Ashcroft International Business School

Module Title: Marketing Design and

Innovation
Department: International Business Strategy
Module Code: BD415024S

Academic Year: 2010/11

Semester: One
1

Contents
1.

Key Information........................................................................................ 2

2.

Introduction to the Module........................................................................ 2

3.

Intended Learning Outcomes .................................................................. 3

4.

Outline Delivery (including attendance requirements).............................. 4

4.1

Attendance Requirements 5

5.

Assessment ............................................................................................. 6

6.

Assessment Criteria and Marking Standards ........................................ 11

7.

Assessment Offences ............................................................................. 12

8.

Learning Resources ............................................................................... 17

8.1
8.2

Library . 17
Other Resources 18

9.

Module Evaluation ........................................................................... 18

10

Module Definition Form .. 20

11.

Report on last delivery of Module ............................................................ 23

1. Key Information
Module title:

Marketing Design and Innovation

Module Leader:

Roger Moore
C/O Linda Lawrence

Local Module Leader:

Patrick Samuel, SAM Caribbean Ltd.

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11

A very important change to the Academic Regulations which governs the assessment
of all modules at Anglia Ruskin and its partner institutions has been introduced for all
students with effect from the academic year 2010/11.
Full details are in Section 5 of this module guide. Please make sure you read this
section carefully.
All modules delivered by Anglia Ruskin University at its main campuses in the UK
and at partner institutions throughout the UK and overseas are governed by the
Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A
printed extract of the Academic Regulations, known as the Assessment Regulations,
is available for every student from your Faculty Office (all new students will have
received a copy as part of their welcome pack).
In the unlikely event of any discrepancy between the Academic Regulations and any
other publication, including this module guide, the Academic Regulations, as the
definitive document, take precedence over all other publications and will be applied in
all cases.

2. Introduction to the Module

The module investigates stylistic change in taste, fashion and customer need by
examining contemporary issues in marketing, design and innovation, including
dependency products and services.
Marketing principles of product and service design, functionality and purpose,
customer perception, value and branding extend to the consideration of patenting
ideas, design registration, trade marking and intellectual property. The module also
looks at the influence of marketing communications on demand.
The design process is then examined from the customer perspective, involving new
product development, life cycle, and the importance of design in enhancing
competitiveness.
Finally, the module investigates current developments in design and product/service
innovation and the introduction of mass customisation in global markets.

One of the main focuses for the design of this module has been the further
development of relevant employability and professional skills. Such skills are
implicit in the learning outcomes.
Multiculturalism has been considered during the design of this module and will be
considered when the assessment brief is written.

3. Intended Learning Outcomes

On successful completion of this module you will be able to:
3.1. Identify and critically evaluate the main characteristics of product and service
design and innovation from the marketing perspective.
3.2. Distinguish between the key characteristics of the design process in the context
of stylistic change, fashion and consumer taste, including the nature of design
management and the importance of design and innovation in enhancing
competitiveness.
3.3. Critically appraise the importance of patenting ideas, design registration, trade
marking and intellectual property on new products and services.
3.4. Critically examine compelling organisational theories and alternative theoretical
frameworks around the study of organisations.

4. Outline Delivery
The table below is indicative only and can be customised as necessary
Session

Subject Area

Session Objectives

Tutor & Advance

Reading

Introduction/ Food for

thought/ Assessment
Rationale

To understand the rationale of the

module, linking marketing, design &
innovation + the logic of the assessment

Consumer behaviour and

its influence on design &
innovation

To identify and critically evaluate the

influence of marketing on product
design and innovation

Roger Moore
Trott

Characteristics of
innovation

Able to understand the dynamics of

innovation process

Roger Moore
Trott

Innovation challenge

Critically evaluate the issues of

innovation and creativity challenge. To
understand the dilemma of innovation

Roger Moore
Trott

Branding issues

Roger Moore
Trott

Design process

Understand the impact of choosing

brand elements to the success of
branding process
Critically evaluate

Styling fashion for

competitive advantage

Understand and Identify complexity

involved in styling

Roger Moore
Trott
Roger Moore
Trott

Case study activity

Integrating the earlier objectives

Roger Moore

Managing knowledge

Understand and appreciate the role of

IP to branding and competitive
advantage, To evaluate the typology of
knowledge

Roger Moore
Trott

10

Innovative design for

market experiential
exercise

Learning and reflecting through

undertaking a design project

Roger Moore

11

Framework to achieve
market balance

Linking various aspect of marketing

function to the success of design and
innovation

Roger Moore
Trott

12

Bringing it together +
Assignment

Review of assignment task and bringing

all together

Roger Moore

Roger Moore
Trott

The module will be contextualised depending on the need of the cohort.

* Students must read the articles and other material given out during the module.

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you
succeed in this module. In accordance with the Student Charter, you are expected to
arrive on time and take an active part in all your timetabled classes. If you are
unable to attend a class for a valid reason (eg: illness), please contact your Course
Administrator or the Module Tutor.
Anglia Ruskin will closely monitor the attendance of all students and will contact you
by e-mail if you have been absent without notice for two weeks. Continued absence
can result in the termination of your registration as you will be considered to have
withdrawn from your studies.
International students who are non-EEA nationals and in possession of entry
clearance/leave to remain as a student (student visa) are required to be
in regular attendance at Anglia Ruskin. Failure to do so is considered to
be a breach of national immigration regulations. Anglia Ruskin, like all British
Universities, is statutorily obliged to inform the Border and Immigration Agency of the
Home Office of significant unauthorised absences by any student visa holders.

5. Assessment
IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11
PLEASE READ CAREFULLY
For all modules delivered from July 2010 onwards, the following regulations apply in
all locations and to all students. The important change to the assessment process
(ie: different from previous academic years) is highlighted in point (d) below:
a)

You must undertake all assessment tasks which form part of the module (eg:
submit all coursework assignments by the appropriate deadline and/or attend
all presentations/examinations on the appropriate date etc.).

b)

If there is a valid reason for you not being able to complete any assessed work,
you must either seek an extension from your Student Adviser or submit a claim
for mitigation (see www.anglia.ac.uk/mitigation for more information).

c)

If you undertake all assessment tasks which form part of the module but you do
not pass the module, you will be allowed one further attempt to undertake some
or all of the assessment tasks (ie: resit) in order to pass the module.

d)

If you do not undertake one or more of the required assessment tasks which
form part of the module (eg: you simply do not attend an examination or do not
submit a coursework assignment on time etc.) AND this is not explained by a
successful claim for mitigation, you will NOT be allowed any further attempt at
assessment in the module and are deemed to have failed the module
completely.

The Assessment for this module is an individual 3000 word report (75%) and a
1000 word reflective commentary (25%). The assignment is given below.
ASSIGNMENT INSTRUCTIONS

Provisional

Module Title:
Module Code:

Marketing Design and Innovation

BD415024S

Level:

Academic Year:

2010/11

Semester:

Module Leader:

Mr Roger Moore

Instructions: Answer the following questions.

Word Limit:

3,000 words + 1,000 words

Submission Date:

This assignment must be received by no later than 5pm on

23rd May, 2011.

Written assignments must not exceed the specified maximum number of

words. All assignments which do so will be penalised. The penalty will be the
deduction of 10% of the maximum marks available (i.e. 10%). Assignments will
not be accepted without a word count on the cover sheet.
Requests for short-term extensions will only be considered in the case of
illness or other cause considered valid by the Student Adviser. These must
normally be received and agreed by Student Adviser in writing at least twenty
four hours prior to the deadline.
Please refer to the Academic Regulations or your Student Handbook for full
details.
This assignment must be attached to a completed University
Assignment Cover Sheet and accompanied by a completed
University Assignment Receipt before submission. Any
attachments (such as computer discs) must be marked with
your SID number(s) and securely attached to your assignment
before submission.
The module will be assessed by individual assignment. The assignment
is given below.
Context:
You are required to select a contemporary consumer, industrial or commercial
product or service that for one reason or another inspires you to critique within the
context of this module. Explain why this choice has influenced you.

TASK 1: (75%)
Carry out a written critique of the way in which characteristics of the chosen item has
altered over time in order to suit the changing needs of the market within which it
exists from the following aspects:
The benefits and value derived by the clients or customers or recipients

The uniqueness of its design elements shape, colour, design,

imagination, relevance and usefulness

Its appeal as brand in contemporary markets

Task 2: (25%)
Write a reflective essay (1000 words) on your journey of discovery vis a vis
the learning outcomes of the module.

6. Assessment Criteria and Marking Standards

You should demonstrate that you have shown the relevance of your arguments to the
module learning outcomes:

Combined management practice and theory

Shown evidence of critical and reflective analysis
Used a variety of management literature using the Harvard system

The following provides a guide to how the assignment should be structured:

Introduction:

Is there a clear introduction that the context of the situation that is to be

analysed?
Is there a clear statement of the problem/objective of the assignment?

Synthesis and use of literature:

Have you used the literature to explore the topic and as evidence to support
the points you make?
Have you integrated the literature?
You are expected to show your knowledge and understanding of the literature
by using the literature to argue a case in support of your point of view. Be
sure to use your own words to present ideas you have obtained from the
literature and to cite your sources.
The descriptive retelling of source material alone is insufficient.

Analysis:

Have you moved beyond simple description?

Have you drawn insights and conclusions which address the assignment
purpose?

Is there a review/reference made to relevant literature and its appropriate

use?
Is there critical evaluation?
Are discussions and arguments coherent?
Have you demonstrated skills in applying theory into practice?
Analysis does not come by just describing things and listing the views of the
various writers. Instead you must breakdown the various arguments. You
must look for the strengths and weakness in each argument.

Conclusions:

Without logical conclusions your analysis is incomplete

What are the main points to be made?
Are conclusions based upon rigorous analysis?
What can be learnt for the conclusions?

Literacy:

Have you checked structure, spelling, punctuation, grammar, language and

sentence and paragraph formation?
Good paragraphs will contain transitional sentences which clearly state how
you move from one theme to the next.
One/few sentences do not normally make a paragraph.

A final check:
If someone was to read your assignment could they:
Tell you what the question is you are attempting to answer?
Explain what they saw as your major points and conclusions?
Be persuaded by the evidence you present and the line of reasoning you
offered to support your conclusions?
MARKING CRITERIA:
The assignment wil be assessed according to the following criteria:
Marks
The degree to which the concepts have been explained and
Understood

30%

The clarity of application

25%

The reasoning behind the evaluation

30%

The presentation and structure of report

15%
_____
100%

Note: You may find it useful to discuss your approach and framework with the
module tutor before starting your assignment

NOTE:
All coursework assignments and other forms of assessment must be submitted by
the published deadline which is detailed above. It is your responsibility to know when
work is due to be submitted ignorance of the deadline date will not be accepted as
a reason for late or non-submission.
All student work which contributes to the eventual outcome of the module (ie: if it
determines whether you will pass or fail the module and counts towards the mark you
achieve for the module) is submitted via the iCentre using the formal submission
sheet Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the iCentre by post, it must arrive by midday on
the due date. If you elect to post your work, you do so at your own risk and you must
ensure that sufficient time is provided for your work to arrive at the iCentre Posting
your work the day before a deadline, albeit by first class post, is extremely risky and
not advised.
Any late work (submitted in person or by post) will NOT be accepted and a mark of
zero will be awarded for the assessment task in question.
You are requested to keep a copy of your work.
Feedback
You are entitled to written feedback on your performance for all your assessed work.
For all assessment tasks which are not examinations, this is provided by a member
of academic staff completing the assignment coversheet on which your mark and
feedback will relate to the achievement of the modules intended learning outcomes
and the assessment criteria you were given for the task when it was first issued.
Examination scripts are retained by Anglia Ruskin and are not returned to students.
However, you are entitled to feedback on your performance in an examination and
may request a meeting with the Module Leader or Tutor to see your examination
script and to discuss your performance.
Anglia Ruskin is committed to providing you with feedback on all assessed work
within 20 working days of the submission deadline or the date of an examination.
This is extended to 30 days for feedback for a Major Project module (please note that
working days excludes those days when Anglia Ruskin University is officially closed;
eg: between Christmas and New Year). Personal tutors will offer to read feedback
from several modules and help you to address any common themes that may be
emerging.
At the main Anglia Ruskin University campuses, each Faculty will publish details of
the arrangement for the return of your assessed work (eg: a marked essay or case
study etc.). Any work which is not collected by you from the Faculty within this
timeframe is returned to the iCentres from where you can subsequently collect it.
The iCentres retain student work for a specified period prior to its disposal.

To assure ourselves that our marking processes are comparable with other
universities in the UK, Anglia Ruskin provides samples of student assessed work to
external examiners as a routine part of our marking processes. External examiners
are experienced academic staff from other universities who scrutinise your work and
provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia
Ruskins staff act as external examiners at other universities.
On occasion, you will receive feedback and marks for pieces of work that you
completed in the earlier stages of the module. We provide you with this feedback as
part of the learning experience and to help you prepare for other assessment tasks
that you have still to complete. It is important to note that, in these cases, the marks
for these pieces of work are unconfirmed as the processes described above for the
use of external examiners will not have been completed. This means that,
potentially, marks can change, in either direction!
Marks for modules and individual pieces of work become confirmed on the Dates for
the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

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6. Assessment Criteria and Marking Standards

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 4
Assessment criteria by level
Generic
Learning
Outcomes

Knowledge and Understanding

60-69%

Marking standards (by mark band)

50-59%
40-49%

Achieves
module
outcome/s
related to this
GLO at this
Level of Study

Characteristics of student
achievement per mark band

Achieves module
outcome/s related
to this GLO at this
Level of Study

Level 4 (FHEQ level 7) is characterised by an

expectation of students expertise in their
specialism. Students are semi-autonomous,
demonstrating independence in the negotiation of
assessment tasks (including the major project)
and the ability to evaluate, challenge, modify and
develop theory and practice. Students are
expected to demonstrate an ability to isolate and
focus on the significant features of problems and
to offer synthetic and coherent solutions, with
some students producing original or innovative
work in their specialism that is worthy of
publication or public performance or display.

DISTINCTION
As MERIT but
showing
independence of
thought, a high
level of intellectual
rigour and
consistency.

MERIT
Good analysis of
key issues/
Concepts/ethics.
Development of
conceptual
structures and
argument
making
consistent use of
scholarly
conventions.

PASS
Satisfactory
knowledge of key
issues/ concepts/
ethics in discipline.
Descriptive in
parts but some
ability to
synthesise
scholarship and
argument. Minor
lapses in use of
scholarly
conventions

Level 4 (FHEQ level 7) is characterised by an

expectation of students expertise in their
specialism. Students are semi-autonomous,
demonstrating independence in the negotiation of
assessment tasks (including the major project)
and the ability to evaluate, challenge, modify and
develop theory and practice. Students are
expected to demonstrate an ability to isolate and
focus on the significant features of problems and
to offer synthetic and coherent solutions, with
some students producing original or innovative
work in their specialism that is worthy of
publication or public performance or display.

DISTINCTION
As MERIT but
excellent research
skills, independence of thought, a
high level of
intellectual rigour
and consistency,
excellent expressive/professional
skills, and considerable creativity
and originality.
Excellent academic/intellectual
skills, and considerable creativity
and originality

MERIT
Good analysis of
key issues/
Concepts/ethics.
Development of
conceptual
structures and
argument,
making
consistent use of
scholarly
conventions.

PASS
Satisfactory
knowledge of key
issues/ concepts/
ethics in discipline.
Descriptive in
parts but some
ability to
synthesise
scholarship and
argument. Minor
lapses in use of
scholarly
conventions

(Academic
Regulations, Section 2)

Intellectual (thinking), Practical,

Affective and Transferable Skills

70%+

11

Achieves module
outcome/s related
to this GLO at this
Level of Study

Achieves a
marginal pass in
the module
outcome/s
related to this
GLO at this
Level of Study
PASS
Basic knowledge
of key issues/
concepts/
ethics in
discipline.
Largely
descriptive, with
restricted
synthesis of
existing
scholarship and
little argument.
Use of scholarly
conventions
inconsistent.
PASS
Basic knowledge
of key issues/
concepts/
ethics in
discipline.
Largely
descriptive, with
restricted
synthesis of
existing
scholarship and
little argument.
Use of scholarly
conventions
inconsistent.

30-39%
Fails marginally
to achieve
module
outcome/s
related to this
GLO

1-29%
Fails to achieve
module
outcome/s
related to this
GLO

Limited
information base,
understanding or
research skills in
discipline.

Inadequate
information base.
Lack of
understanding of
key issues and/or
research skills in
discipline.

Limited research
skills impede use
of learning
resources and
problem solving.
Major problems
with structure/
accuracy in
expression.
Team/
Practical
/professional
skills not yet
secure. Weak
academic/
intellectual skills.
Inconsistent use
of scholarly
conventions

Inadequate
research skills
prevent use of
learning
resources and
problem solving.
Major problems
with structure/
accuracy in
expression. Very
weak academic/
intellectual skills.
Ignorance of
scholarly
conventions Very
weak team/
practical /professional skills

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning
outcomes

12

7. Assessment Offences
You are reminded that any work that you submit must be your own. All suspected
assessment offences will be investigated and can result in severe penalties. Please
note that it is your responsibility to consult the relevant sections of the Academic
Regulations (section 10 see www.anglia.ac.uk/academicregs) and the Student
Handbook.
When you are preparing your work for submission, it is important that you understand
the various academic conventions that you are expected to follow in order to make
sure that you do not leave yourself open to accusations of plagiarism (eg: the correct
use of referencing, citations, footnotes etc.) and that your work maintains its
academic integrity.
Plagiarism is theft and constitutes the presentation of anothers work as your own in
order to gain an unfair advantage. You will receive advice and guidance on how to
avoid plagiarism and other elements of poor academic practice during the early
stages of your studies at Anglia Ruskin.
Guidance on being honest in your work
Introduction
Being honest in your work is at the heart of studying and working at university. To be
honest in your work you must acknowledge the ideas and work of others you use,
and you must not try to get an advantage over others by being dishonest. It is
important that you understand what it means to be honest in your work. Although
there is general agreement within the UK academic community about the types of
activity that are unacceptable, this does vary slightly between institutions, and may
be different from where you studied before.
We have developed this guidance to help you understand what it means to be honest
in your work, and what you should do to make sure that you are handing in work that
meets our expectations. This means we can make sure that we can maintain reliable
standards for our academic awards, and students continue to enjoy studying for
academic qualifications that have a good reputation. In this guidance we will:

clearly define what being honest in your work and good practice mean, and how
you can achieve this;
define assessment offences, including plagiarism, cheating and collusion;
identify the resources, help and advice available to help you learn the academic
skills you need to avoid committing assessment offences;
explain how we expect you to behave; and
describe what happens if we think you have committed an assessment offence.

Being honest in your work and good practice

You can show good practice when you do your work independently, honestly and in a
proper academic style, using good referencing and acknowledging all of your
sources.
To show good academic practice you must:

13

show you understand the literature;

use research from academics and others in your area of study;
discuss and evaluate ideas and theories;
develop your own independent evaluation of academic issues; and
develop your own arguments.

To support your own good practice you will need to develop your:

skills at studying and getting information (for example, reading, taking notes,
research and so on);
skills in looking at an argument and making your own evaluation (for example,
having a balanced opinion, using reasoning and argument);
writing skills for essays, reports, dissertations and so on;
referencing skills (how you include your sources of information in your work); and
exam techniques (for example, revising and timing).

Achieving good practice is not as complicated as it may appear. You need to do the
following.

Know the rules.

Make sure you reference all of your information sources. Poor practice or
dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a
result of you not knowing what you are allowed to do.
Develop your own style. Sometimes students include too much original text from
the work of others, as they believe that they cannot put it any better. Although
you should try to express ideas in your own words, quoting or summing up ideas
from academic sources is fine, as long as you say where you have taken this
from. You must also reference other peoples performances or art in your own
work. It fine to use other peoples performances and art, but you must be
completely clear about why you are using that work, and make sure it is obvious
that it isnt your own.

Definitions of assessment offences

Plagiarism
Plagiarism is when you present someone elses work, words, images, ideas, opinions
or discoveries, whether published or not, as your own. It is also when you take the
artwork, images or computer-generated work of others, without properly
acknowledging where this is from or you do this without their permission.
You can commit plagiarism in examinations, but is most likely to happen in
coursework, assignments, portfolios, essays, dissertations and so on.
Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or
images, without saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs)
which belongs to someone else, and presenting it as your own;
rewording someone elses work, without referencing them; and
handing in something for assessment which has been produced by another
student or person.

14

It is important that you do not plagiarise intentionally or unintentionally because

the work of others and their ideas are their own. There are benefits to producing
original ideas in terms of awards, prizes, qualifications, reputation and so on. To use
someone elses work, words, images, ideas or discoveries is a form of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to present anothers work as your
own. In plagiarism the original owner of the work is not aware you are using it, in
collusion two or more people may be involved in trying to produce one piece of work
to benefit one individual, or plagiarising another persons work.
Examples of collusion include:

agreeing with others to cheat;

getting someone else to produce part or all of your work;
copying the work of another person (with their permission);
submitting work from essay banks;
paying someone to produce work for you; and
allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as
directed by your tutor, and producing group work is not collusion. Collusion only
happens if you produce joint work to benefit of one or more person and try to deceive
another (for example the assessor).
Cheating
Cheating is when someone aims to get unfair advantage over others.
Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);
handing your own previously graded work back in;
getting an examination paper before it is released;
behaving in a way that means other students perform poorly;
pretending to be another student; and
trying to bribe members of staff or examiners.

Help to avoid assessment offences

Most of our students are honest and want to avoid making assessment offences. We
have a variety of resources, advice and guidance available to help make sure you
can develop good academic skills. We will make sure that we make available
consistent statements about what we expect in this document, and in student
handbooks and module guides. You will be able to do tutorials on being honest in
your work from the library and other central support services and faculties, and you
will be able to test your written work for plagiarism using TurnitinUK (a software
package that detects plagiarism).

15

You can get advice on how to honestly use the work of others in your own work from
the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your
lecturer and personal tutor.
You will have an opportunity to do a formative assignment before you finish and
hand in your first summative assignment. A formative assignment is one in which
you can talk about your work thoroughly with your tutor to make sure that you are
working at the correct level for your award, and that you understand what is meant by
good practice (a summative assignment counts towards the assessment for your
course).
You will be able to use TurnitinUK, a special software package which is used to
detect plagiarism. TurnitinUK will produce a report which clearly shows if passages
in your work have been taken from somewhere else. You may talk about this with
your personal tutor to see where you may need to improve your academic practice.
We will not see these formative TurnitinUK reports as assessment offences.
If you are not sure whether the way you are working meets our requirements, you
should talk to your personal tutor. They will be able to help you and tell you about
other resources which will help you develop your academic skills.
What we expect from you
We will make sure you have the chance to practice your academic skills and avoid
accidentally breaking our Academic Regulations. On page nine of the Student
Charter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it
says you have to be aware of the academic rules relating to your studies.
To make sure that you are aware of the rules, we expect you to agree to:

read this guidance and make sure you thoroughly understand it;
work through PILOT, the online tutorial available on our library website
(http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice and
has a useful section on plagiarism;
make sure that you are familiar with how to reference (acknowledge other
peoples work);
correctly reference all the sources for the information you have included in your
work;
identify information you have downloaded from the internet;
never use someone elses ideas for a performance, film or TV programme, their
artwork, graphics (including graphs, spreadsheets and so on and information
from the internet) as if they are yours;
only hand in your own original work;
never use another persons work as if it were your own; and
never let other students use or copy your work.

What we will do for you

To help you avoid making assessment offences, our staff will:

make sure they are familiar with the guidance on being honest in your work and
the Academic Regulations;

16

tell you clearly about the guidance on being honest in your work and any
guidelines on misconduct, and record the dates for future reference;
arrange library information sessions for you;
promote the resources on the library website and put links to them in module
guides and student handbooks;
include statements on academic honesty in each module guide, making sure they
are consistent throughout our university;
make you aware of the punishments for misconduct early in the course;
give you effective guidance on how you should acknowledge the information you
have used;
tell you, in writing if possible, how far you may work with other students in your
coursework;
plan procedures for assessing work in a way that reduces plagiarism, cheating
and collusion;
be aware that you may have worked differently in the past and make sure that
you are aware of good practice in the UK;
familiarise themselves with TurnitinUK and its reports; and
report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has
tried to get unfair academic advantage in an assessment for themselves or another
student.
We will aim to give you as much help as possible to avoid an assessment offence.
We listed a number of possible assessment offences earlier in the document. These,
and any relevant breaks of the Academic Regulations are dishonest, unacceptable
and not allowed. We will fully investigate all cases of suspected assessment
offences. If we prove that you have committed an assessment offence, we will take
action against you using our disciplinary procedures.
For full details of what punishments you may receive for assessment offences, see
the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs
And finally
One of the main aims of university is to give you the ability to learn, have
independent judgment, academic rigour and intellectual honesty.
You should encourage people to ask questions, to show personal and professional
honesty, and have mutual respect.
You, university teachers and support staff are responsible for working together to
achieve this aim.
References
Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE
Sector. (Copyright _ Association of Colleges 2000)

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More information
Academic Regulations, section 10 (www.anglia.ac.uk/academicregs)
PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ )
Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm)
RefWorks, a bibliographic management service that allows you to create a personal
database and collect bibliographies in a variety of styles
(www.libweb.anglia.ac.uk/referencing/refworks.htm)
The Student Charter
(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

8. Learning Resources
8.1. Library
Resources

Notes

Key text
Trott P., (2005) Innovation Management and New
Product Development (3rd ed) FT Prentice Hall,
Harlow

We will draw heavily on these

books. Students are advised to
purchase a copy of either.

Von Stamm B., (2003) Managing Innovation, Design

and Creativity, John Wiley, Chichester
Books
Baxter M, (1999), Product design: practical methods
for the systematic development of new products,
Stanley Thornes, UK
Bidault F., Despres C. and Butler, C. (1998)
Leveraged Innovation: Unlocking the innovation
potential of strategic supply. Basingstoke: Macmillan
Dussauge, P. and Garette, B. (1999) Cooperative
Strategy: Competing successfully through strategic
alliances. Chichester : Wiley
Jordan P W, (2000), Designing pleasurable products:
an introduction to the new human factors, Taylor &
Francis, London
Kelley T, (2001), The art of innovation, Harper Collins
Business, London
Jerrard R., Hands D., Ingham J., (2002) Design
Management Case Studies, Routledge, London
Jolly A., (2005) From Idea to Profit, Kogan Page
London
Journals
Harvard Business Review
European Management Journal
Journal of Management Studies
Organisational Dynamics
Sloan Management Review
Management Today
Fortune

The bibliography is indicative in

nature. Reading done before the
class will help you to put things in
context. You are advised to do so.
The list is designed as a resource to
help you find relevant material and
point you in the right direction. I
found these books useful. However,
you will have to decide whether to
read few books and articles in detail
or to scan many books and articles
for an overview of the subject. You
will also find in the library and from
your tutor other relevant references.
After all in your professional life you
will often have to synthesise large
amount of material in a short report.
You have to decide for yourself
what is relevant to your needs from
the material you can find.

Available in the Digital Library.

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Specific journal articles

Journal articles will be recommended during the
sessions.
Websites
http://www.imc.co.uk (Institute of Business
Consulting)

These are really useful websites for

Design and innovation.

http://www.cim.co.uk/home.aspx (Chartered Institute

of Marketing)
http://www.isp.org.uk/contacts/talk.html (Institute of
Sales Promotion)
http://www.asa.org.uk/asasp (Advertising Standards
Authority)
http://www.designcouncil.org.uk (British Design
Council)
http://www.ipo.gov.uk (Intellectual Property Office)
http://www.betterproductdesign.net/tools/ (A website
that is related to product design).
Additional notes on this reading list
Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

8.2. Other Resources

Articles and handouts will be given out during delivery of the module.

8.3. Other Resources

The museum of Brands, Packaging & Advertising at 2, Colville Mews, Lonsdale Rd
Notting Hill London provides an interesting array of exhibitions.
(www.museumofbrands.com)
Faculty Liaison Librarians
AIBS
Diana Garfield (diana.garfield@anglia.ac.uk) extn 3192

9. Module Evaluation
Towards the end of the delivery of this module, you will be asked to complete a
module evaluation questionnaire to help us obtain your views on all aspects of the
module.
This is an extremely important process which helps us to continue to improve the
delivery of the module in the future and to respond to issues that you bring to our
attention. The module report in section 11 of this module guide includes a section
which comments on the feedback we received from other students who have studies
this module previously.
Your questionnaire response is anonymous and you will receive a summary in eVision of the scores of all your modules two days after the survey closes.

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The Module Evaluation process is managed on-line. More information is available at:
http://web.anglia.ac.uk/curriculum/survey_stu.phtml
Please help us to help you and other students at Anglia Ruskin by completing the
Module Evaluation process. We very much value our students views and it is very
important to us that you provide feedback to help us make improvements.
In addition to the Module Evaluation process, you can send any comment on
anything relate to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any
time.

10. Module Definition Form

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10. Report on last delivery of module

The feedback for the last delivery was good.

(September 2010) Roger Moore_Final

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