Curriculum Information

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QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer and practitioner engagement remains integral to the MSc Strategic and Digital Marketing. The revised curriculum incorporates systematic input from industry partners across modules, ensuring assessments and learning activities mirror real-world digital marketing challenges. Employers and marketing agencies will be invited to co-design live briefs, participate in guest lectures, and provide feedback on student outputs, strengthening employability and ensuring alignment with sector trends, including AI in marketing analytics, data ethics, and omnichannel strategy. 

Means of Assessment

Assessments are authentic, professionally aligned and calibrated for Level 7 demands. Each module uses a bonded structure (A1 and, where relevant, A2) to simulate integrated professional delivery (e.g., plan + presentation; report + individual reflection). Group activity is bounded to meet PSRB and institutional guidance; individual accountability is evidenced through personal deliverables or viva-style elements. Assessment volumes are stated in word-count or digital-media equivalents, and summative hours are specified per component to ensure transparency and parity across modules. 

Responsible Use of Generative AI (AIAS): Use of generative AI is declared, constrained and evidenced in line with the institutional AI Assessment Scale (AIAS). At least one summative assessment is graded at AIAS Level 4 (with pathway to Level 5), specifically Module 3 (A2). Other modules permit AI use where appropriate (e.g., discovery, ideation, prototyping) with critical oversight; the Capstone specifies where AI-enabled outputs are admissible and how audit trails must be evidenced.  

Learning Support

Induction 

All students will be invited to an induction week at the start of the academic year, which is where students will have a chance to meet others on the course, be welcomed into academic life, and establish mutual expectations with staff on the course. 

The induction will include both university-wide events introducing many central university services, as well as course and faculty specific induction events. 

Induction events will also be extended throughout the first block of term 1 for new postgraduate students, to allow students a welcoming and managed introduction to their university studies. 

Learner Analytics 

Learner Analytics will be used to track student attendance and engagement across the course.  Students will be introduced to the Learner Analytics system in the first week of teaching in Block 1. 

Office hours 

The teaching team maintain an ‘open door’ policy where students are encouraged to attend the staff offices, or request virtual meetings, and resolve any queries at any time.   

Module and Course Leaders will also maintain weekly ‘office hours’ throughout the teaching term, for students to have a guaranteed time where they know staff will be available to respond to any queries.  

Tutorials 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, seminars, and guided self-study. 

Seminars 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, seminars, and guided self-study. 

Formative Assessment 

Formative Assessment is a chance for students to receive feedback on their assessed work that does not count towards their formal mark for the module or course.  This is an ongoing process aimed to be developmental and encourage students to improve both their understanding and performance.   

Formative assessment is included throughout the course both formally (through draft submission points in some modules) and throughout the learning process as an integral part of the learning process.  

Progress meetings 

Not applicable Postgraduate study. Students may, however, seek advice from the Faculty Student Support Officer (SSO) 

Research Supervision 

This is not relevant for this course. 

Online Resources and Digital Support 

Students will be provided with online resources through the university’s Virtual Learning Environment, Blackboard.  Each module will include a range of guided and online materials to support students in their learning and achievement of the module aims. 

Students may, however, seek advice from the Faculty Student Support Officer (SSO) 

Library Services 

Library Services?provides a wide range of high-quality library and information services to students, academics and researchers, including access to a range of materials, books, journals, and subscriptions.  

Students will be signposted to Library Services in a session in the first module. 

Students may, however, seek advice from the Faculty Student Support Officer (SSO) 

Student Development and Study Skills (SDSS) 

USW Study Skills can help students develop the writing, maths, IT, and other skills needed to succeed in their studies.  

Students will be signposted to the Student Development Service in Induction week, and sessions with the Study Skills team will be integrated into the first module in Term 1 to ensure all students are familiar with the service and offering.  

Students may, however, seek advice from the Faculty Student Support Officer (SSO) 

Advice Zone 

The Advice Zone is the first point of contact for all student enquiries. They offer confidential advice on anything that affects your ability to study, and they work with a range of other services to ensure you receive the overall support you need. 

Students will be signposted to the Advice Zone during induction and in the Course Handbook. 

Students may, however, seek advice from the Faculty Student Support Officer (SSO) 

Disability Advice Team 

The?Disability Advice Team?provides information, advice and guidance, and co-ordinates disability-related support for USW students.?This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. 

Students will be signposted to the Disability advice team on an ad-hoc basis by the course team, wherever necessary, as well as introductions to the whole cohort during induction and via the Course Handbook. 

Mental Wellbeing 

USW has several teams who can support students with mental health and wellbeing. 

Students will be signposted to the range of services in induction and through their course handbooks.   

In the first instance, students will book a Wellbeing Advice Appointment through the Advice Zone Online, and then the advisor will explore student needs and signpost to further support, as well as referring to a mental health adviser or counsellor if appropriate. Staff and students may also choose to use the USW Report and Support system, for themselves or others. 

Progression Advice Team 

The?Progression Advice Team?works with students to identify areas of academic concern, advise on options available and suggest a holistic support plan.  

Students will be signposted to the Progression Advice Team via module or course leaders, or SSO whenever deemed suitable on an ad-hoc basis. 

Careers Service 

USW Careers?provides support with careers advice, employment, freelancing, work placements, and much more to help you prepare for your future. 

As well as being signposted in the course handbook and induction, the Careers service will be introduced to students in the first module and deeply integrated in the first module, where assessments can be run with support from the Careers service. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A