a marketer, you need to understand the five (5) primary roles of a customer to accurately
implement marketing activities that would attract your target market. Identify and discuss the
five (5) main roles that exist for customers in a buying situation and provide practical
examples that apply to Checkers. (5x3=15 Marks)

2.2 Use the behavioural segmentation base and construct a market segment for the Checkers
Sixty60 app. (5 marks)

Rubric
0 1 2-3 4-5
Students Students provided Students provided acceptable Students provided adequate
provided un- acceptable answers in answers in relation to the answers in relation to the
acceptable relation to the segmentation of consumers but segmentation of consumers
answers in segmentation of might have not covered all of based on the specific benefits
relation to the consumers but only the following aspects which they are searching for from
segmentation covered one of the the product, such as

78 HMKT330-1-Jul-Dec2023-SampleFA1-CDP-V2-12072023
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

of consumers following aspects: include convenience and convenience and status, or

aspects convenience and status, or value value
status, or value

QUESTION 3 [30 Marks]

Source: Marketoonist.com. [website] https://marketoonist.com/2017/01/customer-centric.html

{Retrieved on 02 May 2022]

3.1 Checkers is a customer-centric brand, and as a customer-centric brand, they make use of the
five (5) principles of customer strategy. Analyse how the principles are incorporated by Checkers
within their customer strategy. Provide practical examples of each principle. (5x4=20 Marks)

3.2 A data-driven view of the customer allows a business to move from organisations-centric to
customer-centric thinking. Discuss how you would nullify the disadvantages of a data-driven
organisations. (5x2 = 10 Marks)

TOTAL: 100 MARKS

79 HMKT330-1-Jul-Dec2023-SampleFA1-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM

HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2023: July – December

Sample Formative Assessment 1: Marketing Management 3 (HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 20%
Assessment Type: Essay Questions
Educator: N. Mbanga
Examiner: C. Pharaoh
Due Date: Not applicable
Total: 100 marks

Instructions:
• This paper consists of four (4) questions.
• It is based on Units 1 to 6 (Week 1 to week 4) of your textbooks.
o Book 1: Strategic Marketing
o Book 2: eMarketing: the essential guide to marketing in a digital world
• All questions are compulsory .
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
• A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If the
Copyleaks Report indicates that a 30% similarity rating has been exceeded, 25% of the
assessment total will be deducted from the final grade. Where a Copyleaks Cheat
Detection Report is issued, your submission will automatically be treated as if you

80 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
received a similarity rating in excess of 30% and 25% of the assessment total will be
deducted from the final grade.

The following learning outcomes are assessed in this assessment:

• Be able to ask questions when assembling a digital marketing strategy.
• Understand the difference between strategic marketing and marketing management.
• Understand what is a customer analysis and its relevance to business.
• Know what customer segmentation is.
• Understand the importance of data in our data-driven world.
• Have integrated knowledge and understanding of what data you should be collecting.
• Understand how data is used to improve the user experience and increase conversions.

Read the article below and answer the questions that follow:

Checkers wins big at Marketing Achievement awards with Sixty60 and XtraSavings

Checkers has won four awards at the 2020/21 Marketing Achievement Awards. The awards
celebrate “the bold brands and the marketers behind them who were true to their vision, stayed
on course and were accountable to the bottom line”.

The Shoprite Group was a finalist in three categories for two separate products - the Xtra Savings
rewards programme and Checkers Sixty60, the pioneering one-hour grocery delivery service:
• Excellence in New Product or Brand Launch Award (Xtra Savings and Sixty60)
• Excellence in Marketing Innovation Award (Xtra Savings and Sixty60)
• Excellence in Integrated Marketing (Xtra Savings)
• Excellence in Digital Brand Marketing Award (Sixty60)

Of the three, Sixty60 walked away with a win in each of the three categories for which it was
nominated, while Xtra Savings picked up one win. The awards have an esteemed panel of judges
who select the winners each year, and this year’s panel included executives from Google South
Africa, Absa, Nando’s, MTN, First National Bank, Standard Bank, and Brand South Africa.

"These awards are a fresh recognition for the hard work and innovation of the teams at the
Shoprite Group. In spite of the difficulties presented by the Covid-19 pandemic, the Group

81 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
continued to expand upon and improve its offerings in the on-demand grocery delivery and
rewards spaces - and both brands have rapidly got to scale and are now an entrenched part of
the national retail landscape.” - Neil Schreuder, the Shoprite Group’s Chief of Strategy and
Innovation. Sixty60 has won multiple awards since its launch in 2019. It was declared one of
Memeburn’s best apps of 2020, won Gold at the Loeries, the People’s Choice Award and the Best
Enterprise Solution at the 2020 MTN Business App of the Year Awards, and the 2020 BCX Digital
Innovation Awards.

Checkers. 2021. Checkers wins big at Marketing Achievement awards with Sixty60 and
XtraSavings. Shopright Holdings [website]. Retrieved from
https://www.shopriteholdings.co.za/articles/Newsroom/2021/checkers-wins-big-marketing-
achievement-awards.html [Accessed 23 April 2022].

QUESTION 1 [50 Marks]

1.1 Apply the four (4) pillars of a situational analyses used when answering the question “what
are the factors that affect Checkers Sixty60” and conduct a situational analysis for Checkers
Sixty60.
(4x7=28 Marks)

Solution: Book 2, Unit 1, page 7-9

Note to grader: One (1) mark is awarded for correctly identifying the pillar and maximum of six (6)
additional marks for discussion points. Answer must apply to Checkers Sixty60. Use the below as
guidance and use discretion as students are required to use their own words.

• Understanding the environment.  The environment is the overall context or ‘outside world’
in which Checkers functions.  It can involve anything from global economics (how well is
the local currency performing these days?) to developments in your industry.  Every brand
will have a specific environment that it needs to consider, based on the type of product or
service it produces.  An analysis of the business and brand environment will typically
consider political, economic, social, technological, legal and environmental (PESTLE)
influences to identify a clear set of considerations or issues pertinent to the marketing
strategy. How did Covid influence the development of CheckersSixty60? The technology
involved?
• Understanding the business. There are several marketing models that can be used to
understand the business and brand with which you are working.  Since it’s essential for all
marketing messages to encapsulate the brand’s identity and objectives, this is a very

82 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
important step.  A crucial consideration is Checkers, the brand itself. What does it stand
for? What does it mean? What associations, ideas, emotions and benefits do people
associate with it? What makes it unique? Out of this, you can determine what the brand or
product’s unique selling point (USP) is.  A USP is the one characteristic that can make your
product or service better than the competitions. Ask yourself,  ”What unique value does it
have? Does it solve a problem that no other product does?” 
• Understanding customers.  To understand Checker’s customers, you need to conduct
market research.  Try not to make assumptions about why people like and transact with
your brand.  You may find their values and motives are quite different from what you
thought.  Ongoing research and a data-driven business will help you to build a picture of
what particular benefit or feature your business provides to your customers, allowing you to
capitalise on this in your marketing content.  One important area on which to focus here is
the consumer journey, which is the series of steps and decisions a customer takes before
buying from your business (or not).  Luckily, online data analytics allow you to get a good
picture of how people behave on your website before converting to customers; other forms
of the market research will also help you establish this for your offline channels.  On the
Internet, a consumer journey is not linear. Instead, consumers may engage with your brand
in a variety of ways, (i.e. across devices or marketing channels) before making a purchase.
The goal is to reach customers with the right marketing message at the right stage of their
journey.  For example, you may want to use aspirational messages for someone in the
exploration phase, but focus on more direct features and benefits (such as a lower price)
when they’re almost ready to buy. 
• Understanding competitors.  Finally, it’s important to know who else is marketing to your
potential customers, what they offer and how you can challenge or learn from them.  Many
competitors target the same needs in a given customer, sometimes through very similar
products. PnP ASAP, Woolies digital App, etc.  Positioning places your brand in a unique
place in people’s minds.  It is impossible to create a strong value proposition or USP without
knowing your competitors’ positioning strategy. On the Internet, your competitors are not just
those who are aiming to earn your customers’ money; they are also those who are capturing
your customers’ attention.  With more digital content being created in a day than most
people could consume in a year – for example, over 300 hours of video are uploaded to
YouTube every minute (YouTube, 2017) – the scarcest resources these days are time, focus
and attention.  When considering competition, it’s also worthwhile looking at potential
replacements for your productThe Internet is disrupting and accelerating the pace of
disintermediation in a number of industries, meaning that people can now go directly to the
business instead of transacting through a middleman (look at the travel industry as an
83 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
example).  To stay ahead, you should be looking at potential disruptors of your industry as
well as the existing players. 

The following learning outcome is assessed in this question:

• Understand how to define and distinguish business strategy and marketing strategy.

1.2 Considering the above answer, provide a comprehensive definition for Strategic Marketing.
(2 Marks)
Solution: Book 1, Unit 1 – page 12
Note to grader: Award two (2) marks for the definition. Use discretion as students may use
their own words.

Strategic marketing is the way a firm effectively differentiates itself from its competitors by
capitalising on its strengths (both current and potential) to provide consistently better value
to customers than its competitors. 

The following learning outcome is assessed in this question:

• Understand the difference between strategic marketing and marketing management.

1.3 Compare and explain the difference between strategic marketing and marketing
management of the brand. (10x2=20 Marks)

Solution: Book 1, Unit 1 – page 12

Note to grader: Two (2) marks are awarded for each correct effort. Marking guidelines are
provided below, examiners discretion is advised as answers from students will differ.

• Strategic management is inductive and instinctive , while marketing management is

deductive and logical. 
• Strategic marketing focuses on the actions of the SBUs  while marketing management will
deal with the marketing activities of a specific SBU. 
• Within strategic marketing, a high degree of originality and innovation is required, while
maturity, familiarity, and control are necessary within marketing management. 
• Leadership with a practical viewpoint is a characteristic of strategic marketing while
marketing management requires leadership with a spontaneous viewpoint. 

84 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
• Strategic marketing focuses on the long-term while marketing management focuses on a
day-to-day basis. 
• Strategic management considers the environment as ever-changing and active while
marketing management perceives the environment as stable with infrequent instability. 
• The decision process within strategic management is mainly bottom-up  while the marketing
management decision process is top-down. 
• Strategic Marketing is always on the lookout for opportunities and is ongoing, while
marketing management has an Ad hoc approach to opportunities. 
• Strategic marketing sustains a close relationship with the financial function within the
organisations, while marketing management has a less clear relationship. 
• Strategic management attains synergy between various components of the organisations
both horizontally and vertically, while marketing management pursues the interest of a
decentralized unit. 

• The following learning outcome is assessed in this question:

Understand the difference between strategic marketing and marketing management.

QUESTION 2 [20 Marks]

2.1 As a marketer, you need to understand the five (5) primary roles of a customer to accurately
implement marketing activities that would attract your target market. Identify and discuss the five (5)
main roles that exist for the customer in a buying situation and provide practical examples that apply
to Checkers. (5x3=15 Marks)

Solution: Book 1, Unit 2, p. 40-41

Note to grader: Award one (1) mark for identifying the function, one (1) mark for an explanation,
and one (1) mark for an example. A sample answer is provided below. Please use this as guidance,
and use the rubric provided to grade the answer.

Sample answer:
• The initiator.  This is the person who initiates the process of finding a solution to the
problems of the customer . In the case of the purchase of a freshly baked bread at
Checkers, it could be a hungry child who recognises her own need for substance. In the case
of a checkers, the recording of a particular line of product nearing sell-out may be initiated by
a stock controller or even an automatic order processing system. 

85 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
• The influencer.  This refers to all persons who could influence or have some form of
influence on the decision to buy . A hungry child may have initiated the search for slice of
bread, but the parents may have a strong influence (through holding the purse strings) on
whether the product is actually bought. In Checkers, the ultimate customers will have a strong
influence on the brands offered – the brands they buy or request the store to stock will be
those most likely to be ordered. 
• The decider.  When considering the opinion of the first two roles (initiators and influencers),
it is imperative that some individual actually makes the decision as to which product or service
to purchase . This may go back to the initiator or the influencer in the case of the bread. In
the Checkers, the decider may be a merchandiser whose task is to specify which brands to
stock, what quantity to order, etc. 
• The purchaser. The person that physically purchases the product or service is referred to
as the purchaser . He or she is, in effect, the individual that hands over the cash in exchange
for the benefits. This may be the child or parent in the case of the bread. In business buying,
it is usually a professional buyer who, after taking account of the various influences on the
decision, eventually places the order, attempting to get the best value for money possible. 
• The consumer.  The final consumer (end-user) of the product or service is the person who
actually uses the offer . For the bread, it will be the child. For the goods in the Checkers, it
will be the supermarket’s customers

The following learning outcome is assessed in this question:

Understand what a customer analysis and its relevance to business is.

2.2 Use the behavioural segmentation base and construct a market segment for the Checkers
Sixty60 app. (5 Marks)

Solution: Book 1, Unit 3, page 46

Note to grader: Make use of the table below as criteria for segmentation and the rubric. Award a
total of five (5) marks for a correct segment. A sample answer is provided as guidance.

86 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM

Rubric
0 1 2-3 4-5
Students Students provided Students provided acceptable Students provided adequate
provided un- acceptable answers in answers in relation to the answers in relation to the
acceptable relation to the segmentation of consumers but segmentation of consumers
answers in segmentation of might have not covered all of based on the specific benefits
relation to the consumers but only the following aspects which they are searching for from
segmentation covered one of the include convenience and the product, such as
of consumers following aspects: status, or value convenience and status, or
aspects convenience and value
status, or value

Sample answer:

Consumers for Checkers Sixty60 enjoy the convenience of having their groceries delivered at their
chosen location, instead of having to travel to the shops. These consumers do not mind paying an
additional amount for the convenience factor. They enjoy the status associated with having groceries
delivered at their homes, and value the aspect of saving time and effort. These consumers are busy
individuals who have little time for grocery shopping, and prefer to have it come to them.

The following Learning Outcome is assessed in this question:

• Know what customer segmentation is;

87 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM

QUESTION 3 [30 Marks]

Source: Marketoonist.com. [website] https://marketoonist.com/2017/01/customer-centric.html

{Retrieved on 02 May 2022]

3.1 Checkers is a customer-centric brand, and as a customer-centric brand, Checkers make use of
the five (5) principles of customer strategy. Analyse how the principles are incorporated by Checkers
within their customer strategy. Provide practical examples of each principle. (5x4=20 Marks)

Solution: Book 2, Unit 3: pg. 48

Note to grader: One (1) mark per principle and a maximum of two (2) marks for any additional facts
stated under the segment. An additional mark for a practical example.

• You are not the customer. No members of Checkers staff should presume to know what
customers will like or want. No one person’s hunches or intuition will be as accurate as a
large data set.  Use research and data to understand what your customers will like and how
they will act accordingly. Checkers will make use of data to provide the brands customers
want and need. 
• Your brand does not know the customers as well as they know themselves.  Checkers
should understand their customers, realize that the customers are changing and be willing
and able to use data to track and respond to that change.  Checkers will use data analytics
to see changes in customer buying behavior and provide new brands which customers want.

• Customers are all different. Broad segmentation is the same as generalisation.  With the
amount of data available, Checkers is capable of very granular segmentation so instead of
88 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM
talking about “All women between 18 and 30 who use makeup”,  they can narrow it down
to “Women between 18 and 30 who use makeup, are interested in X and Y, who like to
consume Z and who are friends with A and B”.  Preferred brands are available for each
segment of the customer market to allow freedom of choice. 
• Checkers customers are constantly changing.  Dynamic data is essential to ensuring your
view of your customer is accurate and relevant.  Checkers will analyze data to stay relevant
and up to date with changes in the market  as well as buying trends. 
• Data drives the customer-centric view.  Checkers cannot give their customers what they
want unless you know what that is and who they are.  Checkers will make use of the data
captured on loyalty cards to assess what the customer’s needs and wants are and ensure
that their isles are stocked with brands and products their customers want and need.

The following Learning Outcome is assessed in this question:

• Understand the importance of data in our data-driven world
• Have integrated knowledge and understanding of what data you should be collecting
• Understand how data is used to improve the user experience and increase conversions

3.2 A data-driven view of the customer allows a business to move from organisations-centric to
customer-centric thinking. Discuss how Checkers could nullify the disadvantages of a data-driven
organisations. (5x2=10 marks)

Solution: Book 2, Unit 3: pg. 52-53

Note to grader: One (1) mark for identifying the disadvantage and one (1) mark for providing a
strategy to nullify the disadvantage. Grader’s discretion is needed, sample answer provided below:

Disadvantage

• Be data-driven in everything, no picking and choosing.  Implement data-driven strategies

holistically throughout Checkers

89 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
 ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT MEMORANDUM

• Persuade the entire organisation to adopt this mindset.  Links with above disadvantage provide
advantages of a data-driven organisation to all departments and units. 

• Set up an organisational structure that will enable data to flow easily Provide information sessions
to inform all staff of the organizational changes and provide advantages to staff

• Invest in the cycle and in data to apply the insights that will help you get more data.  Checkers
corporate must have buy-in to support the investment

• Keep in mind that the huge amount of data available can make finding meaningful patterns
trickyAppoint or train staff to be able to manage data sizes and workloads. 

The following Learning Outcome is assessed in this question:

• Understand the importance of data in our data-driven world

TOTAL: 100 MARKS

90 HMKT330-1-Jul-Dec2023-SampleFA1 Memo-CDP-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: July - December

Formative Assessment 2: Marketing Management 3 (HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 20%
Assessment Type: Essay-Type Questions
Educator: N. Mbanga
Examiner: Dr L. Nicholas
Due Date: 20 October 2023

Total: 50 Marks

Instructions:

• This assignment consists of two (2) essay-type questions that form part of the
proposal.
• It is based on Units 7-11 of your prescribed courseware.
o Book 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing.
3rd Ed. Cape Town: Juta.
o Book 2: Stokes, R. 2018. eMarketing: The Essential Guide to Marketing in
a Digital World. Cape Town: The Red & Yellow Creative Business School.
• All questions are compulsory.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
o

91 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

The following learning outcomes are assessed in this assessment:

• Identify and discuss the stages of the product life cycle.

• Identify possible marketing strategies that can be adopted in each stage.
• Explain that not all product life cycles are the same.
• Know how to decide on the correct Marketing Strategy for the organisation.

Read the case study below and answer the questions that follow.

Netflix – The Ultimate Challenger

Netflix, which started as a DVD rental service, was founded on August 29, 1997, in Scotts Valley,
California when founders Marc Randolph and Reed Hastings came up with the idea of starting the
service of offering online movie rentals. In 2000, Netflix introduced a personalised movie
recommendation system. In this system, a user-based rating helps accurately predict Netflix
members' choices. By 2005, the number of Netflix subscribers rose to 4.2 million. By 2007 the
company decided to move away from its original core business model of DVDs by introducing
video on demand via the Internet. As a part of the internet streaming strategy, they decided to
stream their content on Xbox 360, Blu-Ray disc players, and TV set-top boxes. In 2013, Netflix
won three Primetime Emmy Awards for its series House of Cards. By 2014, Netflix made itself
available in 6 countries in Europe and won 7 creative Emmy Awards for House of Cards and
Orange Is the New Black. With blooming streaming services, Netflix gathered over 50 million
members globally. By 2016, Netflix was accessible worldwide, and the company has continued to
create more original content while pressing to grow its membership. From this point, Netflix was
unstoppable and today it has a worldwide presence in the video-on-demand industry.

Netflix’s Value Proposition: Netflix aims to provide the best customer experience by deploying
valuable propositions. Here is how the online streaming brand strives to do so:
• With a 24/7 streaming service, users can enjoy shows and movies in high-definition quality
from anywhere whether they are at home or traveling.
• Users get access to thousands of movies and tv shows and Netflix Original movies or
shows.
• New signups are offered a 30-day free trial and have the option of cancelling their
subscriptions anytime.
• Receive algorithmic recommendations for new items to watch.
• At Netflix, users have the flexibility to either turn on notifications and suggestions or keep
them switched off.

92 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

• Netflix’s “user profiles” give leverage for users to personalize their user accounts and
preferences. The User profiles allow the “admin-user” to modify, allow or ever restrict certain
users.
• Sharing account options is one of the rarest features a movie platform can provide. Sharing
accounts feature on Netflix allows spouses, friends, or even groups to share an account with
specific filters and preferences already set.

In less than 4 years, Netflix has gathered a major share of the market. Today most households in
South Africa subscribe to Netflix, and that number is still expected to rise in the years to come. The
product is designed so well, that you remain engrossed in the content they deliver. They
adopted top digital marketing strategies. Consult the best brand activation agencies.

Netflix is a rare example of a company doing everything right. From its branding and content right
down to its business model and product, the company has always excelled at making smart,
strategic decisions. With its large market share and focus on numbers, Netflix has managed to
develop a deep understanding of its audience that very few others have. With this knowledge,
paired with a strong, affordable product, there’s no limit to what this brand can do in the future.

Adapted from source: Menghani, T. N.d. A case study on Netflix’s marketing strategies and
tactics. The Marcom Avenue, [online]. Retrieved from https://www.themarcomavenue.com/blog/a-
case-study-on-netflixs-marketing-strategies-tactics/ [Accessed: 13 June 2023].

QUESTION 1 [30 MARKS]

Reflect on the information presented in the case study above, titled Netflix – The Ultimate
Challenger, and answer the question below.

1.1 Argue, in essay format, the product life cycle (PLC) stage that Netflix finds itself in.
Substantiate your argument with valid reasons. (10 Marks)

Note to students: Your answer should be in essay format of 400-600 words, with an
introduction, body, and conclusion. Use the rubric below for further guidance.

93 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

Rubric:

2 marks 1 mark 0 marks

Introduction A strong introduction Adequate introduction No evidence provided.
that introduces the topic that introduces the
and advises on what reader to the topic.
the reader can expect
from the essay.
2 marks 1 mark 0 marks
The selected PLC The selected stage is Netflix can be argued No evidence provided.
stage. the correct stage in to fit into the selected
which Netflix finds itself. PLC stage, but
another stage might
be more adequate.
3-4 marks 2-1 marks 0 marks
Application to Netflix / The selected stage is The selected stage is No evidence provided.
Argument on why explained well and explained and
Netflix is placed in the clearly, and the adequately applied to
chosen stage application of the stage Netflix. A further
to Netflix is strong and argument is needed to
convinces the reader. fully convince the
reader.

2 marks 1 mark 0 marks

Conclusion A strong conclusion that An adequate No evidence provided.
summarises the conclusion that
argument well and summarises the
closes off the argument. argument somewhat.

1.2 Considering the product life cycle stage you identified in question 1.1, identify a
possible marketing strategy that Netflix has implemented. Argue why this marketing stage
is applicable to Netflix and the stage Netflix finds itself in. (10 Marks)

Rubric:

2 marks 1 marks 0 marks

The selected The strategy selected is The strategy chosen is No evidence is
marketing strategy applicable to the PLC applicable to the PLC provided.

94 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

stage suggested in stage suggested in

question 1.1, and question 1.1, but not
applicable to Netflix. quite reflective of
Netflix.
4-3 marks 2-1 marks 0 marks
Explanation of the The explanation is clear The explanation No evidence is
identified strategy and holistic. The touches the surface and provided.
student consulted explains the strategy
additional sources of briefly. The student did
information to expand not go through effort to
the explanation beyond expand on the
the basics. description.
4-3 marks 2-1 marks 0 marks
Application to The application is well The application is No evidence is
Netflix done and convinces the adequate but lacks in provided.
reader fully as to the convincing the reader
strategy’s application to fully as to the selected
Netflix. strategy’s application to
Netflix.

1.3 As Netflix moves through the product life cycle, consumers will either increasingly
adopt the streaming service or move to new or different services. Netflix must focus on
consumers who can be classified as early adopters, who are always ready to try something
new.

Explain the consumer adoption process as it applies to Netflix. (5x2 = 10 Marks)

Note to students: No marks are awarded for theory. Make sure that you apply the stages
of the consumer adoption process to Netflix.

QUESTION 2 [20 MARKS]

As with all brands, Netflix can benefit from a social media strategy. The fast-moving nature
of social media means proper planning is vital. The realisation that social media is a two-
way communication tool will further enhance the success of Netflix’s social media strategy.

Discuss how Netflix can go about creating a strong and effective social media strategy.

95 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

Note to students: your discussion should be in an essay format of 500-700 words. Marks
will be awarded according to the rubric below. Consult additional sources (a minimum of
two) to substantiate your discussion and include a list of references, as well as an
introduction and conclusion for your essay. Make use of the Boston Harvard method of
referencing as the format for your references.

Rubric on the next page:

96 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

1 mark 0 marks
Introduction
(total marks = 1) A strong introduction is No evidence provided.
provided for the essay.
Content / Body 0-3 4-6 7-9 10-12 13-15
(total marks = 15) 0 marks: no evidence Presents a very ordinary, The essay shows An above-average An in-depth
provided. mediocre attempt to answer understanding, and the interpretation of the interpretation of the
the question. student has interpreted topic. All aspects of topic, all aspects of the
1-3 marks: It is difficult to Very little depth of the topic well. the topic are topic are fully explored.
determine if the topic has understanding in response to A fairly detailed response adequately explored. An excellent response is
been addressed. There is the topic is evident. to the topic is given. A detailed response is evident (90+% or an
little to no evidence of a Arguments are not Some sound arguments given. outstanding response).
planned structure, no convincing and very little are given, but not all of A range of sound A range of striking
paragraphing or coherence. justification is given from the them are as well arguments are given, arguments are given
Poor use of language and text. motivated as they could and are well supported and extensively
grammar. The student has not fully be. by text. supported from the text.
come to grips with the topic. Understanding of genre Very good Excellent understanding
If the student misinterpreted and text evident understanding of of genre and prescribed
the question, 1 mark is genre and text text
awarded for attempting to
answer.
1 mark 0 marks
Conclusion A strong conclusion is
(total marks = 1) provided to round off the No evidence provided.
essay.

97 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE I: FORMATIVE ASSESSMENT 2

2 marks 1 mark 0 marks

List of The sources consulted were Sources consulted have
references (total included in a list of been included. The incorrect No sources consulted and
marks = 3) references and the correct referencing format was used. no list of references have
format has been used. been included.
Add 1 mark if the student
Add 1 mark if the student cited the sources correctly in-
cited the sources correctly text.
in-text.

TOTAL: 50 MARKS

98 HMKT330-1-Jul-Dec2023-FA2-LN-V2-12072023
ANNEXURE J: SUMMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: July – December

Summative Assessment 1 (SA1): Marketing Management 3
(HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 50%
Assessment Type: Project
Educator: N. Mbanga
Examiner: C. Pharaoh
Due Date: 6 November 2023

Total: 100 Marks

Instructions:

• This paper consists of six (6) questions.

• All questions are compulsory.
• A Copyleaks Report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the Copyleaks Report is correctly issued. If the
incorrect document is uploaded, or if no Copyleaks Report is issued, a mark of
zero (0) will be awarded. If the Copyleaks Report indicates that a 30% similarity
rating has been exceeded, 25% of the assessment total will be deducted from
the final grade. Where a Copyleaks Cheat Detection Report is issued, your
submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final
grade.

99 HMKT330-1-Jul-Dec2023-SA1-CDP-V2-12072023
 ANNEXURE J: SUMMATIVE ASSESSMENT 1

• Your assessment must be typed using:

o Font: Arial
o Font size: 12
o Line spacing: 1.5

The following Learning Outcomes are assessed in this question:

Understand and evaluate strengths, weaknesses, opportunities, threats (SWOT) analysis
Conduct a customer analysis
Conduct market analysis
Discuss and define the competitive arena of the industry
Understand Porter’s generic strategies
Discuss and explain what a sustainable competitive advantage (an SCA) is
Compile a strategic marketing plan for any brand/product in a specific industry

You have been tasked with creating a strategic marketing plan for a South African
chicken fast food brand of your choice.

You can use one of the following brands, or select another existing South African chicken
fast food brand:
• Chesa Nyama
• Chicken Licken
• The Fish & Chips Co.
• Hungry Lion
• Nando’s
• KFC

Important to note:

• If you use a brand other than a South African chicken fast-food, 10% (10 marks) will
be subtracted from your final grade.

• Consult the Sample Summative Assessment 1 (SA1) in your course guide as an

example of a completed Strategic Marketing Plan.

100 HMKT330-1-Jul-Dec2023-SA1-CDP-V2-12072023
 ANNEXURE J: SUMMATIVE ASSESSMENT 1

• You are not allowed to copy and paste any information from this compiled plan, as
this plan only serves to guide you in compiling your own plan for your chosen brand.

Project description:

• This assessment is designed to determine your understanding of compiling a

Strategic Marketing Plan.
• Read the questions carefully; ensure you understand them before attempting
to answer them. The focus of this assessment is on compiling a Strategic
Marketing Plan; you need to complete the sections as indicated to complete the
plan for your selected product/brand.
• To complete this assessment, you must move well beyond the boundaries of
the textbook and conduct research regarding your brand/product.
• All assumptions made need to be based on 2021/2023 market conditions and
information.
• Marks will only be allocated for application, and refrain from copying theory
verbatim from your textbook.

1. Executive Summary (10)

The Executive Summary provides a brief overlook of the major lines of
the document.
The Executive Summary provide a clear, concise overview of the
following points:

• Company Description
• Target Segment
• Competitive Advantage
• Marketing Plan Objectives

2. The Company Description (10)

The Company Description highlights the recent history and recent
successes of the organisation.

101 HMKT330-1-Jul-Dec2023-SA1-CDP-V2-12072023
 ANNEXURE J: SUMMATIVE ASSESSMENT 1

3. Strategic Focus and Plan (15)

This section covers three aspects of corporate strategy that influence
the strategic marketing plan:

3.1 The mission,

3.2 Goals
• Nonfinancial goals
• Financial goals
3.3 Core competence/sustainable competitive advantage of your
product/brand.

4. The Situation Analysis (15)

The situation analysis should take into account both the internal and
external factors affecting the market for your chosen beverage brand.
Use the below aspects to conduct a situation analysis.

• SWOT analysis
• Industry analysis
• Competitor analysis
• Company analysis
• Customer analysis

5. Product-Market Focus (10)

This section should cover all components pertaining to the marketing
strategy for the brand.

5.1 Marketing and product objectives

5.2 New Target markets
5.3 Points of Difference
5.4 Positioning

102 HMKT330-1-Jul-Dec2023-SA1-CDP-V2-12072023
 ANNEXURE J: SUMMATIVE ASSESSMENT 1

6.1 Marketing program (15)

6.1 Product strategy
This section describes in detail three key elements of the company’s
product strategy: the product line, its quality and how this is achieved,
and its “cutting edge” packaging. Please include visuals of your
product/brand and the packaging.

6.1.1 Product Line

6.1.2 Unique Product Quality
6.1.3 Packaging

6.2 Price strategy (5)

The Price Strategy section makes the company’s price point very clear,
along with its price position relative to potential substitutes.

6.3 Promotion strategy (10)

The Promotion strategy describes all the promotional activities planned
for your product/brand.

6.4 Distribution strategy (10)

The Distribution Strategy is described in terms of both (1) the present
method and (2) the new one to be used when the increased sales
volume makes it feasible.

[TOTAL = 100 MARKS]

103 HMKT330-1-Jul-Dec2023-SA1-CDP-V2-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2023: July -December

Sample Summative Assessment 1: Marketing Management 3
(HMKT330-1)
NQF Level, Credits: 7, 22
Weighting: 50%
Assessment Type: Project
Educator: C. Pharoah
Examiner: S. Wiese
Due Date: Not Applicable

Total: 100 Marks

The sample strategic marketing plan is for a fictitious organisation called Wild
Kitchens.

Adapted from: Kerin, R.A. & Peterson, R.A. 2007. Strategic Marketing Problems: Cases and
Comments. 11th ed. Prentice Hall: Pearson Education, Inc.

104 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
 ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

At some point in your career, you will likely be involved in writing – or at least contributing to –
a strategic marketing plan. Keep in mind that the plan for Wild Kitchens is a single example;
no one format is used by all companies. Also, the Wild strategic marketing plan has been
condensed to make it easier to annotate and illustrate the most vital features. The important
point to remember is that the strategic marketing plan is a document designed to present
concise, cohesive information about a company’s marketing objectives to managers, lending
institutions, and others who are involved in creating and carrying out the firm’s overall business
strategy.

1. Executive Summary (10)

Company Description
Briefly describe the organisation and offerings (products and/or services) your marketing
plan focuses on, and the problem(s) they solve.
Target Segment
Identify and briefly describe your target segment.
Competitive Advantage
Explain your organisation’s competitive advantage.
Positioning Statement
Provide the positioning statement your marketing plan will apply.
Marketing Plan Objectives
List the objectives of the marketing plan: What will it accomplish? Be as specific as
possible: anticipated increase in sales, profits, market share.

Executive Summary 0 1-3 4-6 7-9 10

The extent to which No Executive Executive Good solid Good solid and
the executive executive Summary is Summary is executive captivating
summary states the summary. present, but is competent but summary. executive
company lacking with not solid; it either summary which
description, target major gaps or does not address states all the
market, weaknesses. all the aspects of aspects of the
competitive the plan or it plan and
advantage and does not provide provides a solid
marketing plan a solid overview overview of the
objectives. of the plan. plan.

2. The Company Description (10)

The Company Description highlights the recent history and recent successes of the
organisation.
Wild Kitchens was started by cofounders Randall F. Peters and Leah E. Peters to develop
and market Wild Chili, a unique line of single serve and microwavable Mexican style frozen

105 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

chili products. The Wild® line of chili was first introduced into the Minnesota and expanded
to Denver two years later and Phoenix two years after that.
The Wild is the only premium-quality, authentic Mexican-style, frozen chili sold in U.S.
grocery stores. Its high quality has gained fast, widespread acceptance in these markets.
In fact, same-store sales doubled in the last year for which data are available. The
Company believes the Wild brand can be extended to other categories of Mexican food
products such as tacos and burritos.
Wild Kitchens believes its high-quality, high-price strategy has proven successful. This
strategic marketing plan outlines how the company will extend its geographic coverage
from 3 markets to 20 markets by the year 2025.

The Company 0 1-3 4-6 7-9 10

Description

The Company No company The company Fair description Fair Excellent

Description description. description is but not enough description but description and
highlights the present, but is detail. not enough very clear with
recent history and lacking with detail. appropriate
recent successes of major gaps or application.
the organisation. weaknesses.

106 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
 ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

3. Strategic Focus and Plan (15)

This section covers three aspects of corporate strategy that influence the strategic
marketing plan:
3.1 The mission,
3.2 Goals
• Nonfinancial goals
• Financial goals
3.3 Core competence/sustainable competitive advantage of your product/brand.

This section covers three aspects of corporate strategy that influence the strategic
marketing plan:(1) the mission, (2) goals, and (3) core competence/sustainable
competitive advantage of
Wild Kitchens.

3.1 The Mission Statement focuses the activities of Wild Kitchens for the stakeholder
groups to be served.
The mission and vision of Wild Kitchens are to market lines of high-quality Mexican food
products at premium prices that satisfy consumers in this fast-growing food segment while
providing challenging career opportunities for employees and above-average returns to
shareholders.

The goals section sets both the financial and nonfinancial targets— where possible in
quantitative terms—against which the company’s performance will be measured.
3.2 Goals
For the coming five years, Wild Kitchens seeks to achieve the following goals:
• Nonfinancial goals
1. To retain its present image as the highest-quality line of Mexican products in the food
categories in which it competes.
2. To enter 17 new metropolitan markets.
3. To achieve national distribution in two convenience store or supermarket chains by
2022 and five by 2025.
4. To add a new product line every third year.
5. To be among the top three chili lines—regardless of packaging (frozen, canned) in one-
third of the metro markets in which it competes by 2022 and two-thirds by 2025.
• Financial goals

107 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

1. To obtain a real (inflation adjusted) growth in earnings per share of 8 percent per year
over time.
2. To obtain a return on equity of at least 20 percent.
3. To have a public stock offering by the year 2025.

3.3 Core competency and sustainable competitive advantage

In terms of core competency, Wild Kitchens seeks to achieve a unique ability (1) to provide
distinctive, high-quality chilies and related products using Mexican recipes that appeal to
and excite contemporary tastes for these products and (2) to deliver these products to the
customer’s table using effective manufacturing and distribution systems that maintain the
Company’s quality standards. To translate these core competencies into a sustainable
competitive advantage, the Company will work closely with key suppliers and distributors
to build the relationships and alliances necessary to satisfy the high taste standards of our
customers.

The mission 0 1-2 3 4 5

No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the mission of the mission of the mission of the mission of
the chosen the chosen the chosen the chosen
product/brand product/brand. product/brand product/brand.
. .
Goals 0 1-2 3 4 5
No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the goals of the goals of the the goals of the goals of the
the chosen chosen the chosen chosen
product/brand product/brand. product/brand product/brand.
. .
Core 0 1-2 3 4 5
competence/ No attempt Inadequate Lack of proper Reasonable Quite detailed
sustainable description of description of description of description of
competitive the core the core the core the core
advantage of competence/ competence/ competence/ competence/
your sustainable sustainable sustainable sustainable
product/brand. competitive competitive competitive competitive
advantage of advantage of advantage of advantage of
the chosen the chosen the chosen the chosen
product/brand product/brand. product/brand product/brand.
. .

108 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
 ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

4. The Situation Analysis

4.1 SWOT analysis
4.2 Industry analysis
4.3 Competitor analysis
4.4 Company analysis
4.5 Customer analysis

4.1 Swot analysis

The table above shows the internal factors affecting the market opportunities for Wild
Kitchens. Stated briefly, this SWOT analysis highlights the great strides taken by the
organisation since its products first appeared on the retailers’ shelves. In the
organisation’s favour internally are its strengths of an experienced management team and
board of directors, excellent acceptance of its lines in the three metropolitan markets in
which it competes, and a strong manufacturing and distribution system to serve these
limited markets.

109 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

Favourable external factors (opportunities) include the increasing appeal of Mexican

foods, the strength of the upscale market for the organisations products, and food-
processing technological breakthroughs that make it easier for smaller food producers to
compete.

4.2 Industry analysis

The Industry Analysis section provides the backdrop for the sub-sequent, more detailed
analysis of competition, the company, and the company’s customers. Without an in-depth
understanding of the industry, the remaining analysis may be misdirected.
Even though relatively brief, this in-depth treatment of the Mexican food industry in the
United States demonstrates to the plan’s readers the company’s understanding of the
industry in which it competes. It gives readers confidence that the company thoroughly
understands its own industry.
On the screen is a brief summary of the industry analysis. Just a reminder the information
is bases on a fictitious organisation and figures.
Frozen foods
According to Grocery Headquarters, consumers are flocking to the frozen-food section of
grocery retailers. The reasons: hectic lifestyles demanding increased convenience and an
abundance of new, tastier, and nutritious products. By 2014, total sales of frozen food in
grocery retailers, drugstores, and mass merchandisers, such as Target and Costco
(excluding Wal-Mart), reached $27.6 billion. Prepared frozen meals, which are defined as

110 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

meals or entrees that are frozen and require minimal preparation, accounted for $7.3
billion, or 26 percent of the total frozen-food market.
Mexican Foods
Currently, Mexican foods such as burritos and tacos are used in two-thirds of American
households. These trends reflect a generally more favorable attitude on the part of all
Americans toward spicy foods that include red chili peppers. Grocery marketers and
retailers have tried to capitalise on this trend by developing meals targeted to those who
desire this type of food. Considering the current desire for convenience, several major
food processors, such as Tyson Foods as well as Hispanic-owned firms have introduced
many new frozen Mexican food entrees over the past few years.
The growing Hispanic population in the U.S., about 36 million and almost $600 billion in
purchasing power in 2020, partly explains the increasing demand for Mexican food.

4.3 Competitor analysis

As with the Industry Analysis, the Competitor Analysis demonstrates that the company
has a realistic understanding of who its major competitors are and what their marketing
strategies are. Again, a realistic assessment gives confidence to readers that subsequent
marketing actions in the plan rest on a solid foundation.

The chili market represents over $500 million in annual sales. On average, consumers
buy five to six servings annually. The products fall primarily into two groups: canned chili
(70 percent of sales) and dry chili (25 percent of sales). The remaining 5 percent of sales
go to frozen chili products. Besides Wild®, Stouffer’s offers a frozen chili product as part
of its broad line of frozen dinners and entrees. Major canned chili brands include Hormel,
Wolf, Dennison, Stagg, Austin’s, and Castleberry’s. Their retail prices range from $1.49 to
$2.49. In the fall of 2020, Campbell’s, the world’s largest maker of soup, and Bush
Brothers, a privately held marketer of baked beans, will enter the canned chili market.
However, Bush will use a glass bottle to package its Homestyle Chili brand. Bluntly put,
the major disadvantage of the segment’s dominant product, canned chili, is that it does
not taste very good. A taste test described in an issue of Consumer Reports magazine
ranked 26 canned chili products “poor” to “fair” in overall sensory quality. The study
concluded, “Chili doesn’t have to be hot to be good. But really good chili, hot or mild,
doesn’t come out of a can.”
The Consumer Reports study was more favourable about dry chili mixes, ranking them
from “fair” to “very good”.

111 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

4.4 Company analysis

The Company Analysis provides details of the company’s strengths and marketing
strategies that will enable it to achieve the mission and goals identified earlier.

Currently, Wild® products compete in the chili and Mexican frozen entree segments of the
Mexican food market. While the chili obviously competes as a stand-alone product, its
exceptional quality means it can complement such dishes as burritos and nachos and can
be readily used as a smothering sauce for pasta, rice, or potatoes. This flexibility of use is
relatively rare in the prepared food marketplace. Wild Kitchens is broadening the position
of frozen chili in a way that can lead to impressive market share for the new product
category.
The Company now uses a single outside producer with which it works closely to maintain
the consistently high quality required in its products. The greater volume has increased
production efficiencies, resulting in a steady decrease in the cost of goods sold.

4.5 Customer analysis

In terms of customer analysis, this section describes (1) the characteristics of customers
expected to buy Wild products and (2) health and nutrition concerns of Americans Today.

Customer Characteristics

Demographically, chili products in general are purchased by consumers representing a

broad range of socioeconomic backgrounds. Wild® chili is purchased chiefly by
consumers who have achieved higher levels of education and whose income is $50,000
and higher.
These consumers represent 50 percent of canned and dry mix chili users.
The household buying Wild® has one to three people in it. Among married couples, Wild®
is predominantly bought by households in which both spouses work. While women are a
majority of the buyers, single men represent a significant segment. Because the chili
offers a quick way to make a tasty meal, the product’s biggest users tend to be those most
pressed for time. Wild®’s premium pricing also means that its purchasers are skewed
toward the higher end of the income range. Buyers range in age from 25 to 54. Because
consumers in the western United States have adopted spicy foods more readily than the
rest of the country, Wild®’s initial marketing expansion efforts will be concentrated in that
region.

112 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

Health and Nutrition Concerns

Coverage of food issues in the U.S. media is often erratic and occasionally alarmist.
Because Americans are concerned about their diets, studies from organisations of widely
varying credibility frequently receive significant attention from the major news
organisations. For instance, a study of fat levels of movie popcorn was reported in all the
major media.
Similarly, studies on the healthfulness of Mexican food have received prominent “play” in
print and broadcast reports. The high calorie levels of Mexican food has been widely
reported.

Some competitors, such as Mission Foods plan to offer or have recently offered more
“carb-friendly” and “fat-friendly” products in response to this concern. Wild® is already
lower in calories, fat, and sodium than its competitors, and those qualities are not currently
being stressed in its promotions. Instead, in the space and time available for promotions,
Wild’s taste, convenience, and flexibility are stressed.

The Situation 0 1-2 3 4 5

analysis

4.1 SWOT No attempt. Demonstrates Begins to Demonstrates Demonstrates

analysis a limited demonstrate the the ability to the ability to
ability in ability to construct a
construct a
constructing a construct a situational
situational situational analysis with clear and
analysis. analysis with evidence of insightful
evidence of most relevant
situational
most relevant contextual
contextual factors. analysis with
factors, but the evidence of all
analysis is
relevant
superficial.
contextual
factors.

0 3-4 5-6 7-8 9-10

4.2 Industry No attempt. Demonstrates Begins to Demonstrates Demonstrates

analysis a limited demonstrate the the ability to the ability to
4.3 Competitor ability in ability to construct a
construct a
analysis constructing a construct a situational
situational situational analysis with clear and
4.4 Company
analysis analysis. analysis with evidence of insightful
evidence of most relevant
4.5 Customer situational
most relevant contextual
analysis contextual factors. analysis with
factors, but the evidence of all
relevant

113 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

analysis is contextual
superficial. factors.

(10)

5. Product-Market Focus
5.1 Marketing and product objectives
5.2 Target markets
5.3 Points of Difference
5.4 Positioning

5.1 Marketing and product objectives

Wild’s marketing intent is to take full advantage of its brand potential while building a base
from which other revenue sources can be mined—both in and out of the retail grocery
business. These are detailed in four areas on your screen:

5.1.1 Current markets. Current markets will be grown by expanding brand distribution at
the retail level. In addition, same-store sales will be grown by increasing consumer
awareness and repeat purchases. With this increase in same-store sales, the more
desirable warehouse distribution channel will become available, increasing efficiency and
saving costs.

5.1.2 New markets. By the end of Year 5, the chili, salsa and burrito business will be
expanded to a total of 20 metropolitan areas. This will represent 70 percent of U.S. food
store sales.

5.1.3 Food service. Food service sales will include chili products and smothering sauces.
Sales are expected to reach $693,000 by the end of Year 3 and $1.5 million by the end of
Year 5.

5.1.4 New products. Wild’s brand presence will be expanded at the retail level through
the addition of new products in the frozen-foods section. This will be accomplished through
new product concept screening in Year 1 to identify new potential products. These
products will be brought to market in Years 2 and 3. Additionally, the brand may be
licensed in select categories.

5.2 Target markets

This section identifies the specific niches or target markets toward which the
organisation’s products are directed. When appropriate and when space permits, this
section often includes a product-market matrix.

The primary target market for Wild products is households with one to three people, where
often both adults work, with household income typically above $50,000 per year. These
households contain more experienced, adventurous consumers of Mexican food and want
premium quality products.

114 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

5.3 Points of Difference

An organisation cannot grow by offering only “me-too products.” The greatest single factor
in a new product’s failure is the lack of significant “points of difference” that set it apart
from competitors’ substitutes. This section makes these points of difference explicit.

The “points of difference”—characteristics that make Wild chilies unique relative to

competitors—fall into three important areas:

• Unique taste and convenience. No known competitor offers a high-quality, “authentic”

frozen chili in a range of flavours. And no existing chili has the same combination of quick
preparation and home-style taste.
• Taste trends. The American palate is increasingly intrigued by hot spices, and Wild
brands offer more “kick” than most other prepared chilies.
• Premium packaging. Wild’s high-value packaging graphics convey the unique, high-
quality product contained inside and the product’s non-traditional positioning.

5.4 Positioning
A positioning strategy helps communicate the organisation’s unique points of difference
of its products to prospective customers in a simple, clear way. This section describes this
positioning.

In the past chili products have been either convenient or tasty, but not both. Wild pairs
these two desirable characteristics to obtain a positioning in consumers’ minds as very
high quality “authentic Mexican tasting” chilies that can be prepared easily and quickly.

Product-Market 0 1-3 4-6 7-9 10

Focus No attempt Inadequate Lack of proper Reasonable Quite detailed

5.1 Marketing and description of description of the description of description of the

product objectives the Product- Product-Market the Product- Product-Market

Market Focus Focus of the Market Focus Focus of the
5.2 Target markets
of the chosen chosen of the chosen chosen
5.3 Points of product/brand. product/brand. product/brand. product/brand.
Difference

5.4 Positioning

(15)
6.1. Marketing program
6.1 Product strategy
This section describes in detail three key elements of the company’s product strategy: the
product line, its quality and how this is achieved, and its “cutting edge” packaging. Please
include visuals of your product/brand and the packaging.
6.1.1 Product Line
6.1.2 Unique Product Quality
6.1.3 Packaging

115 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

6.1 Product strategy

6.1.1 Product line

Wild, retailing for $3.99 for a 300 gram serving, is available in five flavours.
The five are:
• Green Chili: Braised extra-lean pork with fire-roasted green chilies, onions, tomato
chunks, bold spices, and jalapeno peppers.
• Red Chili: Extra-lean cubed pork, deep-red chilies, and sweet onions.
• Beef and Black Bean Chili: Lean braised beef with black beans, tomato chunks, and
Wild’s own blend of red chilies and authentic spicing.
• Chicken Chunk Chili: Hearty chunks of tender chicken, fire roasted green chilies, black
beans, pinto beans, diced onions, and zesty spices.
• Mean Bean Chili: Vegetarian, with nine distinctive bean varieties and fire-roasted green
chilies, tomato chunks, onion, and a robust blend of spices and rich red chilies.

6.1.2 Unique Product Quality.

The flavouring systems of the Wild chilies are exclusive. The products’ tastiness is due to
extra care lavished upon the ingredients during production. The ingredients used are of
unusually high quality. Meats are low-fat cuts and are fresh, not frozen, to preserve cell
structure and moistness. Chilies are fire-roasted for fresher taste, not the canned variety
used by more mainstream products. Tomatoes and vegetables are select quality. No
preservatives or artificial flavours are used.

6.1.3 Packaging.
Reflecting the “cutting edge” marketing strategy of its producers, Wild avoids placing
predictable photographs of the product on its containers. Instead, Wild’s package shows
a Mexican motif that communicates the product’s out-of-the-ordinary positioning. This
approach signals the product’s nontraditional qualities: “adventurous” eating with minimal
fuss—a frozen meal for people who do not normally enjoy frozen meals.

6.1 Product 0 1-2 3 4 5

strategy No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
6.1.1 Product Line
the Product the Product line the Product the Product line
line of the of the chosen line of the of the chosen
chosen product/brand. chosen product/brand.
product/brand product/brand
. .

116 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

6.1.2 Unique 0 1-2 3 4 5

Product Quality No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the Unique the Unique the Unique the Unique
Product Product Quality Product Product Quality
Quality of the of the chosen Quality of the of the chosen
chosen product/brand. chosen product/brand.
product/brand product/brand
. .
6.1.3 Packaging 0 1-2 3 4 5
No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the the Packaging Packaging of the Packaging
Packaging of of the chosen the chosen of the chosen
the chosen product/brand. product/brand product/brand.
product/brand .
.

(5)
6.2. Price strategy
The Price Strategy section makes the company’s price point very clear, along with its price
position relative to potential substitutes.

6.2.1 Premium pricing

Wild chili is, at $3.99 for a 300 gram package, priced comparably to the other frozen
offerings and higher than the canned and dried chili varieties. However, the significant
taste advantages it has over canned chilies and the convenience advantages over dried
chilies justify this pricing strategy.
Price strategy 0 1-2 3 4 5
No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the Price the Price the Price the Price
strategy for strategy for the strategy for strategy for the
the chosen chosen the chosen chosen
product/brand product/brand. product/brand product/brand.
. .

(10)
6.3. Promotion strategy
The Promotion strategy describes all the promotional activities planned for your
product/brand.

117 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

Elements of the Promotion Strategy are three key promotional activities the company is
emphasising for its product line: in-store demonstrations, recipes featuring its Wild chilies,
and cents-off coupons.

6.3.1 In-Store Demonstrations:

In-store demonstrations will be conducted to give consumers a chance to try Wild®
products and learn about their unique qualities. Demos will be conducted regularly in all
markets to increase awareness and trial purchases.

6.3.2 Recipes
The products’ flexibility of use is a key selling point, recipes will be offered to consumers
to stimulate use. The recipes will be given at all in-store demonstrations, on the back of
packages, and through a mail-in recipe book offer. In addition, recipes will be included in
coupons sent by direct-mail or freestanding inserts. For new markets, recipes will be
included on in pack coupon inserts.

6.3.4 Cents-off coupons

To generate trial and repeat-purchase of Wild® products, coupons will be distributed in
four ways:
• In Sunday newspaper inserts. Inserts are highly read and will help generate awareness.
Coupled with in-store demonstrations, this has been a very successful technique so far.
• In-pack coupons. Inside each box of Wild® chili will be coupons for $1 off two more
packages of the chili. These coupons will be included for the first three months the product
is shipped to a new market. Doing so encourages repeat purchases by new users.
• Direct-mail chili coupons. Those households that fit the Wild® demographics described
above will be mailed coupons. This is likely to be an efficient promotion due to its greater
audience selectivity.
• In-store demonstrations. Coupons will be passed out at in-store demonstrations to give
an additional incentive to purchase

Promotion 0 1-3 4-6 7-9 10

strategy No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of description of description of
the Promotion the Promotion the Promotion the Promotion
strategy for strategy for the strategy for strategy for the
the chosen chosen the chosen chosen
product/brand product/brand. product/brand product/brand.
. .

118 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE K: SAMPLE MEMORANDUM SUMMATIVE ASSESSMENT 1

Distribution 0 1-3 4-6 7-9 10

strategy No attempt Inadequate Lack of proper Reasonable Quite detailed
description of description of the description of description of the
the Distribution Distribution the Distribution Distribution
strategy for the strategy for the strategy for the strategy for the
chosen chosen chosen chosen
product/brand. product/brand. product/brand. product/brand.

6.4 Distribution strategy

The Distribution Strategy is described in terms of both (1) the present method and (2) the
new one to be used when the increased sales volume makes it feasible.
Wild® is distributed in its present markets through a food distributor. The distributor buys the
product, warehouses it, and then resells and delivers it to grocery retailers on a store-by-store
basis. This is typical for products that have moderate sales— compared with, say, staples
like milk or bread. As sales grow, we will shift to a more efficient system using a broker who
sells the products to retail chains and grocery wholesalers.

119 HMKT330-1-Jul-Dec2023-Sample-SA1Memo-SW-V1-12072023
ANNEXURE L: SUMMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: July – December

Summative Assessment 2: Marketing Management 3 (HMKT330-1)

NQF Level, Credit: 7, 22

Weighting: 10%

Assessment Type: Research Essay

Educator: N. Mbanga

Examiner: Dr L. Nicholas

Due Date 6 November 2023

Total 20 Marks

Instructions
1. Summative Assessment 2 (SA 2) must be submitted online before or on the day of the
Summative Assessment 1 (SA 1) sitting.

2. The essay must be a minimum of 700 (seven hundred) words, and should not exceed
850 (eight hundred and fifty) words.

3. The essay structure must be as follows:

● Cover Page:
o Name
o Surname

120 HMKT330-1-Jul-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

o Student Number
o Name of your Support Centre (i.e. Boston, Braamfontein)

● Introduction: Tells the reader what the essay is about.

● Body / Main Content: Is based on research and relates to the essay question or
topic that has been set.
● Conclusion: Is a summary of what has been covered in the essay, it may also
include suggestions / recommendations.
● Reference list: (not included in the word count): the Harvard Referencing Method
must be adhered to with regards to in-text citations and the reference list.
Please make sure you read and adhere to Boston’s Harvard Method of Referencing:
A Beginner’s Guide when referencing, as well as The Beginners Guide to Plagiarism,
both are available in the HE Library module on ColCampus.

4. The essay must be typed, using the following format settings only:
● Font: Arial
● Font Size: 12
● Line Spacing: 1.5

5. For this assessment the following must be adhered to:

● You have been provided with three (3) academic sources (see below). These sources
are compulsory and must be consulted and referenced when answering the research
question. The sources are available via Sabinet.

o Katsikeas, K., Leonidou, L. & Zeriti, A. (2019). Revisiting international marketing

strategy in a digital era: opportunities, challenges and research directions.
International Marketing Review, 37(3):405-424. Retrieved from
https://eprints.whiterose.ac.uk/147784/1/IMR-Leonidou.PDF [Accessed 14 June
2023]. (Google Scholar)

o Gorynia, M. (2019). Competition and globalisation in economic scienes. Selected

aspects. Economics and Business Review, 5(19):118-133. DOI:
10.18559/ebr.2019.3.7 Retrieved from
https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-ba04b749-
3803-428d-a92b-c5d45731f0f0 [Accessed 14 June 2023]. (Google Scholar)

121 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

o Tien, N.H., Phu, P.P. & Chi, D.T.P. (2019). The role of international marketing
strategy in international business. International Journal of Research in Marketing
Management and Sales, 1(2):134-138. Retrieved from
https://www.researchgate.net/profile/Nguyen-Tien-
32/publication/338752307_The_role_of_international_marketing_in_international_
business_strategy/links/632c5662873eca0c00a8f7ae/The-role-of-international-
marketing-in-international-business-strategy.pdf [Accessed 14 June 2023].
(Google Scholar)

● The compulsory sources must be accessed using the HE Library module on

ColCampus unless otherwise stated e.g. through a hyperlink.

6. Academic sources and accessing credible e-Resources:

Not all sources / texts can be classified as academic sources. Wikipedia, for example,
is not a credible academic source since authors are not identifiable, and editing an
article on this site is very easy. Also, blog posts often provide valuable information, but
are not academically sound. To judge whether a source is credible, consider the
following criteria:

• The author should be identifiable through author information, affiliations, and/or

qualifications.
• An academic source has usually been peer-reviewed.
• Academic textbooks or academic journals should be published by a recognised
authority/publisher like a university, an academic publishing house, research
organisation etc.
• A list of references should be present, that is, full citations for sources used. Thorough
reference to research is a crucial characteristic of legitimate academic work.

7. You must make use of the Harvard Method of Referencing. Refer to the examples
of referencing below:

Book, single author:

Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.

Book, 2 or 3 authors:

122 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

McCarthey, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing. Cape Town:
Juta.

Book, more than 3 authors:

Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small
firms. Sydney: McGraw-Hill.

Book, no author:
Anon. 2009. A history of Greece. Athens: Cengage.

eBook:
Case, J., Marshall, D. & McKenna, S. 2018. Going to university: The influence of
higher education on the lives of young South Africans [E-book]. Cape Town: African
Minds. Retrieved from https://www.africanminds.co.za/wp-
content/uploads/2017/06/9781928331698_web.pdf [Accessed 3 June 2019].

Academic journal article with one author:

Waghid, Y. 2019. On the polemic of academic integrity in higher education. South
African Journal of Higher Education, 33(1):1–5.

Academic journal with 2 or more authors:

Waghid, Y. & Davids, N. 2019. On the polemic of academic integrity in higher
education. South African Journal of Higher Education, 33(1):1–5.

Newspaper article from a webpage:

Motshwane, G. 2019. A missed opportunity: Shakes slams Bafana's Afcon plans.
Sowetan Live, 7 June. Retrieved from
https://www.sowetanlive.co.za/sport/soccer/2019-06-07-a-missed-opportunity-
shakes-slams-bafanas-afcon-plans/ [Accessed 8 June 2019].

Court case:
Gold Circle (Pty) Ltd v Maharaj (1313/17) [2019] ZASCA 93 (3 June 2019).

Web based images (figures, graphs, maps, artwork):

Boston City Campus (Pty) Ltd. 2019. Welcome [Image]. Retrieved from
https://www.boston.co.za/ [Accessed 3 June 2019].

Music or recording:

123 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

Makeba, M. 1960. The Click Song [Recording]. YouTube. Retrieved from

https://www.youtube.com/watch?v=Qg4Fp-A7IRw [Accessed 8 June 2019].

Chapter in an edited book (collected work):

Velez, C. 1978. Youth and aging in central Mexico. In B. Myerhoff & A. Simic (eds.).
Life′s career-aging: Cultural variations on growing old. San Francisco, CA: Sage,
107–162.

8. Boston expects you to approach your work with honesty and integrity. Honesty is the
basis of respectable academic work. Whether you are working on a formative
assessment, a project, a paper (read at a conference), an article (published by a
journal), or a summative assessment essay, you should never engage in plagiarism,
unauthorised collaboration (collusion), cheating, or academic dishonesty.

Plagiarism occurs when a writer duplicates another writer's language or ideas, and
then calls the work their own. Simply put, plagiarism is academic fraud. This includes
the ‘copy and paste’ of work from textbooks, study guides, journal articles, etc.

9. A Copyleaks Report will be issued via ColCampus once the assignment is

submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the Copyleaks Report is correctly issued. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, or if the Copyleaks
Report indicates that a 30% similarity rating has been exceeded, a mark of zero (0)
will be awarded. Where a Copyleaks Cheat Detection Report is issued, your
submission will automatically be treated as if you received a similarity rating in
excess of 30% and a mark of zero (0) will be awarded.

10. To obtain maximum results, please consult the rubric included in this brief to ensure
that you adhere to and meet all the given criteria.

124 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

QUESTION [20 Marks]

Read the case study below and answer the question that follows in essay format.

MTN Takes on the World

MTN has positioned itself as a global challenger in the mobile telecommunications industry. It
operates in 21 countries across Africa and the Middle East and has recently crossed the 200 million
subscribers mark. It has a reputation for doing business in countries perceived to be tough business
environments, such as Syria and Afghanistan. One of MTN’s biggest international success stories
is Nigeria, where it is currently the market leader with over 55 million subscribers. In 2001, when
MTN bought one of Nigeria's three mobile licences, the country was emerging from decades of
military rule and failed attempts at democracy. “There were positives and negatives at the start in
Nigeria, but we were persistent and persevered, mainly due to a lot of resolve by senior
management, who were committed to a longer-term vision,” said Andrew Bing, former chief financial
officer of MTN Nigeria.

MTN is currently diversifying its business beyond voice revenue, which is under competitive
pressure. Data already accounts for close to 20% of the group’s revenue. MTN recently bought a
stake in Africa Internet Holding, which owns a number of e-commerce websites across the continent.
It also focuses on its MTN mobile money platform and broader financial services offerings.

Adapted from: Maritz, J. 2014. Four South African companies taking on the world. How We Made it in Africa, [online].
Retrieved from https://www.howwemadeitinafrica.com/four-south-african-companies-taking-on-the-world/43690/2/
[Accessed 16 June 2023].

Required:
A company that decides to operate in the international environment has a big task ahead of not only
confirming the new country's laws and regulations but should also understand what that will mean
for the company. MTN has decided to globalise its service, but not after the company would have
carefully considered what this might mean for the company.

In an essay of 700-850 words, examine what it means for a company such as MTN to ‘go global’.

Your examination should focus on the following constructs:

a) Introduction
125 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

b) The meaning of globalisation;

c) The associated benefits of globalisation for MTN; and any potential risks;
d) Impact and importance of the global environment on MTN’s global strategy.
e) Conclusion

Use the compulsory sources below as part of your research for this essay:

o Katsikeas, K., Leonidou, L. & Zeriti, A. (2019). Revisiting international marketing strategy
in a digital era: opportunities, challenges and research directions. International Marketing
Review, 37(3):405-424. Retrieved from https://eprints.whiterose.ac.uk/147784/1/IMR-
Leonidou.PDF [Accessed 14 June 2023]. (Google Scholar)

o Gorynia, M. (2019). Competition and globalisation in economic scienes. Selected aspects.

Economics and Business Review, 5(19):118-133. DOI: 10.18559/ebr.2019.3.7 Retrieved
from https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-ba04b749-3803-
428d-a92b-c5d45731f0f0 [Accessed 14 June 2023]. (Google Scholar)

o Tien, N.H., Phu, P.P. & Chi, D.T.P. (2019). The role of international marketing strategy in
international business. International Journal of Research in Marketing Management and
Sales, 1(2):134-138. Retrieved from https://www.researchgate.net/profile/Nguyen-Tien-
32/publication/338752307_The_role_of_international_marketing_in_international_busines
s_strategy/links/632c5662873eca0c00a8f7ae/The-role-of-international-marketing-in-
international-business-strategy.pdf [Accessed 14 June 2023]. (Google Scholar)

The following Learning Outcome is assessed in this assessment:

• Explain what is meant by globalisation.

• Identify the benefits of going global.
• Explain the impact and importance of the global environment on global strategy.

126 HMKT330-1-July-Dec2023-SA2-LN-V3-12072023
ANNEXURE L: SUMMATIVE ASSESSMENT 2

Criteria

Introduction 0 1 [1]
Has an introduction been No introduction was An introduction is provided for the essay.
provided? provided.

Examination of what it 0 1-3 4-6 7-9 10-12 13-15 [15]

means for a company,
such as MTN, to go
global No evidence It is difficult to Presents a very The essay shows An above-average An in-depth
provided.
determine if the ordinary, mediocre understanding, and interpretation of the interpretation of the
• The meaning of
globalisation; Or topic has been attempt to answer the the student has topic. All aspects of topic, all aspects of
• The associated addressed. There is question. interpreted the topic the topic are the topic are fully
benefits of Provided an answer
globalisation for unrelated to the topic little to no evidence Very little depth of well. adequately explored. explored.
MTN; and of the essay.
of a planned understanding in A fairly detailed A detailed response is An excellent response
• Impact and
importance of the structure, no response to the topic response to the topic given. is evident (90+% or
global environment paragraphing or is evident. is given. A range of sound an outstanding
on MTN’s global
strategy coherence. Poor Arguments are not Some sound arguments are given, response).
use of language convincing and very arguments are given, and are well A range of striking
and grammar. little justification is but not all of them are supported by text. arguments are given
given from the text. as well motivated as Very good and extensively
understanding of
The student has not they could be. supported from the
genre and text
fully come to grips Understanding of text.
genre and text
with the topic. Excellent
evident
understanding of
genre and prescribed
text
Conclusion 0 1 [1]
Has a conclusion been
No conclusion was A conclusion is provided to round off the essay.
made?
provided.

127 HMKT330-1-Jul-Dec2023-SA2-LN-V3-12072023
 ANNEXURE L: SUMMATIVE ASSESSMENT 2

List of References 0 1 2 [3]

The recognition of No evidence of Less than three All three compulsory sources were consulted and included in
sources consulted in references was compulsory the reference list.
formulating of the essay. provided. sources have
been consulted
and included in
the reference list.

Add 1 mark if the Add 1 mark if the correct Boston Harvard method of
correct Boston referencing has been used.
Harvard method
of referencing has
been used.

128 HMKT330-1-Jul-Dec2023-SA2-LN-V2-12072023