Why this assessment?
What are the types of employability skills that I will acquire upon completion of this assessment?
| Skill Type | |
| Developed critical and analytical thinking | ☒ |
| Developed ability to solve complex problems | ☒ |
| Developed ability to work effectively with others | ☐ |
| Developed confidence to learn independently | ☒ |
| Developed written communication skills | ☒ |
| Developed spoken communication skills | ☐ |
| Developed knowledge in the field study | ☒ |
| Developed work-related knowledge and skills | ☒ |
| Develop effective research skills | ☒ |
Assessment Overview:
In Assessment 2, you were asked to introduce us to your sustainable bottled beverage business and outline the legal and economic dimensions that were relevant. Now, in Assessment 3, you will develop a marketing report using collected data to justify your marketing strategy and present this in a formal report.
| Due date: | Monday the 4th of November @ 5PM |
| Weighting: | 50% |
| Length and/or format: | 1500-word report & excel file with workings |
| Learning outcomes assessed | LO2, LO3, LO4 |
| Graduate attributes assessed | GC2, GC7, GC8, GC11 |
| How to submit: | Turnitin via CANVAS |
| Return of assignment: | After final results are released |
| Assessment criteria: | Refer to the last page of this document. |
ACU takes academic misconduct very seriously. To ensure all students prepare their work with integrity, the NLiC will seek clarification from you and ask you to explain your work and how you prepared it, should they suspect that academic misconduct may have occurred.
Context
In Assessment 2, you were asked to introduce your sustainable bottled beverage business and outline the legal and economic dimensions that were relevant. Now, in Assessment 3, you will develop a marketing proposal using collected data to justify your marketing strategy and present this in a formal proposal.
This assessment provides you with the opportunity to appraise a dataset (given later in the semester) using learnt descriptive statistical skills to demonstrate a basic applied understanding of such skills in a marketing context. This assessment will also enable you to:
You should consider any applied economic theories or models presented in the lectures, readings and other resources provided as relevant. It is also expected that you include at least five referenced sources in your assessment.
GenAI Usage
GenAI is available for certain applications, which it detailed below.
It is mandatory to document all prompts in your assessment appendix and disclose the tool utilised. You must provide a 100-word rationale around your prompt usage, justifying their inclusion, with suitable explanations. This will not be included in your word count.
Instructions
In this task, you need to apply statistical analysis to a supplied dataset to justify and support a marketing strategy. Please note this dataset will be collected in class.
In your proposal, you will discuss the key marketing opportunities from the data set provided that you have chosen to support your marketing strategy. These should be supported by data and your knowledge of statistics.
Follow these steps to complete your assessment:
Structure
Title Page |
Not included in word count |
| Introduction (Approximately 100 words) |
Clearly identify which data you have analysed in your report. |
Business Overview
(Approximately 100 words) | Explain the concept of your business and how it has evolved from assessment 2. |
Main body
|
Discuss the following section.
Use these headings for each section and sub section.
Ensure that you the appropriate use data and data visualisation to justify your strategy in this section |
| Conclusion (Approximately 100 words) |
Summarize your findings and link back to your recommendations |
References |
Not included in word count |
Excel File |
Excel document showing your workings and analysis – attached as a separate file in your submission. |
How do I submit?
Please include your student ID number and your name in the assignment file name.
To submit, select the 'Start Assignment' button, which will then allow you to upload the files you need to submit. ACU uses Turnitin as an originality-checking and plagiarism-prevention service for you to check your writing for citation mistakes or inappropriate copying. You can submit your work before the due date to receive an originality report to view how much of your work is similar to other work out there.
The first time you submit your Turnitin assignment, a similarity report should be generated within a few minutes. For information on viewing the similarity report, see Accessing the Similarity Report.
For more information on how to submit work using Turnitin, see this student guide on Submitting to an assignment section of the Canvas user guides.
Some Helpful Websites and Resources
Add in a couple of places to go for more info
Who can help me?
National Lecturer in Charge – Alexander Campbell – alexander.campbell@acu.edu.au
I’m having problems
If you are having trouble completing your assessment by the due date, you may need to apply for an Extension. For more details, use the link for Extensions in the Student Portal to apply for an extension on the submission date for your assessment. If you require more assistance beyond a one-off extension for your assessment, you can view the Special Consideration page for more options.
If you are looking for more information about support and requirements for completing your assessments, review the Assessments home page as this connects you with a wider range of information and services available to you as an ACU student.
Referencing
All referencing should be in ACU Harvard style; however if you are coming from another faculty, you may choose to use your usual referencing style. If this is the case you must indicate at the top of your reference list what referencing style you are using (e.g. APA, MLA, Chicago, etc).
Please ensure your assignment makes use of in-text citations and a reference list. Missing citations or references is equivalent to plagiarism.
Criteria
The full criteria is compiled in a rubric, which can be found on the following page/s.
Rubric for [insert assessment item title and weighting]
Relevant LO/GAs |
Criterion (related to a single GA from the related LO – one GA per criterion |
Does not meet expectations |
Meets expectations |
Exceeds expectations | ||
NN |
PA |
CR |
DI |
HD | ||
GC7 LO2
Weight: 8 marks TL=3 Learning Stage D | Criterion 1: Identify and explain marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good. | Failure to identify and explain marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good | Adequately identifies and explains marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good. | Credibly identifies and explains marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good. | Distinctively identifies and explains marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good. | Highly distinctively identifies and explains marketers’ responses to consumer expectations in regard to issues such as sustainability, ethical sourcing or the common good. |
GC7 LO2
Weight: 15 marks TL=3 Learning Stage I and D | Criterion 2: Identify the core marketing models and concepts for sustainable business and social outcomes. | Failure to identify the core marketing models and concepts for sustainable business and social outcomes. | Adequately identifies the core marketing models and concepts for sustainable business and social outcomes; would benefit from more concrete illustrations. | Credibly identifies the core marketing models and concepts for sustainable business and social outcomes; some illustrations are included and reasonable clarity. | Distinctively identifies the core marketing models and concepts for sustainable business and social outcomes; clear illustrations are included. | Highly distinctively identifies the core marketing models and concepts for sustainable business and social outcomes; techniques are applied creatively. |
GC2 LO3 Weight: 20 marks TL=3 Learning Stage I and D | Criterion 3: Different statistical techniques understood and used to interpret the data for decision making. | No descriptive analysis is presented. No graphs to demonstrate descriptive analysis are presented. No required primary analysis is provided nor clearly demonstrated in tables. No statistical methods to test the | Some descriptive analysis is presented. Some graphs to demonstrate descriptive analysis are presented. Some primary analysis is provided and clearly demonstrated in tables. Some statistical methods | Credible descriptive analysis is presented. Some graphs to demonstrate descriptive analysis are presented. Credible primary analysis is provided and clearly demonstrated in tables. Some statistical methods | Distinctive descriptive analysis is presented. More than a few graphs to demonstrate descriptive analysis are presented. Distinctive primary analysis is provided and clearly demonstrated in tables. Several statistical methods | Highly distinctive analysis is presented. All graphs to demonstrate descriptive analysis are presented. All required primary analysis is provided and clearly demonstrated in tables. All statistical methods to test the |
| hypothesis are correctly identified and used. Results are neither clearly labelled nor clearly presented in tables. No results of the primary analysis are correctly interpreted. No results of hypotheses testing are correctly interpreted. Based on the interpretation of results, no recommendations for the company are presented. | to test the hypothesis are correctly identified and used. Results are adequately labelled and clearly presented in tables. Some results of the primary analysis are correctly interpreted. Some results of hypotheses testing are correctly interpreted. Based on the interpretation of results, adequate recommendations for the company are presented. | to test the hypothesis are correctly identified and used. Results are credibly labelled and clearly presented in tables. Some results of the primary analysis are correctly interpreted. Some results of hypotheses testing are correctly interpreted. Based on the interpretation of results, credible recommendations for the company are presented. | to test the hypothesis are correctly identified and used. Results are distinctively labelled and clearly presented in tables. Most results of the primary analysis are correctly interpreted. Most results of hypotheses testing are correctly interpreted. Based on the interpretation of results, distinctive recommendations for the company are presented. | hypothesis are correctly identified and used. All results are clearly labelled and clearly presented in tables. All of the results of the primary analysis are correctly interpreted. All of the results of hypotheses testing are correctly interpreted. Based on the interpretation of results, highly distinctive recommendations for the company are presented. | ||
GC8 LO3
Weight: 3 marks TL=4 Learning Stage I and D | Criterion 4: Locating, organising, analysing and synthesising relevant information and data into marketing proposal. | Failure to locate, organise, analyse and synthesise relevant information and data into marketing proposal. | Adequately located, organised, analysed and synthesised relevant information and data into marketing proposal. | Credibly located, organised, analysed and synthesised relevant information and data into marketing proposal. | Distinctively located, organised, analysed and synthesised relevant information and data into marketing proposal | Highly distinctively located, organised, analysed and synthesised relevant information and data into marketing proposal. |
GC11 LO4
Weight: 4 marks TL=3 Learning Stage I and D | Criterion 5: Communication skills (style, tone, technical writing skills, referencing). | Information presented is incoherent or in a style inappropriate to the task. Significant errors in grammar, punctuation and spelling. Most or all sources have not been referenced using in-text citations and a reference list, or | Information presented in a generally coherent manner, and in a style that is appropriate to the task. Grammar, punctuation and spelling is generally correct, with some errors. All sources are referenced using in-text citations and a reference list with | Information presented in a coherent manner, and in a style that is engaging and appropriate to the task. Little error in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with some errors in style. | Information presented in a highly coherent manner, and in a style that is engaging and appropriate to the task. There may be minor errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a | Information presented in a clear and extremely coherent manner, and in a style that is engaging and highly appropriate to the task. No errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with |
| there are significant style issues. | some general errors in style. | reference list with some minor errors in style. | no, or very minor errors in style. |
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