C11MG – Marketing
Feedback for Tutorial prep work
Marketing Research
Below you will find a guide to how we would normally assess answers to this week’s essay/exam style
question. It is hoped that this will help you to structure future revision efforts. The question was:
‘Discuss the value of marketing research within effective marketing’
Read these notes in conjunction with your answers to the set ‘boxed’ questions. The boxed questions are not
definitive, but direct you to relevant knowledge bases (there are others you can source!)
An explanation of how your mark would be calculated
The question draws upon both the recommended chapter reading and complimentary information provided in
lectures and additional reading. To gain at least 50% for this question, you would need to adequately define
marketing research, be able to identify and describe the key stages of the marketing research process and,
further, be able to identify and describe the value of such research within an overview of the marketing
information system. Answers that offer a more complete account (for instance, noting the importance of
associated concepts (e.g. intelligence, decision support within MkIS; elements within stages of MRes process)
with more detailed (though concise) descriptions will attract higher grading.
We would expect you to be able to detail key elements and relate this knowledge to any context provided in
the question. For this question we note ‘effective marketing’, others may ask you to think about sectors (e.g.
fashion/grocery, etc.) or respondents (e.g. children, etc.). The chapter reading provides a useful framework for
a concise exposition of key MRes issues, whilst the additional reading offers insights into process decisions
and techniques and touches on the role of other theoretical perspectives in our understanding of
behaviour. Better answers will look to discuss the effects of these perspectives within this process. This is a
means of explaining (and so showing your knowledge of) the various arguments that support the use (or
not) of such approaches within marketing. So, it is not enough to know the process – you need to know about
the effectiveness of techniques and value of choices. Higher grades are naturally given to answers that
attempt to relate knowledge and understanding directly to this specific need, rather than to those that
attempt to paraphrase standard/generic solutions from the set text, with little or no reference to available
contexts. These aspects were all asked for in the question (‘discuss’/’value’). Higher grades are also awarded
to those that indicate they can apply the concepts through their own examples (anecdotal & empirical) to
support their discussion. Evidence of reading beyond that given on the course is rewarded.
Less than 40%: Answers that inaccurately (or incompletely) list and/or describe the elements of the MkIS
and/or the MRes process will probably receive a grade less than 40%. F
Band D - (40 TO 49%): Answers that simply list and/or describe some of these approaches and make
little or no attempt to discuss their relative value/effectiveness will probably receive a grade in the 40's. D
Band C - (50 TO 59%): Answers that describe an inclusive range of issues and describe the more
generic potential value of such understanding (rather than discussing these implicitly or explicitly within C
the context of the question) will probably be graded in the 50's.
Band B - (60 to 69%): Answers that discuss the relative effectiveness of a range of issues, and provide
insights relevant to this context will probably be graded in the 60's. Answers that also bring in relevant
reference material and discuss the importance of supporting issues will probably be graded to the higher B
end of this band. (It is important that you don’t simply discuss one exemplar, but combine your ideas (e.g.
use other contexts to show how theories/practices may be context specific and so of more limited value).
Band A - (70+%): Here, answers will be expected to discuss all the issues at Grade B, with particular
attention given to the support of your argument through evidence (theoretical and/or empirical). Further,
perhaps other short examples and/or references have been added beyond those given on the course to A
support your discussion (indicating to us that you really understand and can apply the concepts and/or
have gained wider knowledge). The presentation of knowledge may be innovative and interesting.
These answers will probably receive a mark in excess of 70% and merit at least a trip to the shops to
celebrate! – now, how would we measure your satisfaction with your grade again…?
Feedback for Tutorial prep work
Marketing Research
Below you will find a guide to how we would normally assess answers to this week’s essay/exam style
question. It is hoped that this will help you to structure future revision efforts. The question was:
‘Discuss the value of marketing research within effective marketing’
Read these notes in conjunction with your answers to the set ‘boxed’ questions. The boxed questions are not
definitive, but direct you to relevant knowledge bases (there are others you can source!)
An explanation of how your mark would be calculated
The question draws upon both the recommended chapter reading and complimentary information provided in
lectures and additional reading. To gain at least 50% for this question, you would need to adequately define
marketing research, be able to identify and describe the key stages of the marketing research process and,
further, be able to identify and describe the value of such research within an overview of the marketing
information system. Answers that offer a more complete account (for instance, noting the importance of
associated concepts (e.g. intelligence, decision support within MkIS; elements within stages of MRes process)
with more detailed (though concise) descriptions will attract higher grading.
We would expect you to be able to detail key elements and relate this knowledge to any context provided in
the question. For this question we note ‘effective marketing’, others may ask you to think about sectors (e.g.
fashion/grocery, etc.) or respondents (e.g. children, etc.). The chapter reading provides a useful framework for
a concise exposition of key MRes issues, whilst the additional reading offers insights into process decisions
and techniques and touches on the role of other theoretical perspectives in our understanding of
behaviour. Better answers will look to discuss the effects of these perspectives within this process. This is a
means of explaining (and so showing your knowledge of) the various arguments that support the use (or
not) of such approaches within marketing. So, it is not enough to know the process – you need to know about
the effectiveness of techniques and value of choices. Higher grades are naturally given to answers that
attempt to relate knowledge and understanding directly to this specific need, rather than to those that
attempt to paraphrase standard/generic solutions from the set text, with little or no reference to available
contexts. These aspects were all asked for in the question (‘discuss’/’value’). Higher grades are also awarded
to those that indicate they can apply the concepts through their own examples (anecdotal & empirical) to
support their discussion. Evidence of reading beyond that given on the course is rewarded.
Less than 40%: Answers that inaccurately (or incompletely) list and/or describe the elements of the MkIS
and/or the MRes process will probably receive a grade less than 40%. F
Band D - (40 TO 49%): Answers that simply list and/or describe some of these approaches and make
little or no attempt to discuss their relative value/effectiveness will probably receive a grade in the 40's. D
Band C - (50 TO 59%): Answers that describe an inclusive range of issues and describe the more
generic potential value of such understanding (rather than discussing these implicitly or explicitly within C
the context of the question) will probably be graded in the 50's.
Band B - (60 to 69%): Answers that discuss the relative effectiveness of a range of issues, and provide
insights relevant to this context will probably be graded in the 60's. Answers that also bring in relevant
reference material and discuss the importance of supporting issues will probably be graded to the higher B
end of this band. (It is important that you don’t simply discuss one exemplar, but combine your ideas (e.g.
use other contexts to show how theories/practices may be context specific and so of more limited value).
Band A - (70+%): Here, answers will be expected to discuss all the issues at Grade B, with particular
attention given to the support of your argument through evidence (theoretical and/or empirical). Further,
perhaps other short examples and/or references have been added beyond those given on the course to A
support your discussion (indicating to us that you really understand and can apply the concepts and/or
have gained wider knowledge). The presentation of knowledge may be innovative and interesting.
These answers will probably receive a mark in excess of 70% and merit at least a trip to the shops to
celebrate! – now, how would we measure your satisfaction with your grade again…?
