Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Means of Assessment

Assessment is constructively aligned with module and course learning outcomes, enabling students to demonstrate the required knowledge, skills, and professional competencies at each level. Each module features meaningful and industry-informed tasks, such as live briefs, simulations, and authentic challenges, using formats that reflect contemporary marketing practice. Each 30-credit module has one substantial summative assessment point, reducing assessment burden for students and allowing them to focus on producing high-quality outputs. The only exception is the 60-credit module, which includes two summative assessments to reflect its size and scope. This intentional assessment design promotes authentic learning and prevents assessment overload while maintaining reliability, transparency, and inclusivity through clear criteria and timely accessible feedback. Further, students may choose to submit and receive feedback for all assessment in Welsh and one summative assessment task per level will be graded at level 4 or 5 on the AI Assessment Scale Framework to support students' understanding of the impact and use of Generative AI and contribute to the development of digital fluency. 

In addition, formative assessment is embedded in each module as a critical element of the learning process. Structured opportunities for feedback and continuous dialogue enables students to monitor progress, refine their approach, and build confidence in decision-making (Black and Wiliam, 1998). Summative tasks are scaffolded to develop autonomy and professionalism, early assessments provide structure to build foundational knowledge and collaborative behaviours, while later tasks encourage independence and application of theoretical insights to solve complex, and real-world challenges. At level 6, learners take full ownership of project design and delivery, demonstrating strategic thinking, leadership, and professional standards aligned with global industry expectations. Further, assessments are designed to foster USW Graduate Attributes, including commercial awareness, digital literacy, innovation, and project management, reinforcing the course philosophy of challenge-based, industry-relevant education

Learning Support

Induction - All students receive a dedicated induction week at the start of the academic year, which is where they will have an opportunity to connect with peers on the course, be welcomed into academic life, and establish mutual relationships and expectations with the course team. The induction week will include both university-wide events introducing many central university services, as well as course and faculty specific activities. Induction events will also be embedded throughout the first block for all students. 

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 during induction and in Block 1. 

Office Hours - The course team maintain an ‘open door’ policy where students are encouraged to attend the staff offices and resolve any queries at any time. In addition, the course team will maintain weekly ‘office hours’ throughout the 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 tutorials. 

Seminars - Each module will include 56 hours of scheduled in-person contact time.  This will include seminars. 

Formative Assessment - Formative assessment activities are embedded throughout the course in every module and is reflected within the teaching, learning, and assessment strategy. Students will engage in formative assessment for learning, whereby they will develop skills and receive continued feedback in preparation for summative assessment. 

Progress Meetings - All students on the course will be assigned a Personal Academic Coach (PAC).  A Personal Academic Coach is someone within the course team who will support students’ overall progress, rather than focusing on individual assignments or modules. All students will have three PAC sessions with their tutor in the academic year. 

Research Supervision - Research undertaken as part of the Marketing Project module will be supervised by an academic. 

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. The Digitally Enabled Education team will support academics in delivering digital support for students where needed. 

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 Block 1, as well as throughout the course. 

Student Development and Study Skills (SDSS) - USW Study Skills can help students develop the writing, maths, IT, and other skills needed to succeed. 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 Block at each level to ensure all students are familiar with the service and offering.  

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. 

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 Personal Academic Coaches 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. 

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, as well as via their Personal Academic Coach, whenever deemed suitable. 

Careers Service - USW Careers?provides support with careers advice, employment, freelancing, work placements, and much more to help students prepare for their future. As well as being signposted in the course handbook and induction, the Careers service will be introduced to students in the first Block and deeply integrated in the Marketing in Action module. 

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