[Class Content Guide] – MARK3011 – E-marketing

[Class Content Guide] - MARK3011 – E-marketing

[Class Content Guide] – MARK3011 – E-marketing

[Class Content Guide] – MARK3011 – E-marketing


Department: Economics and Marketing

Module Code/Title: MARK3011- Emarketing

Academic Year: 202x         

Credit value: 15

Module Leader:



Location of Delivery: Leicester Campus

Advice and Feedback hours:

This handbook is correct at the time of writing and may be subject to change. Throughout your studies, to ensure you have the most up-to-date information, you should always consult the online version of this handbook held on Blackboard”.

Welcome to the module/class

I would like to welcome you all on behalf of the teaching team to the Emarketing module and wish you all the best for this academic year. The module handbook will have detailed information about the module, teaching team and assessments.

A fundamental principle of the Emarketing module is to create a stimulating and interactive learning environment where all of you can progress, develop your understanding of the digital world from a marketing perspective and become competent in evaluating and drafting Emarketing plans and strategies to enhance the online experience for customers. 

The teaching team aims to help and support you in your studies during the academic year and to co-create together with you unique learning experiences.  

The module Blackboard site will be the main point of communication with the students, providing weekly learning activities, seminar preparation, lecture slides etc.

As you know the delivery sessions will be face to face seminars and recorded lectures (asynchronous) every week.

Please check your timetable to confirm your seminar group. 

I hope you have an enjoyable and successful learning journey throughout your final year.

Best wishes from the teaching team

Module Outline

Module aims

The module will critically evaluate the impact of emerging technologies such as the Internet and mobile phones on marketing theory and practice, the development of theoretical concepts and frameworks in the field of Emarketing and their application in real life situations.

The Internet has become an essential part of almost every company’s marketing strategy, whether viewed as a market, a distribution or communication channel. E-marketing should be grounded in the Marketing concept and has a clear impact upon a firm’s Marketing Mix. It provides new and exciting ways to communicate with target audiences. It opens up new markets by doing away with the need for intermediaries and expensive shop fronts. The Internet has also affected global pricing and opened up new pricing opportunities (for example dynamic pricing), while various e-products/services have emerged e.g. online music, social networking sites, video streaming, location based services etc. One of the most important applications of E-marketing involves customer relationships management as well as the increased opportunities for customer engagement. Firms are utilizing new technologies to discover and meet the needs of demanding customers, to strengthen and build relationships in order to gain a competitive advantage. Online and mobile websites, social media networks, blogs etc. have become ideal platforms for organisations to engage with customers and co-create unique experiences. In addition, firms have realised the value in pursuing multichannel strategies offering customer wider choices and integrated shopping experiences where online and mobile technologies play an important role and impact customers’ search and buying behaviour. Today, online customer reviews and feedback, and online product comparisons have become an essential part of a customer’s shopping journey. Managing the web and mobile experience requires sound understanding of online service quality, communicating value propositions, and addressing customers’ privacy and security/trust concerns. The internet has also provided marketers with new ways and tools to conduct research such as online questionnaires and focus groups, netnography etc. These are important aspects when developing and implementing e-marketing plans and e-strategies. 

The module will familiarise students with the way the Internet, and other digital media, are used today – and with their potential. There will be an emphasis on good practice, critical evaluation of Emarketing strategies, and application of theoretical Emarketing frameworks. The course will be a blend of practical and academic, placing Emarketing within the traditional marketing framework and also looking at effective use of today’s e-tools.

Students should come away from this module with a firm understanding of how Emarketing fits within the marketing philosophy, and how to integrate e into their marketing plans and strategies.

Objectives and Learning Outcomes

By the end of this module students will:

  • Develop understanding of E-marketing theoretical developments, concepts and frameworks through real life examples and application.
  • Develop awareness of a range of tools and techniques of emerged technologies; and how these impact the elements of the marketing mix.
  • Be able to review, assess and develop effective digital marketing plans and strategies; and advise organisations on their digital marketing strategy.
  • Gain understanding and knowledge of complex digital marketing issues and be in a position to effectively communicate these to various audiences.  
  • To understand social media networks and their impact on marketing; and be able to take advantage of the potential of social media networks.
SkillsIntroduced, Practiced, Assessed  
Written communicationIntroduced, Practiced, Assessed
Interpersonal communicationPracticed
Planning and organisationIntroduced, Practiced
Oral presentationIntroduced, Practiced
TeamworkingIntroduced, Practiced
AdaptabilityIntroduced, Practiced
Problem solvingIntroduced, Practiced, Assessed
NumeracyIntroduced, Practiced
Computer skillsIntroduced, Practiced
MARK3011 – Objectives and Learning Outcomes

How it’s going to be taught

The Faculty is committed to providing an equal learning experience for every DMU student through the use of Universal Design for Learning (UDL).  Examples of the ways in which we do this include a focus on flexible ways of learning, providing flexible study resources such as by recording lectures, and by using a variety of assessment methods.

The module uses a range of teaching methods to actively engage you with the subject in a stimulating learning environment. The core teaching philosophy adheres to students increased participation, interaction and co-creation of their learning. It is the aim of the module team to grow a learning environment through continuous productive dialogues, exchange of ideas, creativity, co-creation of knowledge and innovative teaching methods wherein students can flourish, progress and achieve their potential.

This is a dynamic subject. It constantly changes and is therefore not suited to a too formal style of traditional teaching and instructor’s monologue. Students are expected to take responsibility for their own learning and are actively encouraged to contribute to the evolution of the course, both in content and form.

A combination of lectures, seminars and practical sessions (in the computer labs) is used. Students are encouraged to use the technology and assess the relative values of different estrategies and tools. Seminars will include detailed discussions of case studies and selected aspects of Emarketing. Students are provided with both formative and summative feedback throughout the delivery of the module. 

How this module relates to your programme of study

The Emarketing module has become a popular elective for students over the years due to its focus on advancing students understanding on digital marketing. In particular, the module offers opportunities for students to enhance their learning on specific areas that were explored in modules at Level 4 and Level 5 such as The Digital and Social Media Context of Business, Direct and Digital Marketing, but also to explore new perspectives in digital marketing. Furthermore, the module allows students to connect marketing theory mastered throughout the programme with advances in digital technologies and platforms to develop a deeper understanding on how firms utilise such technologies to better engage and serve their customers and create unique customer experiences. By bridging marketing and digital technologies, the Emarketing module further develops students’ strategic thinking and analytical skills. Finally, the Emarketing module generates ideas for students undertaking dissertation work on their final year.

How this module enhances your employability

At the core of the Emarketing module rests the preparation of students for employment in digital marketing graduate positions. This is achieved by taking a holistic and strategic view of how digital technologies, and in particular web and mobile technologies, are being employed by marketing managers to create better experiences for customers. In doing so, students develop not only their understanding on theoretical advancements in the field and industry practices, but also a range of skills such as problem solving, communication, analytical, team working etc. necessary to pursue careers in digital marketing. By nature, students on the Emarketing module apply theoretical concepts and frameworks to real life case scenarios with the eye of a digital marketing analysist and strategist. Great emphasis is given on familiarising students with industry practices and tools such as Google AdWords, Google Analytics, Google Garage, Squarespace etc. Altogether, the module aims to enhance students’ employability prospects and become better equipped with necessary skills highly valued by employers.

DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better.  

#DMUworks is our fresh new programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad – with options to suit different circumstances and aspirations. You can find out and sign up for #DMUworks opportunities on MyGateway.

You can also find out further information about our projects by visiting the following webpage:

Your responsibility

Students are expected to attend and participate in all timetabled activities, including seminars and practical sessions.  Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University.

As students, your responsibilities are:

Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work.


Participation in class is based on participation in seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking.  You should come prepared so that you can fully engage in class discussions and activities. If you are late to class, then please take the first available seat and settle yourself as quietly as possible.


Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them.  In particular it is important that:

  • You are respectful of your peers’ learning and resist talking through seminars, workshops and lectures.
  • You do not answer your phone unless it is an emergency.
  • If you are late, then please take the first available seat and settle yourself as quietly as possible.

The student charter sets out commitments from the university to students, from students to the university, and from the Students’ Union to students. You can consult it at:

The module teaching and assessment team will contribute to this environment by:

  • Treating all students with respect.
  • Welcoming diverse viewpoints, experiences, and interpretations of the class materials.
  • Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class.

Lecture Schedule

Date  No WeeksLECTURE TOPIC                                                     BOOK CHAPTERS   
4th Oct1MODULE INTRODUCTION  CHAFFEY C1 Chaffey & Smith C1  
11th Oct2E-TODAY            CHAFFEY C2
18th Oct3Marketing on the Web   
1st Nov5Digital Customer Experience Part 1CHAFFEY C7 Chaffey & Smith C6  
8th Nov  6                           ENHANCEMENT WEEK  
15th Nov7Digital Customer Experience Part 2     
22nd Nov8E-CONSUMERS / AUDIENCES  CHAFFEY C2 Chaffey & Smith C4  
29th Nov9Social Media MarketingCHAFFEY C9 STRAUSS & FROST C13 Chaffey & Smith C5
6th Dec10Live Q&A             
13th Dec11Semester 1 RECAP     
20th Dec 27th Dec 3rd JanCHRISTMAS BREAK    
MARK3011 – Class Schedule
DateNo Weeks LECTURE TOPIC                                                     CHAPTERS   
10th Jan15E-MARKETING PLAN & STRATEGY Part 1CHAFFEY C4 & C10 STRAUSS C3, C8 & C9 Chaffey & Smith C10  
24th Jan17Creating a strategy & Writing Objectives   
31st Jan18Product in the online environment  CHAFFEY C5 Chaffey & Smith C2  
7th Feb  19Online Promotion and Communication Strategies  CHAFFEY C5, C8 & C9 Chaffey & Smith C2 &C7
14th Feb20Pricing and Revenue Strategies  CHAFFEY C5 Chaffey & Smith C2  
21st Feb21Place/Distribution Channels   CHAFFEY C5 Chaffey & Smith C2
28th Feb  22                   ENHANCEMENT WEEK
14th March67, kerience eek  201224Live Q&A   
21st March25Assignment 2 Recap   
28th March26Live Assignment Clinic    
4th April 27MODULE OVERVIEW   
11th April   EASTER Break
18th April
25th April
MARK3011 – Class Schedule

Seminar Schedule (Semester 1)

Week commencingNo. Weeks  Seminar /Title
4th Oct1Module Introduction / TECHNOLOGY AND MARKETING  
11th Oct2Assignment briefing/ WEB EXPERIENCE (1)  
18th Oct3WEB EXPERIENCE (2)  
25th Oct4VR, AR, MR and Marketing  
1st Nov5Assignment workshop  
8th Nov 6                         ENHANCEMENT WEEK  
15th Nov 7Assignment Advice and Feedback  
22nd Nov8Feedback Workshop  
29th Nov 9  Social commerce
6th Dec10  Assignment drop-in session
13th Dec11End of term reflection: Technological developments and application in marketing. (CW1 Submission week)
  CHRISTMAS (weeks 12, 13 & 14)   
MARK3011 – Seminar Schedule

Seminar Schedule (Semester 2)

Week commencingNo. Weeks  Seminar /Title
10th Jan15Individual Emarketing Action Plan  
17th Jan16Understanding Customer Journey   
24th Jan17SMART Objectives  
31st Jan18E-Promotion  
7th Feb  19Case Study: ASOS  
14th Feb  20  Google Analytics  
21st Feb  21Assignment workshop  
7th March 23  Mobile marketing
14th March  24  Assignment Clinic
21st March 25Assignment drop-in session  
28th March    26  Assignment drop-in session
4th April  27End of year review and reflection (CW2 Submission week)
  Easter (weeks 28, 29 & 30) 
MARK3011 – Seminar Schedule

Module Resource

Main resources

Required text: Chaffey, D. and Ellis-Chadwick, F. (2019), Digital Marketing: Strategy, Implementation and Practice, 7th edition, Pearson, UK

Chaffey, D. and Ellis-Chadwick, F. (2019), Digital Marketing: Strategy, Implementation and Practice, 7th edition, Pearson, UK

Chaffey, D. and Ellis-Chadwick, F. (2016), Digital Marketing: Strategy, Implementation and Practice, 6th edition, FT Prentice Hall, UK

Chaffey, D. and Ellis-Chadwick, F. (2016), Digital Marketing: Strategy, Implementation and Practice, 6th edition, FT Prentice Hall, UK


Barker, M., Barker, D., Bormann, N. & Neher, K. (2013), Social Media Marketing: A Strategic Approach, South Western Cengage Learning, US.

Chaffey, D. (2015), Digital Business and E-Commerce Management, 6th edition, FT Prentice Hall, UK

Chaffey, D. (2011), E-Business and E-Commerce Management Strategy, Implementation and Practice, 5th edition, FT Prentice Hall, UK

Chaffey, D., Ellis-Chadwick, F., Mayer, R. and Johnston, K. (2009), Internet Marketing: Strategy, Implementation and Practice, 4th edition, FT Prentice Hall, UK

Chaffey, D. & Smith, P.R. (2017), Digital Marketing Excellence: Planning, Optimizing and Integrating Online Marketing, 5th edition, Taylor & Francis, UK

Chaffey, D. & Smith, P.R. (2008, 2013), eMarketing eXcellence: Planning and optimising your digital marketing, 3rd & 4th edition, Butterworth Heinemann/ Elsevier, UK

Dann, S. and Dann, S. (2011), emarketing theory and application, Palgrave Macmillan, UK 

Frost, R., Fox, A. and Strauss, J. (2019), E-Marketing, 8th edition, Routledge, US

Kingsnorth, S.(2019) Digital Marketing Strategy: An Integrated Approach to Online Marketing, Kogan page, UK

Kozinets, R. (2015), Netnography Redefined, 2nd Edition, Sage Publications, UK

Miletsky, J.(2010), Principles of Internet Marketing, Course Technology Cengage Learning, US

Tuten, T. L. (2021), Social Media Marketing, 4th Edition, Sage, US.

Journals and magazines:

•           International Journal of Advertising

•           Journal of Interactive Marketing

•           Journal of Advertising Research

•           Journal of Marketing

•           Journal of Marketing Communications

•           Marketing

•           Marketing Week

•           Campaign

•           Revolution

Many journals and market research reports can be accessed from electronic databases: ABI(ProQuest), Emerald, EBSCO, Key Note, Mintel.

Assessment Overview

 Assessment 1Assessment 2
TypeIndividual Critical Analysis ReportIndividual Action Plan
LengthMAX 1200 WordsMAX 1000 Words
DeadlineWednesday 15th December 2021Wednesday 6th April 2022
Return date20th January 202210th May 2022

Note: all coursework must be submitted electronically via Turnitin by the deadlines unless there are mitigating circumstances. Information on penalties and late submissions can be found at:

The Faculty is committed to a 20 day turnaround time for the marking and return of coursework. The turnaround time does not include weekends, bank holidays or university closure days.

MARK3011 – Class Schedule

Assessment Briefs

Further information on the coursework will be disseminated.

MARK3011 – Assessment Briefs

The module assessment provides a platform for students to demonstrate their understanding and application of Emarketing theory explored in the lectures, seminars and practical sessions. This will incorporate all the skills learned on the module and it is designed to reflect a real-life situation.  

There are two pieces of assessed coursework for this module, Assessment 1&2.

In the role of an Emarketing consultant employed by your chosen firm, you have been asked to analyse and critique their online presence with particular focus on the customer web experience and social media networking (Assessment 1).

Subsequently, following your analysis in Assessment 1 you are asked to propose an Emarketing Action Plan to enhance the firm’s online presence. This should involve proposing SMART objectives, outlining recommendations and considering evaluation methods (Assessment 2).

This is an opportunity to look at how firms can best take advantage of the Internet and put theory into practice.

MARK3011 – Emarketing theory and assessment 1
MARK3011 – Emarketing theory and assessment 2

Assessment 1: Marking Criteria


COURSEWORK 1: Individual Critical Analysis Report  

Student P Number:
Mark Awarded   
Report format   Word count Appropriate use of appendices   
Criteria  PoorBare PassGoodVery GoodExcellent
Introduction (50-100 words) A precise, brief introductory paragraph(s) stating the purpose, focus or context of the report; this should inform the reader what follows. Straight to the point.       
Analysis and critique of their website and current E-Marketing (1000-1100 words) The report should offer a critical evaluation of the firm’s emarketing activities and demonstrate sufficient depth and breadth in analysis and own commentary, application of well recognised emarketing frameworks. It should have relevance and points should be reasoned, discussed. The approach should be from an emarketing perspective.     
Web experience To what extent has the report examined a range of elements impacting customers’ web experience? Are relevant frameworks applied well? Is the analysis solid, focused? Are examples of relevance?        
Social Media Networking Has the report evaluated reasonably well the firm’s social media networking initiatives? Has the report achieved to demonstrate how and for what marketing aims the firm uses social media networking? Is the approach analytical?        
Conclusion (50-100 words) Does the conclusion offer a concise summary of concluding remarks emerging from the critique and analysis? Does it suggest which elements require immediate attention to enhance the firm’s online position?       
Overall understanding and application of theory To what extent has the report addressed the assignment brief and demonstrated understanding and application of relevant emarketing theory?       
Referencing Evidence of background reading and appropriate use of references within text and reference list.       

Note: Proposed word count for each section is indicative. However, total word count should not exceed 1,200 words excluding references and appendices.

Overall Feedback Comments:  

Assessment 2: Marking Criteria


COURSEWORK 2: Individual Emarketing Action Plan

Student P Number:
Mark Awarded   
Report format   Word count Appropriate use of appendices   
Criteria  PoorBare PassGoodVery GoodExcellent
SMART Objectives (100-200 words) Clearly defined, justified and realistic online SMART objectives. Are they following the analysis from Coursework 1? Do they have scope to substantially improve the firm’s current online position? Are they of strategic importance?       
Recommendations (600 – 700 words) In response to the SMART objectives, does the report make a range of relevant, realistic and valid recommendations detailing specific website features/actions/tactics that will enhance the firm’s online presence?       
Evaluation methods (200 – 300 words) Were specific evaluation methods identified and outlined in line with the objectives? Does the report propose specific website metrics/analytics?       
Overall understanding and application of theory To what extent has the action plan addressed the assignment brief and demonstrated understanding and application of relevant emarketing theory? Was the proposed Emarketing Action Plan solid?        
Referencing Evidence of background reading and appropriate use of references within text and reference list.       

Note: Proposed word count for each section is indicative. However, total word count should not exceed 1,000 words excluding references and appendices.

Overall Feedback Comments:  

Our engagement with you

The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly. If you have any comments about the module then you should consult the module leader in the first instance.

Further Information


You are expected to attend all timetabled sessions. In order to register your attendance, it is important that you sign the register in class or swipe your student card against the reader (in rooms fitted with card readers). Fraudulent use of student cards for attendance monitoring i.e. swiping in other students who are not in attendance or asking other students to swipe your card when you are not in attendance, will not be tolerated.  If you are caught doing this, you will be asked to attend a meeting with the Associate Dean Academic and if found in breach of university regulations, this may be recorded on your student record. Please note that you will be recorded as absent if your attendance is not recorded at your timetabled activities.  Your attendance will be monitored weekly; if you miss classes you will be contacted by the Faculty, initially by email (to your University email address) and thereafter, if you fail to respond and/or you continue to miss classes, by post to your term-time and permanent address. Monitoring your attendance allows us to identify and assist students who are experiencing difficulties. You will be expected to respond promptly to any correspondence we send you; failure to do so could result in termination of your student registration.

Assessment Submission

  • Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work.
  • Please ensure that you have submitted your work using the correct file format, unreadable files will receive a mark of zero. The Faculty accepts Microsoft Office and PDF documents, unless otherwise advised by the module leader.
  • All work submitted after the submission deadline without a valid and approved reason will be subject to the University regulations on late submissions.
    • If an assessment is submitted up to 14 days late the mark for the work will be capped at the pass mark of 40 per cent for undergraduate modules or 50 per cent for postgraduate modules
    • If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent
    • The above applies to a student’s first attempt at the assessment. If work submitted as a reassessment of a previously failed assessment task is submitted later than the deadline the work will immediately be given a mark of zero per cent
    • If an assessment which is marked as pass/fail rather than given a percentage mark is submitted later than the deadline, the work will immediately be marked as a fail
  • The University wants you to do your best. However, we know that sometimes events happen which mean that you can’t submit your coursework by the deadline – these events should be beyond your control and not easy to predict.  If this happens, you can apply for an extension to your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which takes you to the next assessment period (for example, to the re-sit period following the main Assessment Boards). You must apply before the deadline. You will find information about applying for extensions and deferrals here.
  • Students MUST keep a copy and/or an electronic file of their assignment.
  • Checks will be made on your work using anti-plagiarism software and approved plagiarism checking websites.

Style and Referencing:

Students in the Faculty of Business and Law follow specific referencing guides for all written work.  There are separate guidelines for Law students ( and for students in the Leicester Castle Business School (

Leicester Castle Business School students follow the Harvard referencing system:

Return of submitted work:

All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard.

All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days

The full Assessment and Feedback policy can be consulted at:

Good academic conduct and discipline: All students are expected to adhere to the University’s regulations in relation to expected standards of behaviour.

Information on student regulations can be viewed at:

Student regulations and policies (

Academic offences and bad academic practice

Information on academic offences are explained in Chapter 4 of the General Regulations and Procedures Affecting Students

De Montfort University describes bad academic practice as the presentation of work that is not the Student’s own as if it were. It is the unintentional passing off of ideas, data or other information that are not within the realm of common knowledge in the discipline as if such materials were originally discovered by the Student, or it is the word for word duplication of short phrases in written work, in oral presentation, or equivalent duplication in non-written forms, where the source is not mentioned, and where such duplication is minor in scale. The expectation is that if cases of bad academic practice do occur they are only likely to occur at the first level of an undergraduate award. However, there may be instances to be found throughout both undergraduate and postgraduate programmes.

It is an academic offence for a Student to commit any act, which is intended to modify or evade, in an unauthorised manner and/or by unfair means, the condition of assessment specified by the University in relation to a programme leading to a University award or an award offered by an external body.

Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices. 

Faculty’s Academic Practice Officer: Dr Robert Webber 


If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment.

Faculty of Business and Law Grade Descriptors

This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of undergraduate work.  The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors.  The University generic descriptors as well as advice for students can be accessed at:

Modules are marked on a range of 0-100%.  Mark descriptors are given in the table below.  A mark below 40% indicates a Fail grade (the shaded boxes).

DMU generic undergraduate mark descriptors

Modules are marked on a range of 0-100%. Mark descriptors are given in the table below.

These descriptors are inter-related: with regard to marks of 40 and above there is an assumption that in awarding marks in one band work will have met the requirements of the previous band; with regard to marks of 39 and below there is an assumption that in awarding marks in one band work will NOT have met the requirements of the previous higher band.

When marking an individual piece of work there is an expectation that it will clearly demonstrate most of the criteria within each band.

Mark RangeCriteriaDegree classification boundary
    90-100%Responds to all of the assessment criteria for the task.Displays exceptional degree of originality.Exceptional analytical, problem-solving and/or creative skillsNo fault can be found with the work other than very minor errors, for example minor typographical issues      First class honours Distinction
      80-89%Responds to all of the assessment criteria for the task.Work of outstanding quality, evidenced by an ability to engage critically and analytically with source material.Likely to exhibit independent lines of argument.Highly original and/or creative responses.Extremely wide range of relevant sources used where appropriate      First class honours Distinction
        70-79%Responds to all of the assessment criteria for the task.An extremely, well developed response showing clear knowledge and the ability to interpret and/or apply that knowledge.An authoritative grasp of the subject, significant originality and insight,Significant evidence of ability to sustain an argument, to think analytically, critically and/or creatively and to synthesise material.Evidence of extensive study, appropriate to task.        First class honours Distinction
      60-69%Responds to most of the assessment criteria for the task.A detailed response demonstrating a thorough grasp of theory, understanding of concepts, principles, methodology and content.Clear evidence of insight and critical judgement in selecting, ordering and analysing content.      Upper second class honours (2:1)   Merit
 Demonstrates ability to synthesise material, to construct responses and demonstrate creative skills which reveal insight and may offer some originality.Draws on an appropriate range of properly referenced sources. 
        50-59%Responds to most of the assessment criteria for the task.An effective response demonstrating evidence of a clear grasp of relevant material, principles and key conceptsAn ability to construct and organise arguments.Some degree of critical analysis, insight and creativity.Demonstrating some conceptual ability, critical analysis and a degree of insight.Accurate, clearly written/presented        Lower second class honours (2:2)   Pass
              40-49%Responds to some of the assessment criteria for the task.A response demonstrating an understanding of basic points and principles sufficient to show that some of learning outcomes/assessment criteria have been achieved at a basic level.Suitably organised work demonstrating a reasonable level of understandingCovers the basic subject matter and is appropriately presented but is rather too derivative and insufficiently analytical.Demonstrates limited conceptual ability, levels of evaluation and demonstration of creative skills.Demonstrates adherence to the referencing conventions appropriate to the subject and/or task.              Third class honours Pass
        30-39%Overall insufficient response to the assessment criteria.A weak response, which, while addressing some elements of the task, contains significant gaps and inaccuracies.Indicates an answer that shows only weakly developed elements of understanding and/or other skills appropriate to the task.May contain weaknesses in presentation that constitute a significant obstacle in communicating meaning to the assessor.        Fail
20-29%Overall insufficient response to the assessment criteria.A poor response, which falls substantially short of achieving the learning outcomes.  Fail
 Demonstrates little knowledge and/or other skills appropriate to the taskLittle evidence of argument and/or coherent use of material 
    10-19%Overall insufficient response to the assessment criteria.A very poor response demonstrating few relevant factsDisplays only isolated or no knowledge and/or other skills appropriate to the task.Little adherence to the task      Fail
  0-9%Overall insufficient response to the assessment criteria.Displays virtually no knowledge and/or other skills appropriate to the task.Work is inappropriate to assessment task given    Fail

How we support you

Sometimes things happen that are beyond your control, for example, illness or personal problems.  If things start to affect your studies, you need to let someone know.  There are processes and people to help you.

Your personal tutor is an important starting point for help.  He or she will be able to advise you about the various University procedures.  Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance. 

There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway.

Student Feedback and Representation

At De Montfort University the feedback that we receive from you is essential to ensure that we provide every student with the best possible education.

We obtain feedback from students through a variety of channels. These include:

  • Feedback forms such as module level feedback
  • Surveys such as the National Student Survey
  • Face-to-face feedback such as ask the expert forums, student forums, personal contacts, school representative coordinators, and course representatives

Module Level Feedback

The Module Level Feedback (MLF) survey is one way we gather student feedback on your teaching and learning experience. The feedback you give us via the MLF helps us to meet your needs at module level as well as programme level. It lets us know what kind of enhancements will mean the most to you during your time here. This survey is confidential and administered online; you will be invited to complete this before the end of your module. The questions ask you to evaluate your teaching and learning experience for each module you take on a five-point scale from ‘Definitely Agree’ to ‘Definitely Disagree’.  Questions  cover the following topics (you can see the full list of questions at Module Level Feedback ):

  • Teaching
  • The learning environment
  • Learning outcomes
  • Assessment and feedback
  • Organisation and management
  • Learning resources
  • Overall learning / educational experience

You will also have the opportunity to tell us about the module’s best aspects, what can be improved or what should be changed.

National Student Survey

The National Student Survey is taken by final-year undergraduate students at universities across the UK.  The feedback that you provide in the survey is used by the University and De Montfort Students Union to evaluate the student experience and to see how we can make further improvements. The survey typically runs from February through to April annually and is administered by Ipsos Mori, which is an independent research agency. The feedback provided by students remains anonymous at all times. The NSS includes all full-time and part-time UK, EU and international final year students studying at DMU in Leicester. The NSS excludes incoming visiting or incoming exchange students in their final year.

Face-to-face feedback

Under the leadership of the Pro Vice-Chancellor Academic, the University regularly organises ‘Ask the Expert’ forums. These are small, informal sessions that offer students the opportunity to meet with and ask questions to a wide range of academic staff on topics that are of importance to the student community.

Various academic departments and schools within the University run focus groups and student voice cafes to gain face-to-face feedback from students.  You may receive email invites from staff or see opportunities to take part in these activities on noticeboards.

You will also have the opportunity to provide feedback to staff members which include personal tutors, staff working in student advice centres, and academic tutors.

Feedback can also be provided through course representatives and School Representative Coordinators. Elections for these roles are organised by De Montfort Students Union.


Careers Service:


Counselling and Wellbeing

Disability Advice and Support


Student Advice Centre


Student Finance and Welfare


Student support


Students’ Union


Support for Mature Students


The Student Gateway

Other Services and Links

Academic Appeals

Change in student circumstance (e.g. suspension of studies) –

Complaints Procedure

Information Technology and Media Services (ITMS)

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