Course Outline-HMKT330-1-Jul-Dec2024-DA-V1-15072024

BOSTON CITY CAMPUS
COURSE OUTLINE
Marketing Management 3
(HMKT330-1)
Assessment Strategy: AS4
July-December 2024
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-Dec2024-DA-V1-15072024
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 16

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 25

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 33
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 34
B. PROPOSED STUDY PROGRAMME 35
C. ACADEMIC CALENDAR FOR SEMB 2024 50
D. PLAGIARISM INFORMATION SHEET 58
E. BREAKDOWN OF PROPOSED COURSE MATERIAL 62
F. FORMATIVE ASSESSMENT 1 64
G. SAMPLE FORMATIVE ASSESSMENT 1 72
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 79
I. FORMATIVE ASSESSMENT 2 91
J. SUMMATIVE ASSESSMENT 1 100
K. SUMMATIVE ASSESSMENT 2 106
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 consists 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: Students will gain valuable insights from modern-day marketers on the templates,
processes, education, and other resources to help them execute free traffic initiatives
through effective search engine optimisation (SEO) and content marketing. SEO and organic
content are often underutilised and overlooked across the marketing realm. SEO is not
merely trying to improve your website ranking on Google. SEO can spark and optimise ideas,
and organic content can be the form for those ideas. SEO is no longer a stand-alone
discipline; it has evolved beyond a simple marketing tactic that should be applied
throughout the marketing process. It also aims to bring students up to speed on the latest
and emerging SEO tactics, factors, content marketing principles, and processes.
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
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.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
What are Quality Councils (QCs)?
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.
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.
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.
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.
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.
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) resources and
equipment/programmes
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• 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, AI Tutor sessions,
study plans and sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT) resources and
equipment/programmes
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Interaction with AI Tutor
• 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.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each 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%).
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
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.
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
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.
Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.
Assessment Strategy Research Report (ASRR): Formative Assessments (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
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
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:
• 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
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.
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 relatively 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.
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
nolubabalon@boston.co.za
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
ruanv@boston.co.za
Assessment Managers Contact details
Roman Adams 087-255-4292
romana@boston.co.za
and
087-255-4295
Simone Rustin-Evertse simoner@boston.co.za
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
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
nadinek@boston.co.za
Academic & Quality Manager (AQM)
Elizabeth Scheepers 087-255-4272
ElizabethS@boston.co.za
Educator Contact details
Danielle Adams 087-255-4241
daniellea@boston.co.za
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.
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.
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
hendrik@boston.co.za
Registrar: Academic Contact details
Nadine Botha 087-255-4277
nadinek@boston.co.za
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
robynw@boston.co.za
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.
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
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: Papagiannis, Nicholas. Effective SEO and Content Marketing. The

Ultimate Guide for Maximizing Free Web Traffic. Wiley Professional Development
(P&T), 2020.
6.4 Recommended Reading
Reading 1:
• Markonah, M., Salim, A. and Franciska, J., 2020. Effect of profitability, leverage, and
liquidity to the firm value. Dinasti International Journal of Economics, Finance &
Accounting, 1(1), pp.83-94. [Accessed 13 March 2024]. (Google Scholar)
Reading 2:
• Zahira, S.I., Maharani, F. and Mohammad, W., 2023. A Strategic Analysis of" Mie Ayam
Supra Jakarta" Restaurant Using Ohmae's 3C Model. Himeka: Journal of
Interdisciplinary Social Sciences, 1(1), pp.68-75. [Accessed 13 March 2024]. (Google
Scholar)
Reading 3:
• Nemeschansky, B., 2020. Listen to your customer-how to manage your restaurant
more effectively. Journal of Foodservice Business Research, 23(1), pp.17-45. [Accessed
13 March 2024]. (Google Scholar)
• 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 Additional Teaching and Learning activities will be
provided. These may include AI Tutor sessions. Additional Teaching and Learning
activities are aimed at enriching students’ learning experience and ensuring that
students are exposed to a variety of resources.
• AI Tutor has been designed to provide a personalised learning experience for each
student and offers instant feedback tailored to that individual’s needs. AI Tutor
engages with the student via questions, allowing the student to respond and engage.
This bespoke approach mirrors the Socratic dialectical technique, stimulating critical
thinking and deeper understanding through personalised, question-driven dialogue.
• These Additional Teaching and Learning activities are neither compulsory nor
weighted, but participation is encouraged and to the benefit of the student.
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 a project
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.
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.
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
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (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.
• 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 per the HE Academic Calendar. This will
be in the form of a research essay. It must be in typed format and uploaded on the LMS.
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%
Due Date: Summative 50%
Due Date: Summative 10%
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.
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.
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.
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. Copyleaks also
identifies AI-generated text. Plagiarism and AI Content identified by Copyleaks reflects in the
relevant Copyleaks Plagiarism and Al Content Detection Report (“Copyleaks Report”). Where
an Assessment is linked to Copyleaks, a Copyleaks Report will be generated automatically
when you submit your assignment on ColCampus. The Copyleaks Report is visible to you and
your Educator and is considered (see below) when grading the assignment.
10.1.2 How does Copyleaks work?

Copyleaks, as an artificial intelligence platform, is able to compare text from online and other
sources and detect plagiarism and/or AI generated content. After submitting your
assignment, you will receive a comprehensive Copyleaks Report which displays the aggregate
similarity percentage and the aggregate AI Content Detection percentage. When accessing
this Copyleaks Report via ColCampus, the Copyleaks Report is interactive, and you can toggle
between Matches (plagiarism) and AI Content. You can also download a PDF version of the
Copyleaks Report.
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 level of similarity between a student’s submitted assignment and other original
sources as well the use of AI Generated content. With each FA1, FA2, SA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
Similarity and AI Content percentage. This report will serve as an 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, FA2, SA1 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 have a similarity rating of
30% or less. 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/plagiarism score has been exceeded, 25% of the assessment total will be
deducted from the final grade.
• For HMKT330-1 – Formative Assessment 1 (FA2): You should have a similarity rating of
• For HMKT330-1 – Summative Assessment 1 (SA1): You should have a similarity rating of
• For HMKT330-1 - 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/plagiarism score has been exceeded, 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 Copyleaks Cheat Detection alert (see below) will indicate possible suspected cheating
whereby Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by
making use of hidden characters.
If applicable, the Cheat Detection alert will appear in the Copyleaks Report when a scan has
detected an abnormality in the 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 HE Student 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/plagiarism score in excess of 30%.
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!
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.
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.
ANNEXURE B: HMKT330-1-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)
Textbook 1: Strategic Marketing
Chapter 1: Overview of Strategic Marketing

Chapter 2: Analysis of the external marketing or
business environment
• 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; Unit 1 Relevant Compete Take note
• Identify and discuss the tasks of strategic (Textbook 1- Chapter(s) Self- of
marketing; Chapt 1 &2) Assessment important
1 • Define what strategic marketing is; 264 min Activities and N/A dates in
• Explain what strategic business units (SBUs) are; 132 min Learning your
• Understand the difference between strategic
marketing and marketing management;
396 min Activities Academic
• Discuss, by means of practical examples, the six 528 min Calendar
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.
Textbook 1: Strategic Marketing Unit 2 Relevant Compete

2 (Chapter 3 in Chapter(s) Self-
N/A
Chapter 3: Customer Analysis Textbooks 1 Assessment
and 2) 132 min Activities and
36 HMKT330-1-ProposedStudyPrograme-Jul-Dec2024-DA-V2-16072024

• Understand what a customer analysis is and its 264 min Learning
relevance to business; Activities
• Conduct a customer analysis; 396 min 528 min
• Know what customer segmentation is;
• Evaluate the attractiveness of a market segment.
Textbook 2: Effective SEO and Content Marketing.

The Ultimate Guide for Maximizing Free Web Traffic
Chapter 3: What Brands are Missing to Optimize Organic

Traffic
• Examine why brand initiatives fail;

• Explain the modern-day marketer’s skill set;
• Discuss why SEO and content projects fail;
• Understand the modern-day SEO deliverables and
analysis;
• Understand the common SEO challenges.

Chapter 4: Market Analysis

• Understand what market analysis and the steps in
market analysis is;
• Conduct market analysis;
• Analyse the dimensions of market analysis.
Chapter 5: Analysing Competitors

• Discuss the value and purpose of a competitor Unit 3
analysis; (Chapter 4-
• Discuss and define the competitive arena of an Textbook 1) &
industry;
• Explain and apply the tools to assess the Compete
competitive situation of a product or brand; Unit4 Relevant
Self-
• Discuss the value of social media in analysing (Chapter 5- Chapter(s)
Assessment
3 competitors; Textbook 1 264 min Activities and N/A
• Explain the steps an organisation needs to follow & 132 min
to compile a competitive intelligence framework; Learning
Textbook 2-
• Discuss competitor decision-making pitfalls that Activities
Chapter 4)
could hinder the growth of the organisation. 528 min
Textbook 2: Effective SEO and Content Marketing. 396 min

Chapter 4: Stakeholders for the Modern SEO and

Organic Content Process
• Analyse each person’s role on an SEO and

organic content project;
• Explain the categories of vendors for each pillar of
good SEO;
• Understand the goals every project should
consider.
Chapter 6: Internal Environmental Analysis

Chapter 7: Marketing Strategy and Metrics
• 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 Unit 5
(micro) analysis. (Textbook 1-
Chapt 6&7
Chapter 8: Sustainable Competitive Advantage
Textbook 2-
• Explain and discuss what sustainable competitive
Chapt5) Relevant
Compete
advantage is; Chapter(s)
Self-
• Discuss and explain the characteristics of Unit 6
Assessment
4 sustainable competitive advantage; (Textbook 1-
• Be able to identify the resources and capabilities of
Activities and N/A
Chapt8
the organisation that can serve 264 min Learning
Textbook- 132 min
• as a competitive advantage for the organisation; Activities
Chapt6)
• Understand Porter’s generic strategies; 528 min
• Determine the key steps in sustaining an
organisation’s competitive advantage.
396 min
Chapter 5: Data-Informed Creative
• Discuss fighting Inertia and Navigating

Personalities in the Content Space;
• Understand journey Writing and Persona
Development
• Assess a need-states approach at the Core of
Content Strategies;

• Understand the key principles of the Content
Production Process.
Chapter 6: The Best Content That Can Drive Traffic
• Formulate Content Discovery strategies and

tactics;
• Illustrate an example of a content response
strategy that’s based on search volume for a
brand;
• Evaluate the Importance of Content Diversity;
• Discuss Reputation Management: Content
Responses When Your Brand Is in Trouble;
• Understand content principles.
Estimated
preparation
View/study time: 6 hours
5&6 Sample Due: Refer to
DUE: FORMATIVE ASSESSMENT 1 N/A Submit FA1
Formative the
online on
Assessments SEMB2024
Review Review ColCampus
Academic
calendar
Chapter 9: Customer Experience Management as a

Marketing Strategy
• 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 Unit 7
customer relationship management;
7 (Textbook 1-
• Identify the benefits of customer experience
management; Chapt 9 Compete
Relevant
• Outline the steps involved in customer experience Self-
Chapter(s)
management; Textbook 2- Assessment
• Link customer experience management to Chapt7) 264 min Activities and N/A
marketing strategy;
132 min
Learning
• Discuss the role of the online realm in customer Activities
experience management. 396 min 528 min
Chapter 7: Thinking Beyond Traditional Search: Looking

at Critical Search Venues
• Understand Email and Customer Relationship

Management;
• Discuss the four key areas to boost Amazon
Optimization;
• Understand the key tasks brands should do as part
of YouTube Optimization;
• Explain Influencer Content or Partnered Content
on Another Website
• Understand Facebook Optimization

• Explain App Store Optimization
• Discuss Optimizing Podcasts
7 • Examine the Leverage Sales and Marketing Best-
Practice Principles
Chapter 10: Market Strategies
• 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; Unit 8 and
• Discuss declining market strategies; Unit 9
• Determine how to gain a competitive advantage.
(Textbook 1-
Compete
Chapter 11: Product Lifecycle and Branding Strategies Chapters Relevant
8 Chapter 12: Competitive Market Strategies Self-
10,11 & 12 Chapter(s)
Assessment
• Discuss the bases for the creation of SCAs; Activities and N/A
Textbook 2
• Compare SCAs with key success factors and core 264 min Learning
Chapter 9) 132 min
competencies; Activities
• Discuss the differentiation strategy as a 528 min
competitive market strategy for creating SCAs;
• Discuss the low-cost strategy as a competitive
market strategy for creating SCAs; 396 min
• 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.

Chapter 9: SEO and Content Marketing for Your

Small Business

• Deliberate around the traits that small business

owners should consider developing to get the best
performance from their online channel and to drive
more business into their stores or locations
• Summarise the Steps to Improve SEO for a Local
Business.
Chapter 16: Selecting the Strategies for the Way

Forward
• 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. Unit 10
• Understand how to evaluate the strategy chosen (Textbook 1-
by the organisation. Chapter 16
• Evaluate the strategic alternatives of the
organisation.
& Relevant
• Know how to decide on the correct strategy for the Compete
organisation. Chapter(s)
Self-
• Have integrated knowledge and understanding Textbook 2- Assessment
9 about the largest and most popular social media
Chapter 10 Activities and N/A
platforms
• Understand how to track, monitor and measure (Part 1) (LO 1- Learning
132 min 264 min
your social media marketing success Activities
3)
• Implement the best ways to engage with 528 min
audiences on social media.

The Ultimate Guide for Maximizing Free Web Traffic 396 min
Chapter 10: Creating Your Optimization Path (Part

1) (LO 1-3)
• Explain building an SEO and content vision

throughout a company;
• Understand which search engines to focus on in
specific situations;
• Discuss establishing research channels for
creating and continuing along an optimisation path.
Chapter 17: Strategy Implementation and Control
• Explain and discuss the concept of strategy

implementation.
• Discuss and highlight the importance of strategy
implementation.
• Identify and clarify the six components that
influence the effective implementation of
• Strategies.
• Identify and discuss the various approaches of Unit 11
strategy implementation. (Textbook 1-
• Explain the barriers of strategy implementation. Chapter 17 &
• Discuss the concept of strategy evaluation and
control. Compete
Relevant
• Identify and discuss the strategy evaluation and Textbook 2- Self-
Chapter(s)
10 control process. Chapter 10 Assessment
• Explain the various evaluation/control techniques (Part 2) (LO 4- Activities and N/A
that organisations can utilise to determine the 264 min Learning
effectiveness of a strategy. 6) 132 min
Activities
• Explain the significance of strategy evaluation and
control for any organisation. 528 min
Textbook 2: Effective SEO and Content Marketing. 396 min

Chapter 10: Creating Your Optimization

Path (Part 2) (LO 4-6)
• Discuss prioritising locations, demographics, and

countries;
• Have integrated knowledge of how to provide a
positive brand search experience;
• Outline the most popular industries and their
respective SEO and content marketing
considerations that marketers should consider.

Estimated
preparation
View/study time: 6 hours
Submit FA2
11&12 Sample Refer to the
DUE: FORMATIVE ASSESSMENT 2 Review Review N/A online on
Formative SEMB 2024
ColCampus
Assessments academic
calendar
Chapter 13: Going Global
• 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;
Unit 12 & 13 Compete
• Understand the opportunities offered by the web to
help firms go global; (Textbook 1- Relevant Self-
13 • Explain the task of managing a firm’s international Chapter 13 & Chapter(s) Assessment
activities. 14) 264 min Activities and N/A
132 min Learning
Chapter 14: Refocusing the Business 396 min Activities
528 min
• Define business refocusing;
• Choose between refocusing and diversification;
• Explain the impact of the economic environment
on the need to refocus;
• Provide reasons for refocusing;
• 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 focused-based competitive
advantage.

Chapter 15: Leveraging the Business
• Explain the basic principle of leverage as it can be

applied to business in general and in marketing
specifically;
• Identify marketing levers; Compete
Unit 14 Relevant
• Explain the importance of leverage in the creation Self-
(Textbook 1- Chapter(s)
of value for all stakeholders; Assessment
14 Chapter 15)
• Explain structural and managerial leverage; Activities and N/A
• Explain how marketing managers can leverage a
264 min
Learning
brand; 132 min
Activities
• Explain how marketing managers can leverage the 396 min
528 min
organisation’s reputation;
• Explain how marketing managers can leverage
business relationships.
Students are encouraged to go over Chapter 11- Case

Studies in Textbook 2: Effective SEO and Content Marketing.
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
ANNEXURE C: ACADEMIC CALENDAR SEM B 2024
Academic Calendar Sem B 2024
SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
August 2 17:00 Applications Close
August 3 13:00 Registrations Close
1 August 5 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 August 11 23:59 11 August 2024 23:59. Feedback given in Week 2
4 September 1 23:59 1 September 2024 23:59. Feedback given in Week 5
5 September 8 23:59 8 September 2024 23:59. Feedback given in Week 6
FA 1 – Assignment Due
6 September 13 23:59 13 September 2024 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,
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,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, 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,
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, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
50 Sem B - AcademicCalendar2024-V13-25042024
Academic Calendar Sem B 2024

SEMESTER: JULY - DECEMBER
Week Month Date Time Activity
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, 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,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, 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, HRP1181, 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, HWADE1181,
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,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 September 13 23:59 13 September 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1
9 October 4 17:00 FA 1 - Results Release
10 October 11 13:00 FA 1 - Results Appeal Close and Release

10 October 11 23:59 11 October 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 October 25 23:59 25 October 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
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,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, 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
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 October 25 23:59 25 October 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, 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, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,
HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft

Project Proposal Assignment Due. Submit online via
12 October 25 23:59 ColCampus no later than 25 October 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 October 25 23:59 25 October 2024 23:59.
13 November 1 13:00 FA 2 - Results Release
14 November 7 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 November 11 23:59 ColCampus no later than 11 November 2024 23:59.
SA 1 Time Table for PAPER-BASED EXAM
INVIGILATED ASSESSMENT EVENTS (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 November 11 - 25 ColCampus as per due date on SA 2 cover page.
15 November 11 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 November 12 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 November 13 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 November 14 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, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 November 15 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 18 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
16 November 19 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 November 20 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1
15:00-17:00 HRMM330-1, HPSY232-1
16 November 21 09:00-12:00 HAUD230-1
09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 November 22 09:00-12:00 HCGA232-1, HFMN331-1

09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 November 25 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, 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: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 November 18 09:00-12:00 HPBM440-1
16 November 21 09:00-12:00 HPMK440-1
17 November 25 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 November 11 - 25 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, HHMP1181, HHP1181,
HHRF1181, HHTD1181, HHWPT1181, HIAI1181,
HIAP1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HIT1181, HITFA1181, HLWC1181,
HLWH1181, HMKR1181, HMKT1181, HMLW1181,
HODV1181, HPAD1181, HPLM1181, HPPC1181,
HPPR1181, HPPS1181, HPR1181, HPRM1181,
HRDC1181, HRP1181, HSAP1181, HSCI1181,
HSDJ1181, HSEC1181, HSEM1181, HSHE1181,
HSMB1181, HSMS1181, HSOS1181, HSPS1181, ,
HWADE1181, HYFT1181,
ASSESSMENT EVENTS with SA 2’s to submit. These
exams must be completed within the exam period.
Remember: SA 2’s to be submitted online via
15 to 17 November 11 - 25 ColCampus as per due date on SA 2 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
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, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /

assignments. Submit online via ColCampus no later
15 to 17 November 11 - 25 23:59 than 25 November 2024 23:59
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,
HWDMM300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTTM1181, HHM1181, HHS1181
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 November 25 23:59 ColCampus no later than 25 November 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER-BASED EXAM INVIGILATED
17 November 29 09:00-12:30 ASSESSMENT EVENTS
19 December 9 13:00 SA 1 & 2 Results Release
19 December 12 17:00 SA 1 & 2 Results Appeal Close and Release
HE OFFICE CLOSED FROM 15:00 ON 13 DEC 2024. WILL RE-OPEN 2 JAN 2025
Supplementary SA 1 Time Table for PAPER-BASED

EXAM INVIGILATED ASSESSMENT EVENTS (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
21 January 2025 13 - 17 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
21 January 2025 13 HFAC334-1
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
21 January 14 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,

12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 January 15 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 January 16 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 January 17 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
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:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
21 January 13 09:00-12:00 HPBM440-1
21 January 15 09:00-12:00 HPMK440-1
21 January 17 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 January 2025 13 - 17 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, HHMP1181, HHP1181,
HHRF1181, HHTD1181, HHWPT1181, HIAI1181,
HIAP1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HIT1181, HITFA1181, HLWC1181,
HLWH1181, HMKR1181, HMKT1181, HMLW1181,
HODV1181, HPAD1181, HPLM1181, HPPC1181,
HPPR1181, HPPS1181, HPR1181, HPRM1181,
HRDC1181, HRP1181, HSAP1181, HSCI1181,
HSDJ1181, HSEC1181, HSEM1181, HSHE1181,
HSMB1181, HSMS1181, HSOS1181, HSPS1181, ,

HWADE1181, 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:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
21 January 2025 13 - 17 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
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, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments.
21 January 2025 13 - 17 23:59 17 January 2025 23:59
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,
HWDMM300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTTM1181, HHM1181, HHS1181
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
21 January 2025 17 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER-BASED EXAM INVIGILATED ASSESSMENT
22 January 2025 22 09:00-12:30 EVENTS
22 January 2025 24 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 January 2025 31 13:00 Release
ANNEXURE D: PLAGIARISM INFORMATION SHEET
This document serves as a source of information regarding the nature of plagiarism, why it
is important to avoid it, 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. Therefore, it is very important to avoid
plagiarism when presenting 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)
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.
58 Plagiarism Information Sheet-HMKT330-1-Jul-Dec2024-DA1-V1-05072024

This can be corrected by adding a reference to the source into the 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 brought the discovery of gold and diamonds,
limited trade unionism, industrialization and oppression of black workers. From 1924
to 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 brought 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 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 to have clarity concerning the nature of the problem 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 rephrased the idea of De Beer et al. and then
added your own sentence to that without referencing 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.
Tips to avoid plagiarism:

1) Ensure that you understand the source you are using and the ideas 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 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 details for the source that you need to cite it correctly
– refer to the referencing guide in this regard
4) Use quotation marks around the text you have taken directly from an original
source.
5) Always include a list of references at the end of your work, with the relevant details
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 in 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]
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. Available 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.

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 chapters 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: Papagiannis, Nicholas. Effective SEO and Content Marketing. Available from: VitalSource
Bookshelf, Wiley Professional Development (P&T), 2020.
Marketing Management 3 (HMKT330-1)

CHAPTERS IN THE PRESCRIBED TEXTBOOKS
UNIT Textbook 1: Strategic Marketing Textbook 2: Effective SEO and Content WEEK
Marketing. The Ultimate Guide for
Maximizing Free Web Traffic.
1 Chapter 1: Overview of Strategic
Marketing 1
Chapter 2: Analysis of the
external marketing or business
environment
2 Chapter 3: Customer Analysis Chapter 3: What Brands are Missing to 2
Optimize Organic Traffic
3 Chapter 4: Market Analysis
4 Chapter 5: Analysing Chapter 4: Stakeholders for the 3

Competitors Modern SEO and Organic Content
Process
5 Chapter 6: Internal Chapter 5: Data-Informed Creative
Environmental Analysis
Chapter 7: Marketing Strategy
and Metrics 4
6 Chapter 8: Sustainable Chapter 6: The Best Content That Can
Competitive Advantage Drive Traffic
Formative Assessment 1, therefore, covers Units 1,2,3, 4, 5 & 6

7 Chapter 9: Customer Experience Chapter 7: Thinking Beyond Traditional
Management as a Marketing Search: Looking at Critical Search 7
Strategy Venues
8 Chapter 10: Market Strategies Chapter 9: SEO and Content Marketing
for Your Small Business
9 Chapter 11: Product Lifecycle 8
and Branding Strategies
Chapter 12: Competitive Market
Strategies
10 Chapter 16: Selecting the Chapter 10: Creating Your 9
Strategies for the Way Forward Optimization Path (Part 1) (LO 1-3)
11 Chapter 17: Strategy Chapter 10: Creating Your Optimization 10

Implementation and Control Path (Part 2) (LO 4-6)
Formative Assessment 2, therefore, covers Units 7, 8, 9, 10 & 11
62 Breakdown of Prescribed Course Material-HMKT330-1-Jul-Dec2024-DA-V1-05072024
ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL
12 Chapter 13: Going Global

Chapter 14: Refocusing the 13
13
Business
Chapter 15: Leveraging the 14
14
Business
63 Breakdown of Prescribed Course Material-HMKT330-1-Jul-Dec2024-DA-V1-05072024

ANNEXURE F- FORMATIVE ASSESSMENT 1 (FA1)
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: July-December

Formative Assessment 1 (FA1): Marketing Management 3 (HMKT330-1)
NQF Level: 7
Credits: 22
Weighting: 20%
Assessment Type: Assignment
Educator: Danielle Adams
Examiner: E. Scheepers
Due Date: 13 September 2024
Total: 100 marks
Instructions:
• This paper consists of four (4) questions.
• It is based on Units 1 to 6 (Chapters 1-8; Textbook 1) & (Chapters 3-6; Textbook 2) of
your prescribed textbooks.
o Textbook 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing. 3 rd Ed.
Cape Town: Juta.
o Textbook 2: Papagiannis, Nicholas. Effective SEO and Content Marketing. Available
from: VitalSource Bookshelf, Wiley Professional Development (P&T), 2020.
• All questions are compulsory.
• Your assessment must be typed using the following:
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
64 HMKT330-1-Jul-Dec2024-FA1-ES-V3-05052024
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/plagiarism score has been exceeded,
25% of the assessment total will be deducted from the final grade.
Learning Outcomes assessed in this assessment:

• Explain the modern-day marketer’s skill set.
• Understand journey writing and persona development.
• Explain relationship marketing best practices through the professional management of
customer relationships.
• Understand what market analysis is and the steps involved in market analysis.
• Determine the key steps in sustaining an organisation’s competitive advantage.
• Discuss the use of online metrics.
Question 1 [30 Marks]
Read the following extract and answer questions 1.1, 1.2 and 1.3 that follow.
Kheper South Africa

Kheper is a local brand that produces high-quality activewear for women, from gym to street.
Kheper Activewear is the best locally manufactured activewear for every Woman. We locally
produce the highest standard of gym wear; from Gym to Street, we've got you covered.
Source: KheperTM Activewear South Africa: The Activewear for every woman Kheper
Athleisure. Available at: https://kheper.co.za/ (Accessed: 14 March 2024).
1.1 As the marketer for Khepher, you are tasked with creating a persona profile for Khepher's
activewear target audience. (9x1=9 marks)
Note to students:
Marks will be allocated for application (Khepher), and refrain from copying theory verbatim from
your textbook or the internet.
Hint to students:
The persona profile for Khepher's activewear target audience includes key demographics such
as gender, household size, income, leisure activities, interests, and other personality traits and
distinct behaviours.
1.2 Today's consumer universe requires a modern skill set and profile for marketers. Content
marketing and SEO should be married and fully integrated to help brands capture the
highest return on investment and brand success (Papagiannis et al., 2020).
You are required to recommend to Khepher management the characteristics that Khepher
marketers should possess to be successful and effective in today's age. (9x2=18 marks)
Note to students: Marks will be awarded according to the rubric.
You are encouraged to do additional research to understand the Khepher brand further.
Rubric:
Poor Satisfactory Fair to Good Excellent
Required 0 1-5 6-10 11-18
The student has The student The student demonstrates The student demonstrates
You are required not attempted the demonstrates minimal evidence of considerable evidence of in-depth research
to recommend to question. evidence of the research and and an understanding of the
Khepher
correct characteristics recommendations of the characteristics that Khepher
management the
characteristics OR that Khepher characteristics that marketers should possess to be
that Khepher marketers should Khepher marketers successful and effective in
marketers should
The possess to be should possess to be today's age.
possess to be
successful and recommended successful and successful and effective in
effective in today's characteristics of effective in today's today's age. The nine characteristics
age.
Khepher age. students are to recommend to
management for The nine characteristics Khepher management:
the Khepher OR students are to Constantly learning; Open-
marketers are recommend to Khepher minded; Process-driven; Data-
entirely incorrect. Not all the relevant management: focused; Collaborative;
characteristics were Constantly learning; Technically savvy; Generalists
No substantiation recommended. Open-minded; Process- and specialists; Humble and
of each driven; Data-focused; honest; Content diversified.
characteristic in A satisfactory attempt Collaborative; Technically
conjunction with was made to provide savvy; Generalists and The practical arguments and
the Khepher solid arguments. specialists; Humble and substantiation presented meet
brand is evident. honest; Content or exceed current expectations.
diversified.
It is a fair and good

attempt with reasonable
practical arguments and
evident substantiation.
1.3 Consider the leading roles in many purchasing situations and highlight the three (3)
specific roles of the Khepher customer. (3 marks)
Note to student: After reading the extract provided, you should do further reading
regarding the Vitamin Me – Fat Burn + Appetite Control product using the URLs provided
for the product and the information leaflet to answer Questions 2.1 and 2.2.
Only two reviews were inserted in the extract; you must use the URL below to read the other
reviews.
https://vitaminme.co.za/our-vitamins/weight-loss/fat-burn-appetite-
control/?gad_source=1&gclid=EAIaIQobChMI1svPuMD2hAMV_JRQBh32tgVhEAAYBCAAEgIh
QvD_BwE
Information Leaflet URL

https://vitaminme.co.za/pil-fat-burn/
• Refrain from copying theory verbatim from your textbook or the internet.
• Underlying theoretical marketing components must form the basis for 2.1 and 2.2 by
integrating relevant and applicable Vitamin Me – Fat Burn + Appetite Control product
application.
• If students DO NOT APPLY their answers to Vitamin Me – Fat Burn + Appetite
Control product for Questions 2.1 and 2.2, a zero (0) will be awarded.
Read the following extract to answer questions 2.1 & 2.2.
Vitamin-Me FAT BURN + APPETITE CONTROL

Promote sustainable weight loss + reduce cravings
KEY INGREDIENTS
Cayenne pepper contains an active ingredient called capsaicin. Capsaicin is well known for its
weight loss benefits and helps promote thermogenesis (increased fat burning), reduced
cravings, and a faster metabolism. Chromium is an essential mineral that can be found naturally
in many foods. Chromium helps to regulate blood sugar, resulting in reduced cravings. It also
improves protein, carbohydrate, and fat metabolism, resulting in increased weight loss. Green
tea extract contains antioxidants that have a range of health benefits, from metabolic support to
balancing blood sugar levels and promoting a healthy inflammatory response. L-Carnitine is an
amino acid that plays several roles in our body. Carnitine helps the body break down fatty acids
and turn them into energy to power the cells. It also allows the body to burn fat quicker and
prevents it from storing it.
WHAT OUR CLIENTS SAY
Discover Vitamin Me
Source: Fat burn + appetite control (2023) VitaminMe. Available at: https://vitaminme.co.za/our-
vitamins/weight-loss/fat-burn-appetite-
control/?gad_source=1&gclid=EAIaIQobChMI1svPuMD2hAMV_JRQBh32tgVhEAAYBCAAEgIh
QvD_BwE (Accessed: 20 March 2024).
2.1 Marketers cannot create customers’ willingness to buy, but they can identify ways to
improve their willingness and ability to buy (Wiid et al., 2020).
Assess the determinants marketers for the Vitamin Me – Fat Burn + Appetite Control
product can use to turn potential buyers into actual buyers and encourage existing buyers
to increase their usage of the Vitamin Me – Fat Burn + Appetite Control product.
(4x5=20 marks)
2.2 Examine the factors that marketers have control over when it comes to the customers'
ability to buy Vitamin Me – Fat Burn + Appetite Control product. (3x4=12 marks)
Note to student: To fulfil Question 3 requirements, you are required to access the URL
provided below:
https://www.woolworths.co.za/
• Underlying theoretical marketing components must form the basis for Question 3 by
integrating relevant and applicable Woolworths application.
• If students DO NOT APPLY their answers to Woolworths for Question 3, a zero (0)
will be awarded.
Required:
Advise Woolworth's marketing team on the steps Woolworths can utilise to create a sustainable
competitive advantage. (4x5=20 marks)
After reading the Silki Easter campaign below, answer the requirements.
Source: SilkiTM - Affordable Quality Skincare. Available at: https://feelsilki.com/
(Accessed: 27 March 2024).
Required:
The world of the Internet, the World Wide Web, e-commerce, and e-marketing brings a range of
new and confusing metrics that marketers can use to manage their online marketing campaigns
(Wiid et al., 2020).
Discuss ANY nine (9) critical online metrics that the marketing team at Silki can use to measure
the success of their Easter campaign. (9x2=18 marks)
Note to student:
• Underlying theoretical marketing components must form the basis for Question 4 by
integrating relevant and applicable Silki Easter campaign application.
TOTAL: [100 MARKS]
ANNEXURE G- SAMPLE FORMATIVE ASSESSMENT 1

SAMPLE

Sample Formative Assessment 1
(Sample FA1): Marketing Management 3 (HMKT330-1)
NQF Level: 7
Credits: 22
Weighting: 20%
Due Date: Not applicable
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 prescribed textbooks.
Cape Town: Juta.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
72 HMKT330-1-Jul-Dec2024-SampleFA1-ES-V1-08032024

• Conduct a customer analysis;
• Understand how customer loyalty can be established through customer management;
• Understand content principles;
• Discuss Reputation Management: Content Responses When Your Brand Is in Trouble.
Read the article below and answer ALL 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 category 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. Despite
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.
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 18 September 2023].
1.1 As a marketer, you need to understand a customer's five (5) primary roles to implement
marketing activities that would attract your target market accurately. Classify and discuss the five
(5) leading roles for the customer in a buying situation and provide practical examples that apply to
Checkers. (5x3=15 marks)
1.2 Use the behavioural segmentation base and construct a market segment for the Checkers
Sixty60 app. (5 marks)
RUBRIC:
Required Poor Fair to Good Excellent
1 2-3 4-5
Use the behavioural The student provided The student provided acceptable The student demonstrated
segmentation base and vague answers and an answers about the behavioural evidence of in-depth research
construct a market understanding of the segmentation base and and understanding of the
segment for the Checkers behavioural segmentation constructed a market segment for behavioural segmentation base
Sixty60 app. base and poorly the Checkers Sixty60 app. and constructed a market
constructed a market segment for the Checkers
segment for the Checkers AND Sixty60 app.
Sixty60 app.
Students only covered The segmentation of consumer AND
one of the following students does not cover all
aspects: convenience, aspects, such as convenience, The segmentation of consumers
status or value. status, or value. covers in depth the specific
benefits they are searching for
from the product, such as
convenience, status, or value.
Customer loyalty is the cornerstone of any loyalty marketing strategy. Examine the five (5) marketing
strategies that Checkers can implement to increase customer loyalty. (5x4 =20 marks)
RUBRIC:
Required
0 1-7 8-14 15-20
Customer loyalty not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
is the cornerstone question. evidence of correctly research and examination understanding and examination
of any loyalty examining the five (5) of the five (5) marketing of the five (5) marketing
marketing OR marketing strategies strategies that Checkers strategies that Checkers can
strategy. Examine that Checkers can can implement to increase implement to increase customer
the five (5)
The examination implement to increase customer loyalty. loyalty.
marketing
strategies that of the five (5) customer loyalty.
Checkers can marketing The practical arguments
implement to strategies that And It is a fair to good attempt presented meet or exceed
increase customer Checkers can with reasonable practical current expectations.
loyalty. implement to The examination of arguments.
increase customer the five (5) marketing
loyalty is entirely strategies that
incorrect. Checkers can
implement to increase
customer loyalty lacks
depth.
A satisfactory attempt
was made to provide
solid arguments.
Discuss the five (5) categories that Checkers needs to consider when classifying their
competitors. (5x4 =20 marks)
RUBRIC:
Required
0 1-7 8-14 15-20
Discuss the five not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
(5) categories that question. evidence of the research and discussion understanding and discussion
Checkers needs correct discussion of of the five (5) categories of the five (5) categories that
to be cognisant of OR the five (5) categories that Checkers needs to be Checkers needs to be
when classifying that Checkers needs cognisant of when cognisant of when classifying
their competitors.
The discussion of to be cognisant of classifying their their
the five (5) when classifying their competitors. competitors.
categories that competitors.
Checkers needs The practical arguments
to be cognisant of And It is a fair to good attempt presented meet or exceed
when classifying with reasonable practical current expectations.
their competitors The discussion of the arguments.
is entirely five (5) categories that
incorrect. Checkers needs to be
cognisant of when
classifying their
competitors lacks
depth.
was made to provide
solid arguments.
Recommend to Checkers the characteristics their marketers need to possess to be successful and
influential today. Substantiate each characteristic. (9x2 =18 marks)
RUBRIC:
Required 0 1-6 7-13 14-18
not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
Recommend to question. evidence of the research and discussion understanding and discussion
Checkers the correct recommended of the characteristics that of the characteristics that
characteristics OR characteristics which Checkers marketers need Checkers marketers need to
their marketers Checkers marketers to possess to be possess to be successful and
need to possess The need to possess to be successful and effective in effective in today's age.
to be successful recommended successful and today's age.
and effective in characteristics effective in today's The practical arguments and
today's age. which Checkers age. substantiation presented meet
Substantiate each marketers need to It is fair to a good attempt or exceed current expectations.
characteristic. possess to be And with reasonable practical
successful and arguments and
effective in today's Checkers marketers substantiation evident.
age are entirely need to possess the
incorrect. recommended
characteristics to be
No substantiation successful and
of each effective today but
characteristic is lack depth and
evident. substantiation of each
characteristic.
was made to provide
solid arguments.
5.1 Content is exceptionally critical to brand performance in traffic, which can translate into more
vital brand awareness and consideration (Papagiannis, 2020). Justify to Checkers marketing team
the principles with which content should be created. (7x2=14 marks)
RUBRIC:
Required 0 1-4 5-9 10-14
not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
Justify to question. evidence of research and justification understanding justification to
Checkers justification to to Checkers marketing Checkers marketing team of the
marketing team OR Checkers marketing team of the principles with principles with which content
the principles with team of the principles which content should be should be
which content The justification to with which content created. created.
should be created. Checkers should be created.
marketing team of The practical arguments and
the principles with And It is fair to a good attempt substantiation presented meet
which content with reasonable practical or exceed current expectations.
should be created The principles that the arguments and
is entirely Checkers marketing substantiation evident.
incorrect. team required to
create content lack
. depth.
was made to provide
solid arguments.
5.2 Often, brands can find themselves with negative PR or controversies. Search engines are
likely one of the first tools an inquiring customer may use to learn about the issue (Papagiannis,
2020). Discuss the measures you can take as the marketer of Checkers to break through the
noise and negative press to tell your story. (4x2=8 marks)
TOTAL: [100 MARKS]
ANNEXURE H- SAMPLE FORMATIVE ASSESSMENT 1 - MEMORANDUM

SAMPLE MEMORANDUM

Sample Formative Assessment 1
(Sample FA1): Marketing Management 3 (HMKT330-1)
NQF Level: 7
Credits: 22
Weighting: 20%
Due Date: Not applicable
Total: 100 marks
Instructions:
• This memorandum consists of five (5) questions.
• It is based on Units 1 to 6 (Week 1 to Week 4) of your prescribed textbooks.
Cape Town: Juta.
o Font: Arial
o Font size: 12
o Line spacing: 1.5
79 HMKT330-1-Jul-Dec2024-SampleFA1 Memo-ES-V1-08032024

• Conduct a customer analysis;
• Understand how customer loyalty can be established through customer management;
• Understand content principles;
Read the article below and answer ALL 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 category 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. Despite
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.
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 18 September 2023].
1.1 As a marketer, you need to understand a customer's five (5) primary roles to accurately
implement marketing activities that would attract your target market. Classify and discuss the five
(5) leading roles for the customer in a buying situation and provide practical examples that apply to
Checkers. (5x3=15 marks)
Solution: Textbook 1 (Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing. 3rd
Ed. Cape Town: Juta), Unit 2 (Chapter 3), pages 40-41
Note to grader: Award one (1) mark for identifying the function, one (1) mark for an explanation,
and one (1) mark for practical examples that apply to Checkers.
A sample answer is provided below to be used as guidance.
Sample answer:
• The initiator.  This person initiates finding a solution to the customer's problems . When
purchasing freshly baked bread at Checkers, it could be a hungry child who recognises her
need for substance. In the case of Checkers, the recording of a particular line of products
nearing sell-out may be initiated by a stock controller or even an automatic order processing
system. 
• 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 a slice of
bread, but the parents may have a strong influence (through holding the purse strings) on
whether the product is bought. In Checkers, the ultimate customers will strongly influence the
brands offered – the brands they buy or request the store to stock will most likely be
ordered. 
• The decider.  When considering the opinion of the first two roles (initiators and influencers),
some individuals must decide 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 who physically purchases the product or service is called the
purchaser . They are, in effect, the individual who 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 product or service's final consumer (end-user) is the person who 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:

Conduct customer analysis.
1.2 Use the behavioural segmentation base and construct a market segment for the Checkers
Sixty60 app. (5 marks)
Note to grader: The rubric is to be used. A sample answer is provided below the rubric as guidance.
RUBRIC:
Required Poor Fair to Good Excellent
1 2-3 4-5
Use the behavioural Students provided vague Students provided acceptable The student demonstrates
segmentation base and answers and an answers about the behavioural evidence of in-depth research
construct a market understanding of the segmentation base and and understanding of the
segment for the Checkers behavioural segmentation constructed a market segment for behavioural segmentation base
Sixty60 app. base and poorly the Checkers Sixty60 app. and constructs a market
constructed a market segment for the Checkers
segment for the Checkers AND Sixty60 app.
Sixty60 app.
The segmentation of consumer AND
Students only covered students has not covered all
one of the following aspects: convenience, status or The segmentation of consumers
aspects: convenience, value. is covered in depth on the
status or value. specific benefits they are
searching for from the product,
such as convenience, status or
value.
Sample answer:
Consumers for Checkers Sixty60 enjoy the convenience of having their groceries delivered to 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 to their homes and value saving time and effort. These consumers are busy individuals
with little time for grocery shopping and prefer to have it come to them.
The following Learning Outcome is assessed:

• Know what customer segmentation is.
Customer loyalty is the cornerstone of any loyalty marketing strategy. Examine the five (5) marketing
strategies that Checkers can implement to increase customer loyalty. (5x4 =20 marks)
Ed. Cape Town: Juta), Unit 2 (Chapter 3), page 64
Note to grader: Use the rubric provided to grade the answer. The following five (5) marketing
strategies are to be examined ONLY:
Pure loyalty, Push loyalty, Pull loyalty, Purchase loyalty and Purge loyalty.
Discretionary grading is advised.
RUBRIC:
Required
0 1-7 8-14 15-20
Customer loyalty not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
is the cornerstone question. evidence of correctly research and examination understanding and examination
of any loyalty examining the five (5) of the five (5) marketing of the five (5) marketing
marketing OR marketing strategies strategies that Checkers strategies that Checkers can
strategy. Examine that Checkers can can implement to increase implement to increase customer
the five (5)
The examination implement to increase customer loyalty. loyalty.
marketing
strategies that of the five (5) customer loyalty.
Checkers can marketing The practical arguments
implement to strategies that And It is a fair to good attempt presented meet or exceed
increase customer Checkers can with reasonable practical current expectations.
loyalty. implement to The examination of arguments.
increase customer the five (5) marketing
loyalty is entirely strategies that
incorrect. Checkers can
implement to increase
customer loyalty lacks
depth.
was made to provide
solid arguments.

• Understand how customer loyalty can be established through customer management.
Discuss the five (5) categories that Checkers needs to consider when classifying their
competitors. (5x4 =20 marks)
Note to grader: Use the rubric provided to grade the answer. Award four (4) marks per category.
The following five (5) categories are to be examined ONLY:
Direct competitors offering similar types of products or service, Indirect competitors fulfilling the
same need, Local competitors as opposed to foreign competitors, Key competitors posing the
most significant threat to the business’s profits and Current competitors versus future competitors.
RUBRIC:
Required
0 1-7 8-14 15-20
Discuss the five not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
(5) categories that question. evidence of the research and discussion understanding and discussion
Checkers needs correct discussion of of the five (5) categories of the five (5) categories that
to be cognisant of OR the five (5) categories that Checkers needs to be Checkers needs to be
when classifying that Checkers needs cognisant of when cognisant of when classifying
their competitors.
The discussion of to be cognisant of classifying their their
the five (5) when classifying their competitors. competitors.
categories that competitors.
Checkers needs The practical arguments
to be cognisant of And It is a fair to good attempt presented meet or exceed
when classifying with reasonable practical current expectations.
their competitors The discussion of the arguments.
is entirely five (5) categories that
incorrect. Checkers needs to be
cognisant of when
classifying their
competitors lacks
depth.
was made to provide
solid arguments.

• Discuss and define the competitive arena of an industry.
Recommend to Checkers the characteristics their marketers need to possess to be successful and
influential today. Substantiate each characteristic. (9x2 =18 marks)
Solution: Textbook 2 (Papagiannis, Nicholas. Effective SEO and Content Marketing. The
Ultimate Guide for Maximizing Free Web Traffic. Wiley Professional Development (P&T),
2020), Unit 2 (Chapter 3), page 79

Note to grader: Use the rubric provided to grade the answer.
The following nine (9) characteristics are to be recommended ONLY:
Constantly learning, Open-minded, Process-driven, Data-focused, Technically savvy,
Generalists as well as specialists, Humble and honest, Content diversified, Collaborative
RUBRIC:
Required
0 1-6 7-13 14-18
Recommend to not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
Checkers the question. evidence of the research and discussion understanding and discussion
characteristics correct recommended of the characteristics that of the characteristics that
their marketers OR characteristics which Checkers marketers need Checkers marketers need to
need to possess Checkers marketers to possess to be possess to be successful and
to be successful
The need to possess to be successful and effective in effective in today's age.
and effective in
today's age. recommended successful and today's age.
Substantiate each characteristics effective in today's The practical arguments and
characteristic. which Checkers age. substantiation presented meet
marketers need to It is fair to a good attempt or exceed current expectations.
possess to be with reasonable practical
successful and A satisfactory attempt arguments and
effective in today's was made to provide substantiation evident.
age are entirely solid arguments.
incorrect.
No substantiation
of each
characteristic is
evident.
Sample answer (Rubric is to be used for grading):

• Constantly learning: Technology and platforms are expanding quickly, so Checkers
marketers need to stay in tune with emerging platforms and how they work.
• Open-minded: Checkers marketers need to be open to new ideas as each client's issue is
unique, and there is no mirror from one client's problem to another since every situation and
circumstance is unique.
• Process-driven: Checkers marketers need to understand that processes grow and eliminate
problems and ineffectiveness that, can eliminate risks and save time.
• Data-focused: Checkers marketer's solutions must be data and evidence-based. Data can
enhance the chance of an effective campaign.
• Collaborative: Checkers marketers need to be able to work across disciplines and grasp how
they can be leveraged to supply the most effective solutions.
• Technically savvy: Checkers marketers need to recognise the basics of websites, platforms,
and programming.
• Generalists and specialists: Checkers marketers should be able to understand creative,
planning, and media initiatives, and vice versa.
• Humble and honest: Checker marketers need to understand that a diverse set of experts and
points of view provides better marketing solutions than just one person. Checkers marketers
must be modest and frank about their constraints and understand that solutions are typically
beyond their capacity.
• Content diversified: Checkers marketers need to understand that content comes in many
forms and can mean various things.

• Explain the modern-day marketer’s skill set.
5.1 Content is exceptionally critical to brand performance in traffic, which can translate into more
vital brand awareness and consideration (Papagiannis, 2020). Justify to Checkers marketing team
the principles with which content should be created. (7x2=14 marks)
Note to grader: Use the rubric provided to grade the answer.

The following seven (7) principles are to be recommended ONLY:
Uniqueness, Search engine friendliness, Utility, Visual appeal, Longer length, Freshness and In
demand
RUBRIC:
Required
0 1-4 5-9 10-14
Justify to not attempted the demonstrates minimal evidence of considerable evidence of in-depth research,
Checkers question. evidence of research and justification understanding justification to
marketing team justification to to Checkers marketing Checkers marketing team of the
the principles with OR Checkers marketing team of the principles with principles with which content
which content team of the principles which content should be should be
should be created.
The justification to with which content created. created.
Checkers should be created.
marketing team of The practical arguments and
the principles with And It is fair to a good attempt substantiation presented meet
which content with reasonable practical or exceed current expectations.
should be created The principles that the arguments and
is entirely Checkers marketing substantiation evident.
incorrect. team required to
create content lack
. depth.
was made to provide
solid arguments.
Sample answer extracted from the textbook. The rubric is to be used for grading:
• Uniqueness: Content should be unique for a search phrase. Brands should provide a
unique point of view on a topic and avoid creating similar content that's already on the Web.
• Search engine friendliness: Follow search engine guidelines and work with your expert to
ensure your content is optimised for search engines.
• Utility: Content must offer value to readers, whether through statistics or expert answers.
The more utility a piece of content offers, the more likely it will be shared. It's also expected
that readers will link to it.
• Visual appeal: While long-form text articles tend to perform well, it's essential also to include
images and basic visuals to enhance the reading experience. Images such as charts,
graphs, infographics, art, and decision trees visually improve the experience.
• Longer length: Be sure to have longer-form content.
• Freshness: Content should be fresh and regularly edited. Keep the content on the same
URL since it likely has built up SEO value, but always revisit the content and make edits to
include the latest statistics, studies, and any other updates needed to keep things fresh.
• In demand: Most importantly, content needs to be in demand.

• Understand content principles.
5.2 Often, brands can find themselves with negative PR or controversies. Search engines are
likely one of the first tools an inquiring customer may use to learn about the issue (Papagiannis,
2020). Discuss the measures you can take as the marketer of Checkers to break through the
noise and negative press to tell your story. (4x2=8 marks)

Note to grader: Discretionary grading is advised.
Sample answer:
As the marketer of Checkers, you will need to push content like crazy. Don't go into hiding;
instead, be proactive with the Checkers brand and conduct a forward-thinking standard content
response. 
As the marketer of Checkers, you must look at what kinds of assets rank in search results
when someone searches for Checkers controversy. Press releases, testimonies, blog posts,
videos, and other content will likely dominate the results. 
As the marketer of Checkers, another measure you can take is to push press releases on
newswire services, landing pages on your site, and videos on YouTube that provide your point of
view to address consumers. 
A final measure you can take is to monitor Checkers trending searches. Search engines can
impair a public crisis via auto-suggested searches collected based on trending search conduct.


TOTAL: [100 MARKS]
ANNEXURE I- FORMATIVE ASSESSMENT 2 (FA2)

Formative Assessment 2 (FA2): Marketing Management 3 (HMKT330-1)
NQF Level: 7
Credits: 22
Weighting: 20%
Due Date: 25 October 2024
Total: 50 Marks
Instructions:
• This assignment consists of two (2) essay-type questions.

• It is based on Units 7-11 of your prescribed courseware.
o Textbook 1: Wiid, J.A., Cant, M.C. & Makhita, K.M. 2020. Strategic Marketing.
3rd Ed. Cape Town: Juta.
o Textbook 2: Papagiannis, Nicholas. Effective SEO and Content Marketing.
Available from: VitalSource Bookshelf, Wiley Professional Development (P&T),
2020.
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/plagiarism
score has been exceeded, 25% of the assessment total will be deducted from the
final grade.
The following learning outcomes are assessed:
• Examine the Leverage Sales and Marketing Best-Practice Principles.

• Discuss the differentiation strategy as a competitive market strategy for creating
SCAs.
Refer to the extract below for context, and then answer Question 1.
At Silki, we pride ourselves in our honest & high-quality Skincare with no unnecessary
fillers or products. Just pure goodness, we know your skin will love.
Source: SilkiTM - Affordable Quality Skincare. Available at: https://feelsilki.com/

(Accessed: 14 March 2024).
Regardless of whether your content is on your website or other channels, it's essential to
remember to highlight and cover the traditional sales and marketing principles in your
content regardless of channels or subject matter (Papagiannis et al.,2020).
Required:
Examine the essential principles that Silki's business owner, Mena, should follow to
ensure that the Silki brand excels in marketing efforts and overall business outcomes.
Note to students: Your discussion should be in an essay format of 500-700 words

(approximately two and ¼ pages).
Marks will be awarded according to the rubric provided.
Consult additional sources (a minimum of two) to substantiate your examination,

and include a list of references and an introduction and conclusion for your essay.
Use the Boston Harvard referencing method as the format for your references.
Hyperlinks providing some insight into Silki:
https://vm.tiktok.com/ZMMB1G3Aj/
https://vm.tiktok.com/ZMMB1eXKo/
https://vm.tiktok.com/ZMMktbTXy/
Rubric to follow on the next page
RUBRIC:
0 1 2 3
Introduction No introduction was provided. The introduction is The introduction is adequately The introduction is sufficient and
inadequate and does not addressed but lacks in situating situates the reader well within the
The extent to which the explain the aim of the essay. the reader within the aim of the aim of the essay.
introduction states the essay.
essay's purpose and
provides an overview
of the coverage and
structure of the writing.
Content / Body 0-3 4-6 7-10 11-14 15-20

0 marks: no evidence provided. Presents a very ordinary, The essay shows An above-average interpretation An in-depth interpretation of the
Examination of the mediocre attempt to answer understanding, and the of the topic. topic, all aspects of the topic are
essential principles 1-3 marks: It is difficult to the question. student has interpreted the fully explored.
that Silki's business determine if the topic has been topic well. All aspects of the topic are
owners should follow addressed. There is little to no Very little depth of adequately explored. An excellent response is evident
to ensure that the Silki evidence of a planned structure, understanding in response to A fairly detailed response to A detailed response is given. (90+% or an outstanding
brand focuses on paragraphing, or coherence. the topic is evident. the topic is given. response).
providing the best A range of sound arguments are
marketing they can Poor use of language and Arguments are not Some sound arguments are given and are well supported by A range of striking arguments are
and the best business grammar. convincing, and very little given, but not all are as well text. given and extensively supported
outcomes. justification is given in the motivated as they could be. by the text.
If the student misinterpreted the text. Very good understanding of genre
question, 1 mark is awarded for Understanding of genre and and text Excellent understanding of genre
attempting to answer. The student has not fully text evident and prescribed text
come to grips with the topic.
0 1 2 3 4
Conclusion The conclusion is inadequate The conclusion is adequately The conclusion is sufficient and A strong conclusion is provided to
No conclusion was provided. and does not highlight the addressed but fails to round excellently ties up all aspects round off the essay.
The extent to which the essay’s main points. off the essay for the reader. discussed in the body for the
conclusion reader.
summarises the
essay's key points and
uses these key points
to make final
judgements/comments.
1 2-3
List of references A reference list was provided, but Students consulted two (2) or
only one (1) source was more academic sources.
consulted. The incorrect
referencing format was used. Sources consulted were included
in a list of references, and the
OR correct format was used; the
Source consulted have been student cited the sources correctly
included, and the student cited in-text.
the sources correctly in-text.
Read the extract below and answer the question that follows.
About Carmen Stevens
Carmen Stevens Wines was established in 2011, and our maiden vintage was
established in 2014. Carmen Stevens has been in the South African Wine Industry since
qualifying in 1995. Carmen graduated as the first black South African to study the art of
winemaking in South Africa. In January 2019, Carmen registered the first 100% black-
owned winery in South Africa in the picturesque Stellenbosch.
Our label and the meaning
Our label displays a “tiger”. On closer inspection, three figures are seen. A man on the
right side of the “tiger”, a bird with a red beak on the left side of the “tiger”, and the face
of a dog between the man and the bird, all taken together by the body and colour of the
“tiger”. Our label is an expression of how different people experience wine. Some people
pick up a glass and identify all characteristics immediately, while others take time to
“see” all that the wine is expressing in the glass. The “Tiger” is very special to me. My
eldest daughter, Caitlin, painted “tiger” at school when she was only six years old, and I
love it!
Our Winemaking Values
We celebrate each growing season by highlighting the attributes that Mother Nature
gives us with each vintage. Our work is to accentuate the positive qualities of the specific
year and display these characteristics in full to the wine enthusiast. Each bottle of
Carmen Stevens Wines is genuinely handmade, and we are committed to only using
plant-derived additives that ensure all can enjoy our wines.
Our Vineyards
We source our fruit from a range of grape-growing regions with exceptional vineyards,
enabling us to celebrate the array of soil types of South Africa, each adding its unique
touch to our wines. Individual small batches of wines are handmade and blended later to
heighten what we strive to showcase in each vintage.
Carmen Stevens Wines is certified as a member of Proudly South African.
Source: Carmen Stevens wines. Available at: https://www.cswines.co.za (Accessed: 14

March 2024).
Further reading:
https://www.cswines.co.za
Note to students:
First, read the extract and conduct additional research on Carmen Stevens Wines.
It would help if you did additional research beyond your current prescribed course material.
Use the URL at the end of the extract to read more about Carmen Stevens Wines.
Marks will be awarded according to the rubric provided.
Required:
Carmen Stevens management has requested your examination of the three (3) main
approaches to differentiation as part of developing a differentiation strategy for Carmen
Steven Wines.
Rubric:
Required Poor Satisfactory Fair to Good Excellent

0 1-7 8-14 15-20
The student The student The student The student demonstrates
Carmen has not demonstrates demonstrates evidence of in-depth
Stevens attempted minimal evidence evidence of research understanding
management the question. and examination considerable and examination of the
has requested of the three main research and three correct approaches
your OR differentiation examination of the to differentiation.
examination of approaches. three correct
the three (3) The incorrect approaches to 1. The general approach:
main approaches 1. The general differentiation. (differentiation based on
approaches to were approach: unique product
differentiation as addressed. (differentiation 1. The general characteristics,
part of based on unique approach: differentiation based on
developing a product (differentiation based distribution activities, and
differentiation characteristics, on unique product differentiation based on
strategy for differentiation characteristics, consumer orientation.)
Carmen Steven based on differentiation based 2. The quality approach:
Wines. distribution on distribution (vertical and horizontal
activities, and activities, and differentiation)
differentiation differentiation based 3. Branding.
based on on consumer
consumer orientation.) The practical arguments
orientation.) 2. The quality presented meet or exceed
2. The quality approach: (vertical current expectations.
approach: and horizontal
(vertical and differentiation)
horizontal 3. Branding.
differentiation)
3. Branding. It is a good attempt
with reasonable
A satisfactory practical arguments.
attempt was
made to provide
solid arguments.
[TOTAL: 50 MARKS]
ANNEXURE J- SUMMATIVE ASSESSMENT 1 (SA1)

Summative Assessment 1 (SA1): Marketing Management 3
(HMKT330-1)
NQF Level: 7
Credits: 22
Weighting: 50%
Assessment Type: Project
Due Date: 25 November 2024
Total: 100 Marks
Instructions:
• This project consists of seven (7) questions.

• A Copyleaks Report will be issued via ColCampus once the assignment is
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/plagiarism
score has been exceeded, 25% of the assessment total will be deducted from the
final grade.
• Your assessment must be typed using the following:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
100 HMKT330-1-Jul-Dec2024-SA1-ES-V2-30042024
Learning Outcomes assessed:
Choose between refocusing and diversification;
Explain the impact of the economic environment on the need to refocus;
Provide reasons for refocusing;
Choose between focusing on one or more segments.
Note to students:
• You are provided with a brief synopsis of the News24 article. To fulfil the project
question requirements, you are required to read the complete News24 article and
conduct your own additional research on SAA.
• Use this URL below to read the complete article:
https://www.news24.com/fin24/opinion/opinion-there-has-been-absolute-
transparency-in-the-saa-transition-20230330
• It would help if you did research beyond your current prescribed course material.
• Marks will only be allocated for application, and refrain from copying theory
verbatim from your textbook or the internet.
• If students DO NOT APPLY their answers to SAA, a zero (0) will be awarded.
Read the extract below to fulfil the project's seven (7) questions.
OPINION | There has been absolute transparency in the SAA transition
Welcome to the "illusory truth effect," a glitch in the human psyche that equates
regurgitation with the truth, courtesy of people who refuse to acknowledge that South
African Airways (SAA) is doing well after the business rescue process which was
implemented to ensure the country retains many aviation skills and expertise.
Financial transparency and strategic planning
Leitch‘s claim that the government is hiding details regarding SAA's finances is an
unfair accusation. The government is actively working towards improving the financial
stability of SAA by implementing cost-cutting measures, streamlining operations, and
exploring new revenue streams. Strategic planning involves continuous adjustments
to budget projections and targets in response to the changing global economic
landscape and the dynamic aviation industry. The government demonstrates its
commitment to SAA's long-term sustainability by emphasising financial transparency
and adapting to market conditions. Indeed, Minister of Public Enterprises Pravin
Gordhan mentioned that SAA, as an airline, is projected to profit. However, the SAA
Group, consisting of SAA, Airchefs, and SAA Technical, is expected to make a loss.
Takatso consortium partnership
The department has never doubted the finalisation of the takeover by the Takatso
Consortium or raised any scepticism about the deal.
We have always been consistent with the objectives of the strategic equity partnership:
SAA will be a substantial operating business in its own right. The Consortium's
platform, intellectual property, experience, expertise, and significant balance sheet will
be leveraged to build a world-class airline;
To evaluate and explore the revival and re-establishment of partnerships with African
and International airlines and networks, to fully access the growing African aviation
market and for SAA to once again become the leading airline on the African continent;
Regulatory compliance
The government is working closely with relevant regulatory authorities to address each
requirement promptly and efficiently. This includes repealing the South African
Airways Act, obtaining necessary licenses, and gaining approval for changes in
management and ownership.
Fleet modernisation and market share recovery
However, it is essential to acknowledge that the government, in collaboration with the

Takatso Consortium, will be actively pursuing fleet modernisation by acquiring or
leasing newer, more fuel-efficient aircraft once the Takatso Consortium has been
approved to take over the 51% shareholding in SAA.
Comprehensive SOE reforms and ERRP commitments
The business rescue process of SAA should be understood in a broader context of the
government's state-owned enterprises (SOEs) restructuring and reform programme
and the commitments made under the Economic Recovery and Reconstruction Plan
(ERRP).
Importance of aviation for the country
The government's ongoing efforts to revitalise SAA are integral to supporting the
aviation sector's overall growth and development in South Africa. The airline has
developed a medium- to long-term strategy, undoubtedly growing its market.
SAA and future profitability
Ethical underpinnings coupled with unwavering consistency in the application of those

principles to provide a social foundation for the company's growth.
Effective leadership who enthusiastically embraces the evolving requirements of the

airline.
Source: Molisane, J. (no date) Opinion: There has been absolute transparency in
the SAA transition, Business. Available at:
https://www.news24.com/fin24/opinion/opinion-there-has-been-absolute-
transparency-in-the-saa-transition-20230330 (Accessed: 13 March 2024).
Required:
You are tasked with formulating a project plan for SAA to refocus the business. Ensure
that you follow a project report format, which should contain the following sections:
1. Executive Summary: The executive summary should not exceed ½ (half) of an A4

page. A summary of the most critical information in your project report. (5 Marks)
2. Introduction of SAA: Provide some background information on SAA and clearly

explain what SAA has to offer. (5 Marks)
3. Refocusing the business: (40 Marks)
• SAA and future profitability (10 marks)

You can consider the following aspects
o Ethical underpinnings
o Leadership
o Knowledge and support.
o Integrity
o Time and energy
o Commitment
• Importance of aviation for the country (10 marks)
• Fleet modernisation and market share recovery (5 marks)
• Regulatory compliance (5 marks)
• Strategic equity partnerships (10 marks)

You can consider the following aspects
o Relaunch
o Substantial operating business
o Revival and re-establishment.
o Public-private partnership
o Growth propel
o Unique SA culture showcasing broad skills, talent, and diversity.
o Longer term listed vehicle/IPO for SAA.
4. The impact of the economic environment: Evaluate the sequential five (5) phases
of SAA. (15 Marks)
5. Reasons for refocusing: (15 Marks)

You can consider the following aspects:
o Degree of market power
o Cultural differences
o Poor business performance
o Leadership change
o Organisational culture
o Identify profitable customers
o Marketing approach
6. Focusing on one or more segments (10 Marks)
7. Conclusion and recommendations: Review the main findings of your project plan
for SAA on refocusing the business and what recommendations you would propose
for SAA. (10 Marks)
[TOTAL MARKS= 100]
ANNEXURE K- SUMMATIVE ASSESSMENT 2 (SA2)

Summative Assessment 2 (SA2): Marketing Management 3 (HMKT330-1)
NQF Level: 7
Credit: 22
Weighting: 10%
Assessment Type: Research Essay
Due Date 25 November 2024
Total 20 Marks
Instructions
1. The essay must be a minimum of 700 (seven hundred) words and should not exceed
850 (eight hundred and fifty) words.
2. The essay structure must be as follows:
● Cover Page:
o Name
o Surname
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 regarding 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 of which are available in the HE Library module on ColCampus.
3. The essay must be typed using the following format settings only:
● Font: Arial
● Font Size: 12
● Line Spacing: 1.5
4. 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.
● You are encouraged to research Wimpy's special sauce and ketchup and use the
links provided to understand the Wimpy brand further.
● The compulsory sources must be accessed using the HE Library module on
ColCampus unless otherwise stated.
1. Markonah, M., Salim, A. and Franciska, J., 2020. Effect of profitability, leverage,
and liquidity to the firm value. Dinasti International Journal of Economics, Finance
& Accounting, 1(1), pp.83-94. [Accessed 13 March 2024]. (Google Scholar)
2. Zahira, S.I., Maharani, F. and Mohammad, W., 2023. A Strategic Analysis of" Mie
Ayam Supra Jakarta" Restaurant Using Ohmae's 3C Model. Himeka: Journal of
Interdisciplinary Social Sciences, 1(1), pp.68-75. [Accessed 13 March 2024].
(Google Scholar)
3. Nemeschansky, B., 2020. Listen to your customer-how to manage your restaurant

more effectively. Journal of Foodservice Business Research, 23(1), pp.17-45.
[Accessed 13 March 2024]. (Google Scholar)
● The compulsory sources must be accessed using the HE Library module on

ColCampus unless otherwise stated, e.g. through a hyperlink.
5. 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, a 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.
6. 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:
McCarthy, 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:
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.
7. 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.
8. A Copyleaks Report will be issued via ColCampus once the assignment is

document is uploaded, or if no Copyleaks Report is issued, or if the Copyleaks
Report indicates that a 30% similarity/plagiarism score has been exceeded, a mark
of zero (0) will be awarded.
9. To obtain maximum results, please consult the rubric included in this brief to ensure
that you adhere to and meet all the given criteria.
Research Question [20 Marks]
Read the extract below to meet the research essay requirements.
Wimpy's special sauce and ketchup goes retail.

The move is said to be driven by customers asking to buy the sauces. Wimpy announced they
launched their Wimpy Special Sauce and Wimpy Tomato Ketchup in the retail market last November
19. The sauces will be available in 500mL bottles across all of Wimpy's stores.
“Our Special Sauce and Ketchup have added the proverbial ‘icing on the cake’ to our breakfasts,
burgers, and grills for decades. Customers are always asking why they can’t buy a bottle, and we
finally decided it was time to offer them as an early Christmas treat,” Wimpy general manager Chris
Woolfenden said. “We love the fact we’re extending the Wimpy brand into peoples’ homes and
believe that with such a great heritage behind us, we’ll soon be a kitchen staple, giving everyone a
chance to enjoy a taste of Wimpy whenever they want to.”
Source: Reporter, S. (2021) Wimpy’s special sauce and ketchup goes retail, QSR Media UK.
Available at: https://qsrmedia.co.uk/menu-innovations/news/wimpys-special-sauce-and-ketchup-
goes-retail (Accessed: 30 April 2024).
Required:
In an essay of 700-850 words, examine what it means for brands like Wimpy to achieve market
penetration and sales growth by leveraging their Wimpy special sauces and ketchup.
Your research essay examination should focus on the following paradigms:

a) Introduction
b) Briefly explain the basic principle of leverage, which can be applied to the Wimpy brand in
general and marketing.
c) Examine how Wimpy has utilised the characteristics of the Wimpy brand and the programmes
they are based on to leverage their special sauces and ketchup.
d) Discuss how Wimpy marketing managers can leverage the organisation’s reputation.
e) Assess how Wimpy marketing managers can leverage business relationships.
f) Conclusion
Note to students:
You are encouraged to do additional research on Wimpy's special sauce and ketchup.
Use the URL provided to understand the Wimpy brand further.
https://wimpy.co.za/
Use the compulsory sources below as part of your research for this essay:
1. Markonah, M., Salim, A. and Franciska, J., 2020. Effect of profitability, leverage, and
liquidity to the firm value. Dinasti International Journal of Economics, Finance &
Accounting, 1(1), pp.83-94. [Accessed 13 March 2024]. (Google Scholar)
2. Zahira, S.I., Maharani, F. and Mohammad, W., 2023. A Strategic Analysis of" Mie Ayam
Supra Jakarta" Restaurant Using Ohmae's 3C Model. Himeka: Journal of Interdisciplinary
Social Sciences, 1(1), pp.68-75. [Accessed 13 March 2024]. (Google Scholar)
3. Nemeschansky, B., 2020. Listen to your customer-how to manage your restaurant more
effectively. Journal of Foodservice Business Research, 23(1), pp.17-45. [Accessed 13
March 2024]. (Google Scholar)
The following Learning Outcomes are assessed:
• Explain the basic principle of leverage as it can be applied to business in general and in
marketing specifically.
• 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.
The Rubric will follow on the next page.
Criteria
Introduction 0 1 [1]
The extent to which the
introduction states the No introduction was The introduction is sufficient and situates the reader well within the aim of the essay.
essay's purpose and provided.
provides an overview of
the coverage and
structure of the writing.
Examine what it means 0 1-3 4-6 7-9 10-12 13-16 [16]

for brands like Wimpy
to achieve market
penetration and sales No evidence was It is difficult to Presents a very The essay shows An above-average An in-depth
growth by leveraging provided. determine if the ordinary, mediocre understanding, and interpretation of the interpretation of the
their Wimpy special topic has been attempt to answer the the student has topic. topic, all aspects of
sauces and ketchup. Or addressed. question. interpreted the topic the topic are fully
well. All aspects of the explored.
The examination Provided an answer There is little to no Very little depth of topic are adequately
paradigms: unrelated to the topic evidence of a understanding in A fairly detailed explored. An excellent response
• Briefly explain the of the essay. planned structure, response to the topic response to the topic is evident (90+% or
basic principle of paragraphing, or is evident. is given. A detailed response is an outstanding
leverage, which can coherence—poor given. response).
be applied to the use of language Arguments are not Some sound
Wimpy brand in and grammar. convincing, and very arguments are given, A range of sound A range of striking
general and little justification is but not all are as well arguments are given arguments are given
marketing. given in the text. motivated as they and are well and extensively
• Examine how Wimpy could be. supported by text. supported by the text.
has utilised the The student has not
characteristics of the fully come to grips Understanding of Very good Excellent
Wimpy brand and the with the topic. genre and text understanding of understanding of
programmes they are evident genre and text genre and prescribed
based on to leverage text
their special sauces
and ketchup.
• Discuss how Wimpy
marketing managers
can leverage the
organisation’s
reputation.
• Assess how Wimpy
marketing managers
can leverage
business
relationships.
Conclusion 0 1 [1]
The extent to which the

No conclusion was The conclusion is sufficient and excellently ties up all aspects discussed in the body
conclusion summarises
provided. for the reader.
the essay's key points
and uses these key points
to make final
judgements/comments.
List of References 0 1 2 [2]
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 the essay. provided. sources have
been consulted And
and included in
the reference list. Other source/s were also consulted.
Add one mark if

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

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BOSTON CITY CAMPUS

Assessment Strategy: AS4

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

5. COMMUNICATION AND SUPPORT 18

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 29

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 34

B. PROPOSED STUDY PROGRAMME 35

C. ACADEMIC CALENDAR FOR SEMB 2024 50

D. PLAGIARISM INFORMATION SHEET 58

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 62

G. SAMPLE FORMATIVE ASSESSMENT 1 72

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 79

J. SUMMATIVE ASSESSMENT 1 100

K. SUMMATIVE ASSESSMENT 2 106

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

1.2 The Module

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

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

The three QCs are:

What is the National Qualifications Framework?

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

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

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

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

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

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

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

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

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

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

3.3.7 Sample Assignment and Examination Papers and Memoranda

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

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details

5.1 Student Support

• From Educators on a Friday.

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