MC6099NI Services Marketing Islington College

COURSEWORK QUESTION PAPER: 1st sit Autumn 2023 Semester Long

Module Code:	MC6099NI
Module Title:	Services Marketing
Module Leader:	Mr. Bigendra Shrestha (Islington College)

Coursework Type:	Individual Report 2000 word – case study
Coursework Weight:	This coursework accounts for 60% of your total module grades.
Submission Date:	TBA
When Coursework is given out:	TBA
Submission Instructions: Warning:	Submit the following to the Islington College RTE department before the due date: ● Final submission 1 x PDF file Filename: 123242343 Dhruba Gnawali.pdf London Metropolitan University and Islington College take Plagiarism seriously. Offenders will be dealt with sternly.

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Section A: Learning outcomes of the assessments

The assignment addresses the following learning outcome/s of the module:

LO2. Critically assess and apply relevant marketing concepts/models available to service organisations to facilitate decision-making processes

Section B: Introduction

This is the final assessment of the coursework and students are required to develop answers based on the given question of the case study. Students need to read and understand the case study on the marketing practices of a service organisation. The assessment requires students to think critically and decide the key issues about the case and how they can best be addressed.

The individual report weighs 60% (2,000-word limit).

This assessment encourages students to develop and practise the following skills: Researching and analysing data, application of knowledge and presenting data, critical thinking and writing, problem-solving and decision making.

Section C: Assessment Strategy

Case Study for Individual report

Uber: Changing the Way the World Moves

Source:

Moon, Youngme. “Uber: Changing the Way the World Moves.” Harvard Business School Case 316-101, November 2015. (Revised January 2017.)

Question 1: 40 marks

Using the 7Ps marketing mix framework, analyse how Uber has positioned itself in the ride-sharing market during 2015. Discuss the key elements of each marketing mix component and their impact on Uber’s service delivery to create competitive advantage.

Question 2: 50 marks

Apply relevant marketing concepts/models to analyse the effectiveness of surge pricing and discuss potential strategies Uber could employ to address negative customer reactions while ensuring driver availability.

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Apply the relevant marketing concept/model to assess the relationship between driver satisfaction, customer satisfaction, and business performance in the context of Uber. Provide recommendations for fostering a positive service profit chain to drive sustainable growth for Uber.

Service Diary: – 10 marks

In addition to questions, students also need to submit a diary of service encounters they have experienced – including bus, train, tube trips, library visits, shopping, cafés and so on. The diary should record the time and date of the experience, describe the service experience, and how it made them feel and relate that to the taught material on the course.

The service diaries will be discussed in class and may aid the selection of companies and sectors for the group presentation. The diary can be in the form of notes to aid discussion in class or a blog.

Students are encouraged to think about services, considering the service management issues, the experience and integration of the service experience with ideas and theories from the course material. The class exercises will help in preparing for the individual assignment. Each student should also include his/her diary in the individual assignment.

Section D: Assessment submission

The student must work individually to develop the answers to the given assignment. There is no tolerance for COLLUSION.

The student should submit one final file in a pdf format to RTE on the given deadline. The word limit of the final report is a 2,000-word limit excluding appendices and bibliography. Submissions of excessive length, or which attempt to subvert length criteria with the misuse of appendices, will be penalised.

Students must submit a completed service diary as well. Such a service diary should be annexed to the main report.

Standard University regulations regarding plagiarism will apply and be rigorously enforced. THIS INCLUDES THE USE OF PUBLISHED SECONDARY RESEARCH (E.G. MINTEL, ETC.) WITHOUT ACKNOWLEDGEMENT AND/OR INTERPRETATION. The course tutor will also apply penalties to submissions which in his/her sole opinion show evidence of collusion.

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Section E: Marking Criteria: How will you be evaluated?

● Introduction and problem definition (Ability to identify the problem specific to the case or reflects a good understanding of the questions given in the case study)

● Ability to effectively answer the questions based on:

a.) appropriate application of relevant theory from classroom

learning

b.) appropriate application of relevant theory from external research c.) discussions about contemporary practices

● Evidence of critical thinking in the writing: Able to write from a different perspective

● Evidence of using relevant facts and evidence within the case to develop points.

● Conclusions and recommendations at the end of each answer to all questions asked in the case

● Supporting appendices: Bibliography and use of appropriate referencing throughout (Harvard Referencing)

● Formatting (Arial, Font Size: 10, Line Spacing 1.5, and separated question and answers with a change in paragraphs for all five questions in the Case Study word limit)

Section F: Recommended Structure

● Cover page

● Table of content

● Answer to Question 01

● Answer to Question 02

● Service Diary

● Bibliography

Section G: Recommended Reading for references

● Lovelock, C. and Wirtz, J. (2016) Services Marketing: People, Technology, Strategy, Global Edition, 8th Edition, World Scientific Publishing.

● Grönroos, C. (2015) Service Management and Marketing: Managing the Service Profit Logic, 4th Edition, John Wiley and Sons.

● Lovelock, C. and Wirtz, J. (2018) Essentials of Services Marketing, 3rd Edition, Pearson.

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Section H: Assessment Grade Description

GSBL UNDERGRADUATE GENERAL GRADE DESCRIPTORS

	Level 3 or 4	Level 5 Level 6
Genera l	Acquisition of broad knowledge Evaluate information Use the information to plan, develop and problem solve	Generate ideas Critically review, through analysing consolidate and concepts extend a body of Demonstrate knowledge using command of specialised skills specialised skills Critically evaluate Formulate responses concepts and to well-defined and evidence from a range abstract of sources Analyse and evaluate Transfer and apply information skills and exercise significant judgement in a range of situations
70-100 (A)	Very good Demonstration of a very good comprehension of the task with evidence of analysis, synthesis, evaluation and critical appraisal Use of a wide variety of appropriate sources Transformation of knowledge	Excellent Excellent – Advanced scholarship Outstanding (for use Goes beyond the at far end of range) material provided Outstanding Excellent link to understanding, research exploration and insight Excellent analysis, Strong evidence of synthesis, evaluation originality and and critical appraisal development of own Excellent evidence of ideas preparation Develop a highly Comprehensive and complex argumentcritical understanding of the topic

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	Independent thinking and development of ideas Ability to communicate very cle arly and effectively Very good evidence of preparation Very good organisation, structure and presentation of work – minimal errors Good references, appropriate sources (quality and quantity). No errors in reference list or citations.	Excellent ability to Outstanding ability to communicate clearly communicate topics and effectively clearly and concisely Excellent organisation, Advanced structure and organisation, structure presentation of work and presentation of Good references, work appropriate sources Good references, (quality and quantity). appropriate sources No errors in reference (quality and quantity). list or citations. No errors in reference list or citations. References well utilised and critiqued
60-69 (B)	Very good Demonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation Use of a wide variety of appropriate sources Transformation of knowledge Independent thinking and development of ideas Ability to communication clearly and effectively Very good evidence of preparation Very good organisation, structure and presentation of work – minimal errors Good references, appropriate sources (quality and quantity). Minimal or no errors in	Very good Very Good Demonstration of very Advanced scholarship good comprehension Goes beyond the of the task with material provided evidence of analysis, Very good link to synthesis, evaluation research Use of a wide variety Very good analysis, of appropriate sources synthesis, evaluation Transformation of and critical appraisal knowledge Very good evidence of Independent thinking preparation and development of Comprehensive and ideas critical understanding Ability to of the topic communication clearly Very good ability to and effectively communicate clearly Very good evidence of and effectively preparation Very good Very good organisation, structure organisation, structure and presentation of and presentation of work work – minimal errors Good references, Good references, appropriate sources appropriate sources (quality and quantity). (quality and quantity). No errors in reference Minimal or no errors in list or citations.

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	reference list or citations.	reference list or citations.
50-59 ©	Adequate – Satisfactory Some analysis but limited Some insight and exploration of ideas Sound conclusions No significant inaccuracies or omissions Some analysis, evaluation or synthesis of information Lacking clarity at times Some evidence of preparation Referencing is sound. Mostly appropriate sources. Numerous errors or inconsistencies	Adequate – Adequate- Satisfactory Satisfactory Evidence of thinking Some evidence of independently to thinking independently develop own ideas to develop own ideas Evaluation of relevant Evaluation of relevant theories or literature theories or literature Ability to communicate Reasonable ability to clearly and effectively communicate clearly Report information in a and effectively structured way Report information in a Use of an appropriate structured way format Use of an appropriate Reasonably Accurate, format quite comprehensive Quite comprehensive knowledge knowledge Satisfactory evidence Satisfactory evidence of preparation of preparation Coherent and well Satisfactory presented – minor referencing, errors appropriate sources. Satisfactory Numerous but minor referencing, errors in references appropriate sources. Minor errors in references
40-49 (D)	All learning outcomes met Competent (practical) May be incomplete in knowledge (some errors or omissions) Insufficient analysis, evaluation or synthesis Limited application of theories/knowledge An awareness of appropriate principles/theories/tec hniques Irrelevance to the task at times	All learning All learning outcomes met outcomes met Competent (practical) Competent (practical) May be incomplete in May be incomplete in knowledge (some knowledge (some errors or omissions) errors or omissions) Weak or no analysis, Weak or no analysis, evaluation or evaluation or synthesis synthesis Some application of Some application of theories/knowledge theories/knowledge An awareness of An awareness of appropriate appropriate principles/theories/tec principles/theories/tec hniques hniques Irrelevance to the task Irrelevance to the task at times at times

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	Disorganised work with weak standard of presentation Numerous aberrations from the requirements of the task Referencing is attempted although may be inconsistent, many errors, weak sources	Disorganised work Disorganised work with weak standard of with weak standard of presentation presentation Aberrations from the Aberrations from the requirements of the requirements of the task task Referencing is Referencing is attempted although attempted although may be inconsistent, may be inconsistent, many errors, weak many errors, weak sources sources
Condo ned Pass 30-39 (R2/F1)	Learning outcomes not met Little relevant knowledge Lacking structure Numerous errors in structure and form Limited understanding of concepts/theories No appropriate analysis, evaluation or synthesis Significant inaccuracies/omission s Not competent Little or no attempt to use references and if so very weak with errors	Learning outcomes Learning outcomes not met not met Little relevant Little relevant knowledge knowledge Lacking structure Lacking structure Numerous errors in Numerous errors in structure and form structure and form Limited understanding Limited understanding of concepts/theories of concepts/theories No appropriate No appropriate analysis, evaluation or analysis, evaluation or synthesis synthesis Significant Significant inaccuracies/omission inaccuracies/omission s s Not competent Not competent Little or no attempt to Little or no attempt to use references and if use references and if so very weak with so very weak with errors errors
Under 30 (R2/F2)	Little engagement with the task No basic understanding of the subject matter Poor communication (written or verbal) Lacking or no structure Significant errors in structure and form	Little engagement with Little engagement with the task the task No basic No basic understanding of the understanding of the subject matter subject matter Poor communication Poor communication (written or verbal) (written or verbal) Lacking or no Lacking or no structure structure Significant errors in Significant errors in structure and form structure and form

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	Many significant inaccuracies/omission s – very little correct Little or no attempt to use references and if so, very weak with many significant errors	Many significant Many significant inaccuracies/omission inaccuracies/omission s – very little correct s – very little correct Little or no attempt to Little or no attempt to use references and if use references and if so, very weak with so, very weak with many significant errors many significant errors
(0%)	No submission Nothing of relevance in the work submitted	No submission No submission Nothing of relevance Nothing of relevance in the work submitted in the work submitted

End of the Document

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