| BEM3066 Marketing Issues and Trends |
This assignment encourages you to think deeply about what it means to be a marketing professional-an important thing to consider at the start of your career. It encourages you to look outwards at the issues and trends affecting marketing activities, roles and skills. It also asks you to look inwards to reflect on your own experiences, skills and viewpoints. It also asks you to exercise a marketing skill that is of great practical significance in 2025… evaluating the output of Al!
Please read the following passage before answering the assignment question.
Table 1
ChatGPT conversation
I asked ChatGPT: “What does it mean to be a marketing professional in 2025?” ChatGPT replied:
Being a marketing professional in 2025 means navigating a landscape that is more dynamic, data-driven, and human-centric than ever before. It requires a blend of strategic thinking, technological fluency, ethical awareness, and creativity. Here’s what defines the role today:
Data-Literate & Al-Empowered Marketing pros in 2025 must:
Your assignment question and task:
To what extent do you agree with ChatGPT’s answer, and why? Critically evaluate its response overall, and focus in depth on any two of the six areas it has identified.
To construct and support your argument, you should:
There is no stipulated structure for your answer – you are free to structure this as you wish, according to your own response to the question (there will be an opportunity to explore this further during seminars). It should broadly follow an academic essay format with an introduction, body and conclusion.
Your submission should be A4 portrait, with ‘Normal’ Microsoft Word margin widths (2.54cm on both sides, and top and bottom).
Text should be presented in 12-point font (Arial, Calibri or Aptos – standard size, not narrow or compressed), with line spacing of not less than 1.1.
Written text, unless this is within a chart or graphic, must not be pasted as an image file.
Tables must not be converted into images. Your assignment must be submitted as a readable, unflattened PDF file.
The specific Module marking criteria is underpinned by the Level 6 Generic Assessment Criteria below, to ensure consistency across all courses.
| Marks | 0–25 (Fail) | 26–39 (Fail) | 40–49 (3rd) | 50–59 (2.2) | 60–69 (2.1) | 70–85 (1st) | 86–100 (1st) |
|---|---|---|---|---|---|---|---|
| Knowledge & Understanding of Subject | Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. | Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. | Threshold level. Understanding of aspects or field of study; coherent knowledge, at least in part informed by current research in the subject discipline. | Systematic understanding of field(s) of study, as indicated by relevant QAA subject benchmark statements for the degree programme. | Good understanding of the field(s) of study; coherent knowledge, in line with subject benchmark, at least in part informed by current research in the subject discipline. | Excellent knowledge and understanding of the main concepts and key theories/concepts of the discipline(s). Clear awareness of the limitations of the knowledge base. | Highly detailed knowledge and understanding of the main theories/concepts of the discipline(s), and awareness of the ambiguities and limitations of knowledge. |
| Cognitive / Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) |
Unsubstantiated generalisations made without use of any credible evidence. Lack of logic, leading to unsupportable or missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Poor communication of ideas. | Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. | Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/views, but evidence not consistently interpreted. Some relevant conclusions. | Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently. Academic skills evident. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions. | Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently with accuracy and assurance. Analytical thinking, synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity and significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions. | Excellent work; judiciously selected and evaluated evidence. Very high quality analysis developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong conclusions. | Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions. |
| Use of Research-informed Literature (including referencing, appropriate academic conventions and academic honesty) |
Little evidence of reading. Views and findings unsupported and non-authoritative. Academic conventions largely ignored. | Evidence of little reading and/or reliance on inappropriate sources, and/or indiscriminate use of sources. Academic conventions inconsistent. | Threshold level. References to a range of relevant sources. Some omissions and minor errors. Academic conventions evident and largely followed. | Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently. Academic skills evident. | Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently with accuracy and assurance. Academic conventions consistently applied. | Excellent knowledge of research-informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently applied. | Outstanding knowledge of research-informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently and professionally applied. |
| Marks | 0–25 (Fail) | 26–39 (Fail) | 40–49 (3rd) | 50–59 (2.2) | 60–69 (2.1) | 70–85 (1st) | 86–100 (1st) |
|---|---|---|---|---|---|---|---|
| Graduate Skills for Life and Employment (e.g. research-related skills, written, graphical and oral communication skills, group working; problem-solving; practical and professional skills) |
Little or no evidence of the required skills in any of the graduate skills identified in the programme specification at this level. | Limited evidence of the graduate skills identified in the programme specification. Significant weaknesses evident, which suggest that the candidate has not gained the skills necessary for graduate-level employment. | Research skills: Can competently undertake reasonably straightforward research tasks with minimal guidance, but with minor weaknesses.
Communication: Can communicate effectively in a range of formats, including oral and written, at an appropriate level for graduate-level employment, with limited weaknesses. Teamwork & professionalism: Can generally work effectively within a team, negotiating in a professional manner and managing conflict. Is largely confident and effective in identifying and defining complex problems and applying knowledge and methods to their solution. Able to recognise own strengths and weaknesses in relation to graduate employment, with minor areas of weakness. |
Research skills: Can competently undertake reasonably straightforward research tasks with minimal guidance.
Communication: Can communicate effectively in a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses. Teamwork & professionalism: Can consistently work effectively within a team, negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining complex problems and applying knowledge and methods to their solution. Able to evaluate own strengths and weaknesses in relation to graduate employment. |
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