The task is divided into two parts (Part 1 & Part 2) and candidates are expected to address…

More Details: UNIVERSITY OF SUNDERLAND
AND
MANAGEMENT DEVELOPMENT INSTITUTE OF SINGAPORE
Course                                    : Bachelor of Arts (Hons) Business and Marketing (Top-Up)   BMTD51917A_ BMTD51918A
      Module                                  : MKT306 Marketing Strategy
     MDIS Module Tutor             : Mr Roland Kiew 
     Assessment                            : Individual Assignment 
     Due Date                                : 16 August 2019
     Word Length                         : 3,500 words +/- 10% 
     Weighting within Module    : 100% 
________________________________________________________________  Assignment Submission
Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a non-submission. 
If your centre supports Turnitin©, a copy of your Turnitin© originality report must be submitted in conjunction with your assignment.
PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties.
This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy
                https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection–8155
Assignment Brief:
The task is into two (Part 1 & Part 2) and are to both.
Samsung Electronics Co., Ltd. is a South Korean multinational electronics company headquartered in Suwon, South Korea. It is the flagship company of the Samsung group, accounting for a major portion of the group’s revenue. Samsung Electronics has assembly plants and sales networks in 80 countries and employs around 308,745 people. It is the world’s largest manufacturer of consumer electronics and semiconductors by revenue (Nikki Asian Review, 2018).
While all this is to the good, there are threats on the horizon. Huawei, which has replaced
Apple as the world’s second largest mobile phone manufacturer, is now training its guns on Samsung, eager to take its place as the world’s largest manufacturer of mobile phones. There are opportunities, as well. With Apple facing some problems, Samsung now hopes to take advantage to move into the premium mobile phone space (Forbes, 2018).    
As part of the marketing department of Samsung, you have been tasked with creating a report for senior management on the creation of a new mobile phone brand that your department is recommending. The new brand, to be launched by Samsung, is targeted at the premium segment of the market, under a completely different brand name. The launch is scheduled for the start of 2020.  
It is now your task to analyse, evaluate and prepare an individual report (3,500 words +/- 10%) addressing the following issues…
Part 1:
Using appropriate sources, undertake a full marketing audit (internal and external environments) to assess strengths, weaknesses, opportunities and threats to your organisation. Include details about the industry competitive position and market share of your competitors.
Provide a critical evaluation of the organisation’s competitive edge (USP).

Demonstrate its effectiveness by providing value added to its consumersand include other relevant market performance data to underpin your evaluation (e.g. growth, sales trends and/or profitability) of your competitors.                                                                                                                                                           [Weighting – 50%]
Part 2:
Based on your Part 1 analysis select a single target segment and set clear marketing objectives to increase brand awareness, market share, sales and/or profitability for the new brand you are recommending. Your marketing strategy should address these objectives with the application of the marketing mix to your organisation. 
These suggestions should be your own ideas but may include marketing tactics and strategies used by other successful organisations or companies. 

                                                                                                                                [Weighting – 50%]
For the purpose of this assessment students need to focus on marketing strategies being used at the B2C level.
Your arguments, findings and recommendations should be supported by theories, facts and figures published within academic books, journal articles, recognised business magazines and market intelligence reports.
* N.B. Please note the maximum word count excludes Appendix and References.
Assignment Structure:
This is an individual assignment as a single report in two parts. Candidates are encouraged to be creative with their analysis and recommendations by using theories covered in the lectures and workshops.
The below is the structure that candidates must follow for this report:  PART 1  
Title page
Executive Summary
Table of contents
Introduction
Situational Analysis – (PESTLE) (SWOT) 
Competitive advantage (USP)
Evaluation of current marketing strategy 
PART 2  
Segmentation Targeting & Positioning (STP)
Recommended objectives and goals (SMART)
Recommended Marketing Strategies, based on the application of the marketing mix  to your chosen high-end mobile phone brand.
Conclusion
Bibliography (with references)
A receipt from TurnItIn© 
Detailed Explanation of Individual Sections:
You’re aiming for a 3500 word (+/- 10%) report following the given structure.
Executive Summary: Give a clear and very concise account of the main points, main conclusions and main recommendations. Keep it very short, about a page or a few % of the total length. Some people, especially senior managers, may not read anything else so write as if it were a short stand-alone document. It isn’t but for some people it might as well be. Keep it brief and free from jargon so that anyone can understand it and get the main points. WRITE IT LAST, but do not copy and paste from the report itself; that rarely works well. 
Introduction: This is the first part of the report proper. Use it to paint the background to ‘the problem’ and to show the reader why the report is important to them. Give your terms of reference (if not in the Title Section) and explain how the details that follow are arranged. Write it in plain English. 
Current Situation: This is where you report the facts as they are now. It will probably have several sections or sub-sections each with its own subtitle. It is unique to your report and will describe what you discovered about ‘the problem’. Make sure you answer the exact question which has been set. If in any doubt, ask your lecturer/tutor!
These sections are most likely to be read by experts so you can use some appropriate jargon but explain it as you introduce it.  You are supposed to be demonstrating your understanding of the topic so this is a great opportunity to arrange the information logically, putting things in order of priority — most important first.  In fact, follow that advice in every section of your report. You may choose to include a Discussion in which you explain the significance of your findings but remember to use a report style structure throughout your work. 
Recommendations: This is the heart of your report. What do you suggest should be done?
Don’t be shy; you did the work so state your recommendations in order of priority, and in plain English. Again it will probably have several sections or sub-sections each with its own subtitle
Conclusions: Present the logical conclusions of your investigation of ‘the problem’. Bring it all together and maybe offer options for the way forward. Many people will read this section. Write it in plain English. If you have included a discussion, then this section may be quite short.
Appendices: Put the heavy details here, the information that only specialists are likely to want to see. As a guide, if some detail is essential to your argument then include it in the main body, if it merely supports the argument then it could go in an appendix. Make sure you signpost this information in the main body of your report.  
Generic Assessment Criteria – Undergraduate 
These should be interpreted according to the level at which you are working and related to the assessment criteria for the module
 
 
Categories
 
Grade
Relevance
Knowledge
Analysis
Argument and Structure
Critical Evaluation
Presentation
Reference to Literature 

86 – 100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.  There is also unequivocal  evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality.
  70 – 75%
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also clearly articulated t evidence demonstrating  that all the learning outcomes and responsibilities appropriate to that level are satisfied  At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
  60 – 69%
Directly relevant to the requirements of the assessment
A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein
Good analysis, clear and orderly
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)
May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.  
Well written, with standard spelling and grammar, in a readable style with acceptable format
Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
  50 – 59%
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance
Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic
Competently written, with only minor lapses from standard grammar, with acceptable format 
Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts.  Competent use of source material.
40 – 49%
Some correlation with the requirements of the assessment but there are instances of irrelevance 
Basic understanding of the subject but addressing a limited range of material
Largely descriptive or narrative, with little evidence of analysis
A basic argument is evident, but mainly supported by assertion and there may be a  lack of clarity and coherence
Some evidence of a view starting to be formed but mainly derivative.
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader
Some up-to-date and/or appropriate literature used.  Goes beyond the material tutor has provided.  Limited use of sources to support a point. 

35 – 39%
Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms
A limited understanding of a narrow range of material
Heavy dependence on description, and/or on paraphrase, is common
Little evidence of coherent argument: lacks development and may be repetitive or thin
Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style
Barely adequate use of literature.  Over reliance on material provided by the tutor.  
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – 34% 
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.
15-29%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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