Chartered
Postgraduate Diploma
in Marketing
Analysis and Decision
Senior Examiner Assessment Report
March 2013
© The Chartered Institute of Marketing 2013
Contents
This report contains the following information:
Section
Page
Background to the assessment
3
Comments on how the marking scheme was applied
5
o
o
o
o
o
Concept, Application and Evaluation
Syllabus coverage
Use of command words and the extent to which answers reflected what was required
The relative weighting of each part of a task and an indication of what aspects of the task
required most care and attention
What differentiated the A, B, C, or D grades.
9
Analysis of the assessment
Statistics
General comments
Strengths and good practice by task (including examples of best practice)
Weaknesses and common mistakes by task
Recommendations for improved candidate performance
Possible alternative approaches
Feedback on the academic quality of the cohort and the quality of the
teaching, as judged by the results
20
Commentary as to whether recommendations made in previous years
have been properly followed up
21
Recommendations for improving performance in future assessments (for
tutors and candidates)
21
Clarification about any syllabus or assessment changes
21
Possible future assessment themes
21
Appendix: ‘Postgraduateness’
23
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Senior Examiner Assessment Review Report
UNIT NAME:
Analysis and Decision
AWARD NAME:
Chartered Postgraduate Diploma in Marketing
DATE:
March 2013
Background to the assessment:
Prior to the examination, candidates were provided with an extensive case study (Global
Theme Park Industry), reflecting a real life situation.
The case study included extensive information about the global theme park industry,
including the historical evolution and growth of amusement parks going back to the early
1800s in the USA, followed by the Great Depression of 1930 and the Second World War,
and their impacts on the industry.
Extensive information was also included about:

the recent market value of the global theme park industry (eg, worth $24 billion in 2010
forecast to US$29.5 billion by 2015)
 the North American market (eg, the most mature market with visitor numbers of 290
million, dominated by market leading theme parks in Florida, USA, but highly competitive
and affected by recent economic troubles triggering a strong need for re-investment in the
business, etc)
 the European market (particularly Western Europe with five theme parks in France, three
each in Germany and UK, two each in Netherlands and Sweden and one in Spain with
visitor numbers of around 58 million, with Disneyland Paris Resort the most popular one
 visitor numbers for specific countries, information on the impact of economic conditions
and demographic changes, with a need to invest in new rides and shows).
Detailed information was also included about the Asian market, home to 4.2 billion people
with over 100 million visitors to the top 20 theme parks, strong potential growth in countries
such as India, Indonesia and China, the rising prosperity and the rise of the middle class.
Further detailed information was given on the local competition (eg, Disneyland Tokyo,
Universal Studios Japan, Ocean Park in Hong Kong and the differences in local customs
and traditions (eg, more people enthused by spectacular shows than the thrill of the rides,
etc).
The case study included extensive information on the African, Middle Eastern and South
American markets including the Dream Park in Egypt, the Latin American market and Ferrari
World in Dubai, with details of economic troubles and other trends affecting the regional
markets.
The case study also included detailed information about key issues relevant to the global
theme parks’ value chain, including:

the need for improving the visitor experience issues, investment in new rides and
attractions
 the use of technology to engage visitors and give them experiences that are not possible
in the real world
 extensive use of themed entertainment (eg, animated family cartoons and films; drawing
upon rich film history, etc),
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
the use of customer service in delivering a great experience for theme park visitors,
including service standards, and the management of queues as a significant issue
 the use of food outlets to generate extra income, customer perceptions of food offered
 weather and seasonality issues affecting the industry, and
 other issues such as changes in travel patterns, branding, positioning and promotion
activities by various competing service providers, and the future of the global theme park
industry.
The case study included detailed and extension information about the historical development
and evolution of Walt Disney and Disneyland as a global brand and as a market leader, the
entrepreneurial style and role of Walt Disney in contributing towards the success of the
brand, existing and past strategies of Walt Disney and Disneyland in securing market share
and defending its position, with detailed information on the key factors contributing to overall
success of Walt Disney locally and in global markets. The case study included information
on a range of risks facing the Walt Disney Company, its objectives and vision, market share
information and other financials. The case study provided extensive insights into major
players in the global theme park industry and their key strengths and weaknesses.
Fourteen appendices were included in the case study providing information on a range of
relevant issues, including:








a news item for appointment of the design firm Thinkwell Group by Zhonghong Real
Estate in China for the Monkey Kingdom theme park in Beijing, China
a commentary on boom or bust prospects of the Middle East theme park industry
a detailed report about travelling with children, what families want to do as they travel,
including preferences by various age groups, how families plan their outings, real thrills
and authentic experiences sought by families
a news item on UK families being priced out of short breaks
a news item by Nouriel Roubini about their future predictions
an IMF report about the need for an action as the Eurozone enters a critical phase
a figure showing sources of ideas for planning to visit theme parks/attractions
a range of tables showing the top 10 theme park groups worldwide, the top 25
amusement parks worldwide, the top 20 amusement parks in North America, Asia and in
Europe, the top 10 amusement parks in Latin America, and amusement and theme parks
by selected countries.
Prior to the examination, candidates were required to carry out a six page audit of the case
study and bring it to the examination venue where it was to be attached with their answer
book. No marks were to be awarded for the six page audit itself, but for how the audit was
used to answer the tasks during the examination.
Candidates were provided with a candidate’s brief prior to the examination. The brief
required candidates to imagine working in the global theme park industry as a marketing
consultant, being asked by Walt Disney Parks and Resorts to undertake a strategic
marketing audit to analyse both internal and external factors that were impacting on the
future of the organisation and its parent company, The Walt Disney Company.
Candidates were asked to consider the changing nature of the global theme park industry
and the key issues and risks that would impact upon Walt Disney Parks and Resorts in
developing its future vision and strategy. Candidates were briefed that the company was
seeking insights into how it could further develop its successful brand, and maintain its
competitive position as a brand leader and successful innovator in the context of the
challenges facing the global theme park industry.
The examination paper included some additional information to the case study (not seen by
candidates prior to the examination), providing further information on the global theme park
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industry. It was stated that the industry viewed 2011 as the year when economic recovery
and increased globalisation started to take effect. The three markets of Europe, Asia and
North America saw growth in the number of visits made and the Asian parks reported an
increase of 9.4% in total visits. It was also stated that the most visited parks were owned by
Disney – the Magic Kingdom at Orlando, USA Disneyland at Anaheim, USA topped the list
of most visited theme parks in the world. These two parks were followed by Disneyland in
Tokyo and in Paris. The report concluded that those parks in Asia that had made significant
capital improvements increased visitor numbers. The market for spectacular shows was also
growing.
When answering tasks, candidates were expected to consider this additional information
alongside the case study.
The examination paper consisted of three tasks, all of which were compulsory. Task One
(50%) had two elements each worth 25 marks. Task Two had two elements, with the first
element work 15 marks and the second one worth 10 marks. Task Three was worth 25
marks. All three tasks were interlinked and candidates were expected to answer all of them
using information from the case study, the six page audit and the additional information
presented on the day of examination.
Comments on how the marking scheme was applied:
o
o
o
o
o
Concept, Application and Evaluation
Syllabus coverage
Use of command words and the extent to which answers reflected what was required
The relative weighting of each part of a task and an indication of what aspects of the task
required most care and attention
What differentiated the A, B, C, or D grades.
Throughout the assessment, candidates were expected to show a good understanding and
knowledge of relevant concepts from a range of syllabus areas (eg, analysis of strategic
position, core competencies and competitive positioning, evaluation of capabilities and
constraints in the context of strategic intent, assessment of strategic options,
recommendation and justification of the chosen option, and evaluating the challenges facing
the global theme park industry). However, simple knowledge of basic concepts was not
enough as candidates were expected to evaluate and apply to the given context providing
sufficient details. Hence, more marks were available for application and evaluation than for
simple understanding of basic theory and concepts.
Candidates were expected to append a six page audit demonstrating individual effort,
independent thinking and insights into the following:

a knowledge of a range of techniques, processes and market information to assess the
external marketing environment, including the market environment, customer segments,
market trends, challenges and risks in the context of key issues facing the global theme
park industry
 an understanding of techniques/models to assess the internal environment, including the
resource and competency audit, the innovation audit, core competencies, key success
factors, strengths and weaknesses, stakeholder analysis and financial performance
 a resource based view of Walt Disney Parks and Resorts, including an analysis of its
approach to enhancing customer value, and the value of this approach in developing
further resources and capabilities
 an understanding of strategic uncertainty/risks in the external market facing Walt Disney
Parks and Resorts
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
an appraisal of the determinants of strategic options, including past and current
strategies, new product introduction, leveraging brand equity, marketing strategies,
strengths and weaknesses, capabilities, resources, and constraints and opportunities, the
value chain analysis, Porter’s Five Forces analysis, and stakeholder analysis, etc.
No marks were awarded for the audit itself, but for how insights from the audit were used to
answer specific tasks.
Task One A
The first part of Task One required candidates to critically evaluate Walt Disney Parks and
Resorts’ current brand strategy and the key factors that had contributed to the success of the
company within the global theme park industry.
The mark scheme allowed 9 marks for knowledge and 8 marks each for evaluation and
application.
Candidates were expected to draw upon their six page audit, case study and the additional
information presented whilst responding to this task.
The case study contained extensive information about Walt Disney, The Walt Disney
Company and Walt Disney Parks and Resorts and in particular development of Disney brand
over a period of time (role of Walt Disney since 1955 in enhancing brand’s credibility and
reliability at a global level, brand extension and brand integration strategies adopted by Walt
Disney both in the USA and at global level, brand focus, brand associations, brand
recognition, brand image with very strong brand equity, customer loyalty and customer
service experiences - Disney being the 43rd Global brand worth US$17 billion in 2012, etc.).
While answering this task, the candidate was expected to draw upon and utilise this
information and evaluate Disney’s brand strategy and key success factors (e.g., excellent
utilisation of fixed assets, good customer service, innovation capabilities, breadth of product
line, technological know-how etc.,) that have contributed to the success of the company in
the global theme park industry. The candidate was expected to show a good understanding
of relevant theory (e.g., brand strategies, brand equity, key success factors) and link with
their own six page audit. Those showing good strategic insights were rewarded.
Task One B
The second part of Task One required candidates to critically evaluate the resource based
view of Walt Disney Parks and Resorts and the value of this approach in developing
resource and capability to deliver its vision and mission.
The mark scheme allowed 9 marks for knowledge and 8 marks each for evaluation and
application.
Candidates were expected to draw upon their six page audit, case study and the additional
information presented whilst responding to this task.
The case study contained extensive information about Walt Disney Parks and Resorts and
its parent company, its mission (to be one of the world’s leading providers of entertainment),
and its tangible assets, such as financials, borrowing capacity, physicals like the effective
use of underdeveloped areas in key locations for theme parks), and its intangibles assets,
such as reputation of its brand, the strong affection of millions of people of different nations
and different generations of the Disney brand name and image, and the Disney characters;
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the organisational culture, human resources in skills, know-how and the motivation of
employees, etc).
The candidate was expected to critically evaluate the resource-based view of Walt Disney
Parks and Resorts, and the value of this approach in developing resource and capability to
deliver its vision and mission (eg, the use of a resource based view for building
organisational capabilities, strategic analysis, positioning and global marketing strategy
formulation to achieve sustainable competitive advantage). The candidate was expected to
show a good understanding of relevant theory (a resource-based view and the value of this
approach in generating competitive advantage), arguing that Walt Disney Parks and Resorts
had been able to internally develop its key resources to create competitive advantage and
generate profitability. In doing so, the candidate was expected to show a good
understanding of Walt Disney Parks and Resorts’ resources (including tangible, intangible
and human resources), its capabilities (its capacity to undertake specific activities) and its
competencies (these are capabilities that are fundamental to Walt Disney’s strategy and
performance).
Task Two A
The first part of Task Two required candidates to critically evaluate the appropriateness of
innovation and new product development and the related factors impacting upon marketing
decisions within Walt Disney Parks and Resorts.
The mark scheme allowed 3 marks each for knowledge and evaluation and 4 for application.
The candidate was expected to draw upon their six page audit and in particular their
innovation audit, the case study information and additional information presented whilst
responding to this task.
The case study contained extensive information about Walt Disney Parks and Resorts and
its parent company and the continuous need for innovation and new products, new service
and new experience development to retain visitors, to encourage repeat visits and to
consistently manage and deliver customer experiences. The case study included detailed
information about investment in new rides and attractions and in technology to maintain
interests in their theme parks.
While answering this task, the candidate was expected to draw upon and utilise this
information, demonstrating an understanding of role of innovation and new product
development examining key indicators, determining strengths and weaknesses, and
identifying ways of innovation throughout Walt Disney Parks and Resorts as a mechanism
for creating and sustaining competitive advantage.
Task Two B
The second part of Task Two required candidates to critically assess THREE strategic
marketing options available to Walt Disney Parks and Resorts to achieve growth and
profitability within the global theme park industry.
The mark scheme allowed 5 marks each for knowledge, evaluation and application.
The case study contained extensive information about key issues facing the global theme
park industry including managing the customer experience, high levels of investment in new
products and services and need for innovation using new and latest technology, rise of
themed entertainment, customer service issues including managing queues, food provision,
weather and seasonality issues and the impact of economy, etc.
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The candidate was expected to draw upon and link with this information and also their own
audit and critically assess THREE strategic marketing options in sufficient depth so that the
company achieves growth and profitability within the global theme park industry (while
keeping in mind the organisational constraints, resources, competencies, capabilities,
customer behaviour, competitive issues and risks).
The candidate was expected to identify relevant theoretical principles and models (e.g.,
Ansoff matrix, Differentiated/Undifferentiated marketing strategies including segmentation,
targeting and positioning, BCG matrix or Porter’s Generic Strategies) commensurate with
postgraduate level and apply these demonstrating strategic insights rather than tactical
solutions. Variation in answers is expected.
Good answer was expected to link with theory, show good understanding of strategic
marketing options to achieve growth and demonstrate strategic insights rather than tactical
solutions.
Task Three A
The first part of Task Three required candidates to recommend, with justification, ONE
strategic option they felt Walt Disney Parks and Resorts should adopt.
The mark scheme allowed 3 marks for knowledge, 4 marks for evaluation and 3 marks for
application.
The candidate was expected to draw upon their six page audit, case study information and
additional information presented whilst responding to this task.
The candidate was expected to recommend and justify a valid and viable strategic option
(only one option), providing a valid justification and rational for their choice. This could
demonstrate some assessment of suitability, feasibility, potential, validity and vulnerability
associated with the chosen option. There were a number of possible answers, and a
recommendation fitting the strategic needs of Walt Disney Parks and Resorts was expected
reflecting on competitive advantage, value creation, proposition and differentiation, Walt
Disney Parks and Resorts’ institutional strengths, views of stakeholders and checking
against distinctive competencies.
A good answer was expected to reveal strategic level thinking and insights rather than
tactical solutions or generic and superficial ideas.
Task Three B
The second part of Task Three required candidates to Critically assess the strategic risks
facing Walt Disney Parks and Resorts in adopting the strategic option outlined in Task Three
(a), and recommend relevant strategies to address these risks
The mark scheme allowed five marks each for knowledge, evaluation and application.
The candidate was expected to draw upon their six page audit, case study information and
additional information presented whilst responding to this task.
The case study contained extensive information about Walt Disney, The Walt Disney
Company and Walt Disney Parks and Resorts and a range of risks facing the company (e.g.,
failure to handle issues involving long term corporate agreements, failure of handle global
supply chain issue, lack of ability to invest substantially and commit resources, inability to
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initiate and implement high cost and high risk business strategies, inability to recruit and
manage human resources including key personnel, inability to manage customer
expectations, experiences and value, failure to manage and respond to uncontrollable
events, failure to respond to changing consumer needs and local cultural requirements,
failure to protect electronically stored data, failure to cope with increasing cost of pensions,
employee welfare and health benefits, failure of handle labour disputes effectively, failure of
manage seasonality and changes in technology, etc).
While answering this task, the candidate was expected to draw upon and utilise this
information demonstrating an understanding of strategic risks in adopting the chosen
strategic option and relevant mitigating strategies to address these risks.
The candidate was also expected to link with the six page audit and demonstrate a good
understanding of relevant theoretical principles (e.g., risk assessment and impact analysis)
while responding to this task.
There were no A grade scripts. There were some grade B scripts revealing a very good
understanding of various areas of the syllabus, including a strong ability to critically appraise,
evaluate and apply material from the case study and the new information presented on the
exam day. Grade B answers demonstrated a very good understanding of relevant theoretical
principles, strategic insights and application to the given context.
Grade C scripts demonstrated a reasonable level of understanding of various areas of the
syllabus, including a good ability to critically appraise, evaluate and apply material from the
case study and the new information presented on the exam day. Grade C scripts revealed a
reasonable understanding of relevant theoretical principles, strategic insights and application
to the given context.
Analysis of the assessment
Statistics:
The overall pass rate for the March 2013 Analysis and Decision assessment was 49.68%.
The grade profile for the March 2013 assessment was as follows:
Page 9
General comments:
Overall, there were candidates who showed good insights into the theory and made some
efforts in evaluating and applying concepts. There were no A grade scripts and only few B
scripts suggesting a reasonable performance revealing a limited amount of academic
underpinning, description and use of models by those who passed.
Strengths and good practices by task (including examples of best practice):
Stronger candidates showed reasonable insights into the case study, demonstrating clear
understanding and application of theory, description, and the use of relevant models.
Understanding of Ansoff was particularly good when candidates were asked to pose a
number of strategic options. There was also a reasonable insight into the case study
perhaps due to the fact that this was the second outing of the Walt Disney Resort case.
Generally speaking, Task Two was answered relatively well and there was some good use
of theory at places.
Task One A – All candidates answered it. Most coped better with part 1(a), than they did
with part 1(b). Candidates who did well grasped that they were required to evaluate both the
current brand strategy and the key factors contributing to the success of WDPR. Strengths
lay in the ability to reproduce basic theories, which were clearly understood by many
candidates. Stronger answers included some application of branding models which reflects
good practice.
Task One B – Not many were able to respond well to this task and there were significant
variations in the way this task was handled. Stronger candidates were able to assess a
resource-based view and evaluate the value of this approach in developing resources and
capabilities to deliver vision and mission. However, understanding of the resource-based
view varied widely between centres and candidates.
Task 2A –Not many were able to answer this task well and there was quite a bit of variation
in the way candidates attempted to answer this task. Only stronger candidates were able to
critically evaluate appropriateness of innovation and new product development and related
factors impacting marketing decisions with WDPR.
Task 2B - On the whole, candidates answered this question well and better answers were
usually underpinned by relevant theory (e.g., Ansoff matrix).
Task 3A – A majority were able to recommend a strategic option and good candidates used
the SAF framework while justifying their option. Good answers clearly drew on material from
the case study and their own analysis to provide strong justification for the chosen option.
Task 3B – Not many were able to handle this task well and there were variations in the way
candidates responded to this task. Very few were able to critically assess the strategic risks
in adopting their chosen option and recommend relevant mitigation strategies.
While there were variations in candidates’ answers across the board, some examples of
good practice include:
a) following the required report format (eg, starting with a proper memo heading)
b) a brief introduction highlighting the importance of task in a broader context making
references to the six page analysis and case study material as and when needed
c) using insights from the six page audit instead of making a passing comment, and
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c) understanding the required focus of the question and responding with appropriate details.
For instance, while responding to the requirement of first element of Task One, a
candidate wrote the following:
Brand Strategy Evaluation
Current brand strategy:
To be the “happiest place on earth” offering experiential unique experiences – To be a safe,
nostalgic, fantasy world and a source of joy for the whole world.
This translated clearly into the brand values (as highlighted in Fig 11 of the strategic audit)
as well as in the intellect and culture of the brand.
The brand focuses on building awareness of its heritage and famous characters and ensures
its values and culture are translated across all product offerings within its parks and resorts.
For example:
- “Cast members ensure every person is treated as a VIP
-
High class family friendly and safe facilities
-
Clear and concise standardise branding across the globe
The brand has also benefited from (Fig 24):
- The strength and extent of the organisation distribution channels
-
Full understanding of its core target audiences (young children), their needs and
expectations, as well as the expectations of the whole family.
-
The longevity of the WD characters
These have all lead to the true success of the Walt Disney Parks and Resorts brand through
- Customer awareness and recognition
-
Customer being able to relate to the brand values and be attracted to it emotionally
-
Global recognition of the branding
-
Being favoured parks and resorts across the world as is evident in its market share
(Fig 6); 62% of the whole market.
This is no doubt was also contributed by taking an aggressive strategy with strong financial
strength (Fig 20).
However, further evaluation highlights key areas of weaknesses that could pose a potential
threat:
As Highlighted in Fig 10 – a breakdown of key brand elements highlights that although WD
brand is very strong in communicating its benefits and values, it currently is quite weak when
it comes to:
a) development and responsiveness; this is evident in how it currently responds to the
changes in the market or cultural demands:
- buying Marvel and Pixar to appeal to boys
-
adopting its product offerings in France to appeal to new culture
Page 11
Although they are good responses, they should have been problems anticipated. In terms of
development, WD currently seems to be following competition innovation rather than lead
that area as it does with expansion.
b) relationships; a weaknesses in development and responsiveness reflects on the
relationships it has with its customers.
With such tough competition from Universal and Merlin and with the current economic
conditions WD could be in danger of loosing repeat visits if it cannot keep up with the
changing consumption and behavioural patterns.
c) differentiation; Although the assessment of brand values shows that they do resonate with
customers in Western cultures (being rite of passage for children in USA)
- many competitors are now eager to tap into this target audience and offer them more
interactive experiences
- In the East, competitors such as OCT are focusing on delivering spectacular shows that
truly resonate with the Chinese market.
How is WD differentiating itself from the competitors? The WD brand can also face the issue
of brand dilution because of the licensing complexity of Marvel in Florida. Customers there
would associated Spiderman with Universal yet elsewhere it’s Disney.
Conclusion: As previously discussed the brand values and cultures do resonate quite
strongly within the Western world, however, WD may face some new challenges when
entering new markets (as it plans to do so in the China) where its core values may not be as
relevant. Cultural adaptability is therefore required (Fig 11).
Using the brand-sphere to assess the suitability (Fig 13) also indicated that the macro
environment (cultural sensitivities, consumption patterns) as well as competitors
(differentiation and market share) are key areas that WD needs to capitalise on.
A candidate while responding to the requirement of second element of Task One,
wrote the following:
The resource based approach does not propose to substitute strategy. In essence it is aimed
at locating threshold capabilities, resources and attempt to establish core competences that
are unique beyond imitation from competition. In evaluating the resources that DPR hold, we
are try to measure how the resources contribute to value creation to the target customers.
WDPR has the following resources and competences that contribute to the delivery of its
mission and vision statements of dominating the theme park business through targeting
children and families:
i) Resources – The company has a huge capital outlay that enables it to finance its growth
strategies and service developments. As the market leader it records the highest visits in
every market it is present therefore contributing to the further expansion through
acquisitions, organic growth and strategic alliances.
- It also commands a supreme infrastructure (reference section 10.0 – value chain analysis)
that enables it to enjoy economies of scale that are a result of its size.
- Its human resources under the value chain analysis operation under the innovative culture
set by the founder. It enables the human resource to provide excellent customer service
since they are the market leader, inherently they set the market standard of service.
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- Organizational size – the company is the biggest in the industry using all forms of
measurement, market share, revenue generation and number of employees. This give is
competitive advantage.
- However such resources only have an impact if they constitute towards continued value
enhancement through service development and improving customer experience. That
speaks to the need to invest in market research to manage [….]
ii) Competences and capabilities - The company has a strong competence in brand
management leading to the development of Disney with strong brand equity. This gives it
leverage to easily expand into emerging markets using the parent name that has a strong
emotional value and loyalty. Globally they are providing an experience to the children and
families.
-The company has been at the leading edge of technological advancement endeavours (see
section 10 – value chain). This lead to it introducing applications for smart phones that tracks
waiting periods, building a strong range of film characters and integrating them into the
theme park industry.
- The 7s framework also assist in evaluating the company’s competences as it locates the
company’s strategy, structure, staff, shared values, skills, systems and style (see section
11.0 – the 7s Framework).
- Strategy: This is a critical competence and capability that sits on the company’s resource
base. Disney is using a differentiation strategy as a means to create value to its target
groups.
- Structure: It is a critical competence as it is decentralized ranging from Disneyland Paris,
Disneyland Tokyo etc., The theme parks operate as SBUs therefore being highly responsive
to the needs and wants contributing towards the vision statement.
- Shared Values: The value system as outlined in the case study and market audit are:
innovation, efficiency, show courtesy, safety, culture. These shared values constitute
immensely to the distinct customer service that is regarded as the industry standard.
- Skills: Employees constantly receive training due to ever changing technology.
- System: Innovations trigger the changes in the industry and the company therefore
employee powered systems to interact with customers […].
- Style – Decentralised and empowering employees to innovate. This is done in the confines
of the corporate culture. It also adapts to the cultural differences in the countries it operates
in [… the candidate continues and makes some useful recommendations].
In response to the requirements of first element of Task Two, a candidate wrote the
following:
Innovation is a key driver for services in the global theme park industry. As seen in my
analysis (refer to audit – mindmap), there is a constant need for innovation for one to thrive
in the industry. It is therefore very important that Disney keeps innovating to remain both
competitive and relevant in the industry.
As can be seen in the case study page 26, Disney’s success was largely due to the
innovations in the animations that gave him themes to incorporate in the parks like Mickey
mouse and others, Additionally, through airing these animations in different television
stations, a lot of public appeal is created which entices people to come and witness the
fairytale within the parks. As can be seen on page 27 of the case study, Universal achieved
great success due to the ownership of the Harry Porter story which they developed into a
theme in their parks. It should be noted however that innovation in the industry is very
expensive and must be undertaken with thorough calculation lest the investment does not
yield the results, especially in this economic turmoil Disney is operating in.
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Evidenced by the analysis models, SWOT under threats (please refer), these is a need for
Disney to have a signature ride in their parks. Other players like Six Flags and Ferrari Wolrd)
would own the tallest and fastest roller coasters in the world. This has given a lot of mileage
against competition. It is therefore imperative that Disney develops a signature ride unique to
their parks; probably the largest ride so that they create a unique offering to their clientele
that can only be found in Disney parks. Disney though has to be mindful of the costs
available and ensure that the investment into the signature ride gives the anticipated and
desired results.
Innovation is also important for Disney as it would help in cutting costs and increasing
profitability. Technology helps create a different offering to customers thus segmenting and
targeting better. The use of 3D technology by Universal has helped find them a competitive
edge. This, especially because it is cheaper and more easily diffused into the public.
However, there is a need to be mindful of the fact that the fast diffusion into the market
means it can quickly lose popularity. So Disney needs to ensure that the investment is
rendering profits before indulging into technological innovations.
A number of factors are impacting on marketing decisions within the WDPR which include
the following. Culture is an important aspect Disney considers while making marketing
decisions. Fully aware that the theme parks are largely an American orientation. Disney tries
to ensure their next marketing action conforms to the cultures of the market in which it will be
implemented. Learning from the initial era of standardising their offers in France where more
than 3000 people out of 12,000 left them within a month (refer to case), Disney has now
learnt that customisation or adaptation is the way to go to fix and succeed in a foreign
market. So culture is an important consideration on marketing decisions.
The other factor is weather. As can be seem in my analysis model A: PESTEL (please refer
to environmental factors) theme parks are largely an outdoor activity which rely on regular
sunshine. This is what has helped the parks to grow in California and Florida parks which
enjoy all year sunshine. Disney therefore puts enough consideration on the weather in a
foreign market to determine marketing decision. This would partly explain why there is no
Disney presence in Latin America and Eastern Europe where is unreliable and little sunshine
all year around. Another factor is population, both numbers and growth. As seen my
PESTEL analysis, populations play an integral part to the success of theme parks [….].
In response to the requirements of second element of Task Two, a candidate wrote
the following:
As a consultant having worked on various projects in the global theme park industry, one
aspect that would help WDPR grow profitably would be Corporate Social Responsibility
(CSR). This considers not just customer and profits but also the good the entire community.
In reference to the case, the WDPR does not have a lot of CSR initiatives evidently coming
out and Merlin is having an edge over WDPR (refer to page 4 of the analysis – Merlins’ CSR
effort). Also refer to the same page and Table 22: Dimensions of CSR, some dimensions
are met, for example, training of staff as well as information provision […] This is marketing
strategy that WDPR should consider as its another source of competitive advantage in the
global theme park industry.
Market Development is another market strategy that WDPR should consider for profitable
growth. This is something it has already done by can further do especially for the emerging
markets such as India, Russia, China and Hong Kong as seen in the case study. Entering
new favourable and attractive markets such as Asia is supported by facts such as 60% of
the world population, a growth in China’s middle class, strong economic growth in India,
rising prosperity and few cities having theme parks plus assured scope for growth targeted
to overtake North American market justifies the strategy proposal although WDPR ought to
Page 14
do research, internalise how to access the markets and be able to sustainable. Markets are
diverse in culture. I therefore recommend entry through partnership, joint ventures and
strategic alliances where possible. This will minimise or transfer risks, mitigate or avoid entry
barriers and east adaptation. WDPR must also be conscious that various market players are
also aware of this opportunity and are working beforehand. Refer to the analysis for Table 3
– SWOT analysis, Market Analysis, page and page 20 of the case for key factors for
success.
Another marketing strategy that I would recommend is market penetration as another
strategy for growth and profitability within the global theme park industry. Whilst North
America is a mature market, Disney is still a market leader and would defend the position.
Refer to Analysis page 3 (Disney Performance in America 2011 and 2010) at 55% and 56%
(visitor numbers). Florida and California are especially open all year around and are still the
best performing (refer to page 3 of analysis with 63% and 64% in 2011 and 2010).
Considering all the three strategic options will contribute to growth and profitability of the
WDPR but it is imperative that both pros and cons are evaluated and also consider the
customer, competition and employees as key role to play.
Similarly another candidate wrote the following while responding to the requirements
of second element of Task Two:
Three strategic marketing options:
1. Expansion into new emerging markets
Disney’s total revenue generated in 2011 – 75% was from US alone. Its operations are
mainly concentrated in US and Canada. Global theme park market is forecast to rise in value
of US$29.5 billion in 2015. As per table on page 5 in audit analysis, Disney’s industry
attractiveness is aggressive – it enjoys competitive advantage and hence it needs to
diversify its market presence. As Disney is well known all over the world, its brand itself will
attract many visitors. It is important to choose the right country, understanding the
economies of the country and demographic challenges. Considering the above factors,
expansions into emerging growing markets will result in growth and profitability of WDPR.
2. Increase in customer loyalty
Second strategy that Disney could undertake to increase its growth and profitability is
retention of visitors or repeat of visitor numbers. Most of the theme parks rely on repeat
number of customer visits. By preparing an appropriate customer loyalty strategy – Disney
can increase/monitor its customer visitors.
Following model can be utilised to retain visitors/increase repeat customer visits - candidate
continues by drawing and labelling a table for customer loyalty stages and discussing each
of the stages involving engaged customers, frequent visitors, active visitors, passive visitors
and prospects].
3. Differentiation strategy
Visitors’ experiences in the theme park are very important. If it is a good experience, there is
every possibility of revisiting - otherwise other forms of entertainment are sourced. WDPR
can differentiate in following ways to achieve growth and profitability within global theme
park industry:
Page 15
i)
Products: Rides, shows, interactivity, themes – all can be a wonder product as
experience to visitors. By providing innovation to its products, WDPR can
increase visitors on a regular basis.
ii) Service – Dinning, shopping, welfare facilities, customer service in other areas where
WDPR can show differentiation due to its number of years in the industry and
achieve growth
iii) Accessibility – logistics (transport facilities), infrastructure development etc., may be
improved and market as differentiation
iv) Relationships – corporate tie ups, sales training, relationship through brands,
awareness in schools – all the above can he a differentiation to achieve growth
and profitability.
While responding to the requirements of first element of Task Three, the candidate
wrote the following:
I strongly recommend that WDPR should adopt market penetration for the reasons below.
As per my models (S): Ansoff Growth Strategies (please refer), market penetration is where
an organization obtains more usage from existing customers and gaining customers from
competitors by selling more within the same market. This strategy will suit Disney in many
ways. In France (Paris), for instance, Disney is assured of the government’s support in
developing more theme parks [….]. Given this and other advantages, Disney can build
others parks in the region to ensure competitive advantage. Much as this might work nicely
they will penetrate the Paris market, they should bring on visitors who come from across
Europe to visit the parks globally and this will ensure continued profitability.
The other market to penetrate is the Asian market. Since all the top players are targeting this
market, Disney should leverage on its market dominance and financial muscle and use Hong
Kong and Japan as launch pads to capture and dominate markets like India, China, Korea
and others where they do not have operations yet although the market is ripe. Asia will
provide a great business opportunity if they utilised it better; basing on their operations in
Japan and Hong Kong [….]. Another reason why they should market penetrate is because of
their vast market knowledge. No body (competitor) knows the global theme park industry
better than WDPR. They have seven operations in the US alone with knowledge of Europe
and Asian as well. They should use this hard earned knowledge to gain more from the
markets., Since they are a global company with vast resources, they can go deeper into the
markets in which they operate to gain a competitive advantage.
While responding to the requirements of second element of Task Three, a candidate
wrote the following:
China presents a huge opportunity but at extremely high risks to the corporation. Although
Disney knows theme parks, it will need to prove it knows the Chinese customers as well.
Many US brands have failed in the Chinese market [….] but Disney must build on the
experience of brands that built strong businesses in China such as Microsoft, Starbucks and
Coca Cola. Each of these brands has sought strong government support to counter the
market risks of government protectionism, corruption and price sensitive clients. They have
not underestimated the sophistication of their clients and their desire for new innovations and
have empowered their local management teams rather than controlling new projects from a
removed US based command centre.
Page 16
Disney faces three types of risks: market (as discussed above), competition and firm
limitations. The competitive risks are significant. Fig 6 shows competitive rates of growth and
they too will be assessing the Chinese opportunity in the same was as Disney. With more
innovative competitors assessing the same market (Fig 12), Disney must be quick in their
moves and decisions. Appendix 1 demonstrates the dangers of tardiness. A Monkey
Kingdom theme park is due to open in Beijing in 2014 of “Disney quality”. This will be one of
several and unless Disney moves quickly they will be considered obsolete before they have
entered the market.
Analysis has highlighted the need for technology and innovation and Disney’s failings in this
area. This was revealed to be number one risk in the risk impact analysis of the Disney’s
business (Fig 20). To meet Shanghai’s 2016 deadline Disney needs to partner with a firm
able to implement levels of innovation not seen at other parks. They must buy in resources
where required or risk failure.
The final risk involves Disney’s adaptation of its brand and product offering to the local
market. It must invest in customer insight and testing before the launch of the park, and
cultural concerns should be addressed. For example, “Main Street USA’ familiar in all parks
would be unwarranted for a Chinese audience. Holliday patterns should be addressed –
Chinese receive 3 specific weeks a year – and tickets apportioned correctly to avoid long
queues and customer frustration – all causing a backlash of bad PR.
The SERQUAL analysis of Asian markets (Fig 18) highlights empathy and tangibles as the
two areas of high potential for customer dissatisfaction and leadership focus must be in
these areas.
Finally, while responding to the requirements of second element of Task Three,
another candidate wrote the following:
A risk is to do with uncertainty. There are various sources of risk and the table below
highlights the risks as well as recommendations on how to address them.
Table: Market Penetration Risks and Recommendations to Address
Risk
Country specific risks
Economy specific risks
Business/Industry
related risks such as
technology and
competition
Customer/visitor reach
and changing patterns
Information risk
Financial risk
Recommendation
Approximately 80% of WDPR is in North America where it is
subject to geographical specific risks or country based. The most
WDPR can do is keep monitoring, sensing and scanning what
occurrences impact the business but simultaneously keep
penetrating North America specifically Florida and California and
enjoy a large market share.
In any economy where WDPR operates, anything can happen.
Scanning and monitoring and attending to specific practices can
help.
WDPR should ensure that any emerging technology is protected
and cannot be replaced.
This can be addressed through continuous research and WDPR
becoming more market oriented so as to address what the
customer expects
This can be mitigated by protection and exclusive rights to
employees as well as rewards and recognition of employees so
that too are loyal to the company
These risks could affect the shareholder value. One of the key
Page 17
financial goals (analysis trending into market) should be studied as
well as competitor analysis
Innovation is also the key in market penetration and the risk
concerned. As shown in two (b) of this recommendation innovation
ought to be taken seriously as a cultural in all WDPR operations so
that the company stays up to meet the market demands.
Research into existing external market too ought to be done so
that weak market players are bought out hence expanding through
penetration.
Weaknesses and common mistakes by task:
Generally, weaknesses included lack of depth to the analysis and limited underpinning
knowledge. Time appears not being invested in learning a wide range of theory, frameworks
and models which underpin strategic marketing. This is a major concern as it increasingly
appears that candidates and centres are being far too narrowly focused in their approach to
syllabus coverage. In reality strategic problems will vary hugely and thus this will require a
solid, broad knowledge base in order to respond appropriately.
Lack of depth to analysis was another common weakness. Analysis generally remained
superficial and tended to simply repeat information provided in the case study – a narrative
account. Discussion posed by students tended to be too narrative with less emphasis on
analysis and the synthesis of information. Weaker candidate seemed to find questions 1b
and 3b the most challenging.
Task One A. Weaker candidates wrote descriptively, largely reproducing facts from the case,
but being unable to demonstrate criticality. Many were clearly able to describe the factors in
the external environment and Disney Park’s strategy but were then unable to link their
comments to a critical evaluation.
Task One B. Weaker candidates found it difficult to respond to this task revealing a lack of
understanding resource based view. There was a tendency to produce a list or short bullet
points in terms of discussing internal resources and capabilities and the impact of the
external issues upon them. A majority fell short of discussing the value of the approach in
developing resources and capabilities to deliver the mission and vision. This perhaps
demonstrating limited preparation for the exam.
Task Two A. Weaker answers produced superficial details revealing a lack of understanding
of innovation and NPD theory. Others listed theory but then were unable to list or discuss the
facts from the case. This was surprising, given the significance of innovation in achieving a
competitive advantage.
Task Two B. While this was handled well by a majority, weaker candidates struggled to
apply theory to the context and tended to produce superficial discussion with little
consideration for strategy formulation for achieving growth and profitability. Others took too
overt a geographic approach unsupported by any particular theory or model.
Task Three A. Weaker candidates tended to provide sufficient and relevant justification for
their chosen option. Others produced vague and generic comments not relevant to the key
requirement of this task.
Task Three B. Time management appeared to be a key issue for this task as not many were
able to provide answers with sufficient depth and rigour. Generally the task was completed
as an afterthought, and probably with only a few minutes left. Weaker answers tended to be
Page 18
very short perhaps being rushed and poorly or abruptly finished off. Understanding of
strategic risks relevant to the adoption of chosen strategic option and subsequent mitigating
strategies remained weak.
Recommendations for improved candidate performance:
The Senior Examiner would like to make following recommendations to candidates to
improve future performance:
1. Cover all areas of the syllabus and in particular need to appreciate the fact that most
areas are interlinked with one another. Different elements of the syllabus and theories are
interlinked. This time around, a general lack of understanding of the resource-based view
and the value of this approach in developing resources and capabilities, relevance of
innovation and new product development. In line with previous exam diet, a noticeable
weakness was a lack of understanding of strategic risks in adopting chose option and
suggesting relevant mitigating strategies.
2. Improve time management and general examination technique. Consider each element of
the task and its value in terms of marks allocation, and assign efforts accordingly. Do not
waste time in writing lengthy introduction sections or commenting on contextual issues;
instead, handle the key aspects of the task in sufficient depth.
3. Provide sufficient details, evaluation, application and rigour in the answers, relevant to the
postgraduate level.
4. Avoid producing superficial and tactical answers. There is a need to develop a greater
understanding of relevant theories and their implications for strategy formulation.
5. Identify the required focus of the task (what the candidate is required to do) and respond
accordingly.
6. Use insights from the six page audit when responding. Do not simply refer to the audit (eg,
see Figure 9 of the audit) as the information in the audit in itself cannot be considered as an
answer to a task. Also provide a fuller assessment of a particular framework (e.g., resource
based view) when this is the key requirement of the task.
Possible alternative approaches to addressing a task:
There are alternative approaches in tackling a task, and in each case high marks can be
achieved, as long as there is enough evidence suggesting the achievement of learning
outcomes and a relevant and valid response is provided in the given context.
Feedback on the academic quality of the cohort and the quality of the teaching, as
judged by the results:
The pass rate is on the low side, largely due to the higher than expected failure rate
among international candidates, who generally speaking demonstrated, a lack of ability
to write in sufficient depth. Also, syllabus coverage continues to be a factor behind the
lower pass rate and hence centres/tutors need to be reminded that they should cover
the syllabus in sufficient depth.
Good candidates understood the linkage among the three tasks and showed good insights
into the case and application of knowledge. Understanding of certain parts (e.g., strategic
options) of the syllabus tends to be stronger than others (resource-based view, innovation
issues and constraints and risks) and tutors are reminded to cover the syllabus in its entirety.
Page 19
A significant majority of the candidates continued to append high quality and very detailed
audits. This continues to be an important achievement reflecting high quality teaching
standards applied at most accredited study centres. Tutors are still advised to strongly
recommend to candidates that they need to utilise insights gained from their audits and
avoid using pre-prepared answers in order to demonstrate originality in thought and
application.
Commentary as to whether recommendations made in previous years have been
properly followed up:
Generally speaking, time management continues to be an issue and needs attention. Not
many candidate respond to the last task very well indicating poor time management skills.
Also, tutors need to advise candidates to improve general exam technique including the
ability to respond accordingly to the relevant weighting of each task. Tutors also need to
make sure that different areas of the syllabus are covered in sufficient depth.
Recommendations for improving performance in future assessments (for tutors and
candidates):
Performance can be improved in following ways:
1. Practise past papers and identify key areas of syllabus that have been assessed
repeatedly over the years.
2. Practise model answers which should contain sufficient details, evaluation and application
relevant to the postgraduate level. Double check model answers for rigour and strategic
insights.
3. Improve time management skills and work on general exam technique.
4. Discuss the application of six page audits with the tutor and colleagues. Make sure the
answers are based on relevant theoretical models.
5. Read widely covering key text books, academic and practical publications. Make sure all
areas of syllabus are covered and not just a few.
6. During the examination, identify the required focus of the task and plan the answer
accordingly. Determine how much each task is worth and how much effort should be
allocated accordingly.
Clarification about any syllabus or assessment changes:
No change has been introduced in terms of syllabus contents or assessment methods.
Possible future assessment themes:
There are some areas of the syllabus that are likely to appear on the future examination
paper, and hence tutors should ensure that candidates are familiar with the theory and
practices in these areas.
Examples include:
Page 20





critically evaluating an organisation’s strengths and weaknesses, strategies including
brand strategies with consideration of value creation and sustainable competitive
advantage
evaluating and prioritising a range of strategic marketing options, recommending with
justification strategic options given a particular analysis
analysing financial implications associated with strategic marketing options; critically
evaluating the concept of relationship marketing, stakeholder analysis and innovation
audit as a means of achieving growth and profitability
evaluating potential risks for the company involved and measures for mitigating risks
assessing the potential for organisational constraints to limit an organisation’s success in
using any given strategic choice and the range of strategies to address these
successfully.
Page 21
APPENDIX: ‘POSTGRADUATENESS’
Purpose of this paper
This paper has been put together to help tutors with their delivery and facilitation of the units
that make up the CIM Chartered Postgraduate Diploma in Marketing (CPGD), which is a
Masters level qualification. As indicated by the Senior Examiners’ Reports that are posted to
the website after assessment sessions, candidates’ work often lacks ‘postgraduateness’,
and this paper sets out to clarify what is meant by this term and provides guidance on how
you can help your candidates to achieve what is required to pass the assessments for this
qualification.
What is required?
The syllabi and assessments for the CPGD have been designed to meet the Ofqual and
QAA Level Descriptors for a postgraduate (Level 7) qualification, which are as follows:
Ofqual definition of a Level 7 qualification
 Display mastery of a complex and specialist area of knowledge and skills
 Demonstrate expertise in highly specialised and advanced technical, professional
and or/research skills
 Develop new skills to a high level, including novel and emerging techniques
 Take significant responsibility for the work of other professional staff, lead and initiate
activity
 Accept accountability in related decision making including the use of supervision
QAA requirements of a professional with a Masters qualification
 Consistently apply knowledge in specific area and demonstrate wider intellectual
skills
 Deal with complex issues both systematically and creatively, make sound judgments
in the absence of complex data
 Be adaptable, show originality, insight and critical and reflective abilities which can be
brought to bear upon problem situations
 Make decisions in complex and unpredictable situations
 Evaluate and integrate theory in a wide range of situations
As clearly illustrated by these descriptors, knowledge alone is insufficient. Additionally, CIM
qualifications have been designed with a practitioner-focus and therefore candidates must
demonstrate a practical insight into how knowledge at this level can be applied and its
efficacy evaluated.
Most of you will be familiar with Bloom’s Taxonomy, (Bloom, 1956), which illustrates different
levels of thinking and learning:
Page 22
The Cognitive Domain – Bloom’s Taxonomy from
http://www.learningandteaching.info/learning/bloomtax.htm
The CPGD expects candidates to demonstrate the higher levels of these cognitive domains
through their work. Indeed, this model has been developed further by Anderson and
Krathwohl (Anderson & Krathwohl, 2001), who added ‘Creating’ above ‘Evaluating’, arguing
that at Masters level, candidates should be creative in their own thinking
By way of explanation, candidates need to be able to do more than simply apply their
knowledge to a variety of business contexts. At postgraduate level candidates need to be
able to assess the relevance of different theories and concepts for a particular business
situation and justify why they would, or would not, recommend their use as a basis for
current practice or indeed as the rationale for changing business practice. This ability
requires candidates to engage with a range of concepts and theories - evaluate them for
their suitability (critical analysis) and then develop a rationale for why they are appropriate. It
may be that established models need to be adapted or extended in order to be suitable.
Creative thinking should be encouraged as it will be rewarded. It is also necessary for
candidates to be able to appraise the effectiveness of their plans, actions and
recommendations and so detail practical ways of measuring success against set criteria –
critical evaluation.
Postgraduate study is more than amassing information; it should challenge conceptual
thinking and encourage candidates to assess things from various perspectives, and to
develop (and justify) their own opinions in connection with these concepts. In applying
theories to different contexts they will see that ‘one size does not fit all’ and have to be able
to adapt their conceptual thinking. In so doing, candidates will refine their problem solving
ability and become more confident in dealing with complex and unpredictable events. As well
as the here and now, postgraduate thinking is also about lateral and forward thinking, and
this shift in mindset is crucial to strategic thinking. Instead of principally thinking about
departmental issues, the strategic approach requires candidates to consider matters from an
organisational, or even a business sector perspective, balancing the needs of different parts
of the organisation to meet corporate objectives.
Tutors need to encourage critical thinking and the evidence of this is that candidates can
substantiate their views; this assumes that they have formed a view of their own rather than
simply regurgitated what they have read about. And, as well as supporting their arguments
and opinions with appropriate concepts, they need to be able to explain the relevance of the
Page 23
diagrams, tables, figures and facts that they draw on, either from their own research or from
the case study material that is provided for some of the units.
A rich source of information about critical thinking can be found from:
www.criticalthinking.org but here it might be good just to reflect on what this term actually
means – here is one definition found on this site:
"Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered
from, or generated by, observation, experience, reflection, reasoning, or communication, as
a guide to belief and action. In its exemplary form, it is based on universal intellectual values
that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and fairness..."
A statement by Michael Scriven & Richard Paul
{presented at the 8th Annual International Conference on Critical Thinking and Education
Reform, Summer 1987}.
People’s values are likely to impact their thinking and useful discussion can be had with
candidates as to why they hold the views that they do about business direction and
leadership, and how these values influence decisions that they are likely to recommend.
Kratwohl, Blook and Madi (1964) considered values to be part of the ‘affective domain’ and
suggested that candidates studying at higher levels should be able to distinguish their
implicit values through analysis.
The Affective Domain – Bloom’s Taxonomy from
http://www.learningandteaching.info/learning/bloomtax.htm
Addressing the issues
CIM’s Senior Examiners at this level say that far too many assessments currently submitted
are theoretical, operational and not contexualised; too few are strategic. What can be done
to address these issues in the way you teach and facilitate learning whilst candidates study
the CPGD?
Firstly, candidates do need to have a broad knowledge base; they need to be familiar with
the concepts and theories covered by the syllabi of the unit(s) they are taking, but this is not
enough! They need to be able to understand this knowledge not just from a marketing
perspective, but from that of the organisation and the sector, with an in-depth appreciation of
the business environment that affects both.
Secondly, candidates need to use their knowledge to answer the tasks/tasks set. This may
seem obvious, but this represents the most common problem seen in both examinations and
Page 24
assignments. Currently, much of the work submitted may be relevant but it does NOT
demonstrate the outcomes highlighted through the Ofqual/QAA Level descriptors listed at
the beginning of this paper.
Raising the bar
The CPGD is a postgraduate/Masters level qualification in marketing and it assumes that
candidates already have a comprehensive background in marketing. Do the candidates you
are recruiting meet the entry criteria? If so, they should have the underpinning knowledge
they need. If you are not sure, ask your candidates to take the diagnostic test for Level 7 that
is on the Tutor Zone. You can access it using the following link:
http://qm.cim.co.uk/perception5/open.php
(The username and password is the same, namely: DN Tool-1).
In addition to this, are your prospective candidates ready to study at postgraduate level? Do
they realise that they will be expected to study independently as well as to participate with
sessions that are facilitated by their tutors? At this level, we usually recommend that
candidates should expect to spend between three to five times the amount of time in
personal study as they do in guided learning from their tutor; a 10 credit unit should take
approximately 100 hours of study, a 20 credit units approximately 200 hours. Part of this
personal study will involve reading extensively around subjects covered by the syllabus –
there are no set texts that cover the whole syllabus of any of the units of the CPGD, so
candidates should expect to dip in and out of several texts for each unit in order to cover the
syllabus and to appreciate the topic from different authors’ perspectives. A student going to
university to take a Masters degree would not expect to pass without going to the library to
access a wide range of different texts and journals to complete their studies; the same
should be the case for people taking the CIM’s Chartered Postgraduate Diploma.
The CPGD is a professional qualification so as well as being well-grounded in academic
marketing theory, candidates need to be able to relate these concepts to the business
environment and so should also be reading the marketing press, relevant trade journals,
market/company reports, blogs and weblinks. Business case studies need to be used in the
delivery of the programme to stimulate discussion about the challenges of applying theory to
practice in different contexts, and drawing on candidates’ experience will help to enrich this
debate.
There is also another challenge; some candidates are good at expressing their views
verbally but need help to organise and present them in a way that meets the Level 7
descriptors and the assessment criteria of the tasks/tasks set. They need to be able to
develop coherent arguments that are well supported by relevant writers in such a way that if
they were consultants, a Chief Executive would be prepared to pay good money for their
work. This means that they need to stick to the brief and deliver what is required within the
constraints that have been set, including the budget. For assignments, this includes
acknowledging and referencing all sourced material accurately using Harvard referencing,
and all work should be proof-read to ensure that it does not contain basic grammatical or
formatting mistakes – avoidable errors that cost valuable marks. Many candidates need help
with how to present their ideas at a level that would be deemed ‘strategic’, and feedback on
draft work or on answers to tasks from past papers should include format, tone and
presentation as well as the content of what has been presented and how arguments are
supported with academic theories. This is particularly important for candidates that have not
done academic studies before (or completed them a long time ago).
What differentiates a pass from a fail, and different grades for CIM units at Level 7?
CIM has put together Grade Descriptors for each level of its qualification which outline the
expectations for various grades. This document can be found attached to each assignment
Page 25
brief. The same principles are applied when grading examination papers. The Grade
Descriptors for the CPGD are attached to this document as Appendix 1.
It should be noted at this point, that whilst examination scripts and assignments are
considered holistically, they are marked using a marking scheme and at this level the ‘Magic
Formula’ is applied in approximately the following proportions:
Concept
Application
Evaluation
Presentation
15%
30%
45%
10%
It might help to clarify the thinking behind this model as it is open to misinterpretation. It was
originally put together to help differentiate the requirements between different levels of study.
When considered as a whole, the amount of marks available for ‘concept’ decreases as you
go up the levels; ‘application’ and ‘presentation’ remain the same; and the amount of
evaluation increases as you progress up the levels, as can be seen from the table below:
Magic Formula across the levels
Concept
CIM Introductory
Certificate (Level 3)
CIM Professional
Certificate
(Level 4)
CAM Diplomas
(Level 4)
CIM Professional Diploma
(Level 6)
CIM Chartered
Postgraduate Diploma
(Level 7)
Application
Evaluation
Format and
Presentation
45%
30%
15%
10%
40%
30%
20%
10%
40%
30%
20%
10%
30%
30%
30%
10%
15%
30%
45%
10%
It is worth explaining what is meant by this as it is essential that candidates understand how
their work will be marked. They can then use their understanding to their advantage..
‘Concept’ relates to theories, models and concepts, and marks for concept are given when
candidates provide information about a topic, which might include definitions, explanations,
diagrams, models, general examples, etc. The important thing to note here is that the
material is usually provided in a generic way and is not related to a given scenario. Some
candidates appear to spot key words in a task/question and then ‘tell us all they know’ about
a subject without answering the question/task set, and their work may well be annotated with
‘TD’ = theory dump. Whilst some marks will be available for concept, and candidates at the
lower levels are likely to provide more material on this basis, large quantities of generic
material is not appropriate at the higher levels. In all cases, candidates should avoid simply
repeating material in the case studies provided; this wastes valuable time in the exam or
words in the assignment and gains no marks – the examiners are already familiar with the
case study!
‘Application’ is exactly what it says – the application of theories and concepts; it is essential
that relevant concepts are related to case study material or a given or chosen scenario and
that candidates demonstrate their understanding of both the concept(s) and the situation by
Page 26
relating the two. Examiners will expect to see models populated by text that shows that the
student understands how the organisation fits the chosen model, or an explanation as to why
it does not. At the higher levels, candidates will be rewarded for extending or adapting
models that otherwise do not automatically fit a business situation. CIM qualifications are
practitioner-focused so application demonstrates that candidates are able to use and adapt
what they have learnt to a variety of marketing and business situations.
‘Evaluation’ includes a range skills that ultimately demonstrate insight; at the lower levels it
will include doing some straight forward analysis and drawing conclusions from that analysis;
it will also include making recommendations. At higher levels, we expect candidates to be
critical in their approach by using models, concepts and techniques in their analysis and to
compare the results obtained. We would expect candidates at this level to be able to assess
an organisation’s capabilities and assets, and the opportunities presented by the market.
They may also use these tools to justify their conclusions and to support the rationale of any
recommendations, or as the means for critical evaluation, eg, of the outcomes of a plan. The
essence of this skill is to use concepts and theories to provide objective reasoning – in both
analysis and evaluation. If the student expresses an opinion, they need to be able to
substantiate that view with a reasoned argument. If an examiner reads a student’s piece of
work and can ask ‘How?’ or ‘Why?’ then insufficient rationale has been provided; to gain
good marks, justification needs to be given and should include references to relevant
concepts and theories.
So, it should not be assumed that only up to 15% of the marks available at postgraduate
level can be obtained from what people have learnt, many more are potentially available
from both ‘Application’ and ‘Evaluation’ if candidates apply this material and use it to support
and justify their arguments. Candidates need to be able to ‘pick and mix’ from what they
have learnt, integrate relevant theories and ideally, synthesize their knowledge to create
innovative solutions to complex and unpredictable business situations. We often see
evidence that candidates can analyse a situation but then lack the insight into how to
implement a solution that takes account of the practical issues of eg, obtaining buy-in,
gaining commitment from external stakeholders, leading the change process.
‘Format and Presentation’ – up to 10% of marks are available for work that is presented in
a professional way using the format requested and the appropriate tone given the audience
suggested in the question/task. Additionally, assignment-based work must have all the
sourced material in contains acknowledged within the text and suitably referenced using the
Harvard Referencing protocol. These are ‘easy’ marks that are within the candidates’ control,
particularly when the assessment is not done under time-constraint. There is no excuse for
poor spelling or grammar as work should be checked carefully prior to submission.
Candidates should avoid ‘walls of words’ and unless the question/task asks for something
else adopt a ‘report style’ by using headings and sub-headings as a way of sign-posting key
points and different sections of work.
In an examination, some time spent planning is usually time well spent as candidates’ work
then tends to be more progressive and coherent and less repetitive. Candidates may well
need to practise organising and presenting their ideas under time-constraint conditions as
sometimes people who can put together strong arguments verbally are not always as good
at doing this on paper. All too often, under the pressure of time, candidates seem to resort to
operational and personal perspectives rather than structuring their ideas in a strategic and
objective way. Candidates need to be skilled at understanding what is required in an exam
question and then to plan their time according to the marks available for the different parts of
the paper they need to complete. Meeting the assessment criteria for assignments is similar
in that candidates should apportion their work according to the marks available for different
tasks.
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At Level 7 candidates may be asked to present their work in a number of different formats. It
is important that they do this if they want to pick up the marks available for format Within the
specified format they should adopt a tone and approach suitable for the intended audience
including financial analysis where appropriate. The different formats that might be asked for
at this level are outlined in Appendix 3.
Communication is an essential skill for any marketer, particularly those functioning at senior
level. Therefore, being able to communicate effectively is an integral part of achieving this
qualification. Many of the skills and competences developed in the process of meeting the
learning outcomes will develop professionalism and increase candidates’ personal
marketability.
Leading Marketing
The CPGD has two stages, and ‘Leading Marketing’ is the second stage of this qualification.
It provides a practical framework for candidates to put into practice many of the learning
outcomes that will have been achieved by completing Stage One of the qualification. The
course provides the opportunity for candidates to apply academic knowledge to business
situations at strategic level, and the assessment requires them to design, implement and
evaluate a strategic business project. The business project will exploit the opportunities
offered by, or minimise the threats posed by, an emerging marketing theme within their
organisation and/or business sector. The intention of the programme is that tutors will
facilitate candidates’ understanding of what is required, and then help the candidates to
establish ‘action learning sets’ (ALS) whereby much of the learning will be achieved through
candidates sharing issues and problem solving with each other.
As well as the business project candidates have to assess their own skill set prior to
implementing their strategic project and, with the support of a business mentor, to identify
skills which need further development if they are to function effectively at senior level.
Candidates are required to record and reflect on their experiences in a learning log and, with
the support of their business mentor, to develop these areas of professional competence.
The self-managed learning experience of Leading Marketing will add value to the student’s
organisation and/or business sector and develop their personal and professional skills,
knowledge and behaviours. For candidates who have been recording their CPD, it will also
provide a route to Chartered Marketer as well as the Chartered Postgraduate Diploma in
Marketing.
A Student Handbook has been written to guide candidates through the learning and
assessment process of this unit, and the outcome – their 16,000 word project will be a
powerful testimony to their learning and achievement.
Summary
The Chartered Postgraduate Diploma in Marketing was designed to enable candidates to:





make the transition into strategic management
work more cross-functionally at a senior management level
make a significant contribution towards the organisation’s corporate and business
strategy
contribute to board decisions
demonstrate a high level of leadership and influence.
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The intention of this document is to provide tutors with an insight into how to help candidates
achieve this qualification and establish them as ‘professional practitioners’ in the field of
marketing who can contribute to an organisation’s success.
References
Anderson, L.W. & Krathwohl, D.R. (eds) (2001), A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman
Bloom, B. S. (ed.) (1956), Taxonomy of Educational Objectives, the classification of
educational goals – Handbook I: Cognitive Domain New York: McKay
Websites
www.criticalthinking.org
www.learningandteaching.info/learning/bloomtax.htm
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APPENDIX 1
Chartered Postgraduate Diploma in Marketing (Level 7): Grade Descriptors
Grade A
Grade B
This grade is given for work that
This grade is given for work that
meets all of the assessment criteria to meets all of the assessment criteria to
secure at least 70% and
secure at least 60 % and
demonstrates a candidate’s ability to:
demonstrates a candidate’s ability to:
Concept
15%
Application
30%
Evaluation
45%
Presentation
10%
identify relevant theoretical principles
commensurate with postgraduate
level and critically apply and evaluate
these within a senior marketing
management context using originality
of thought
critically analyse complex, incomplete
or contradictory areas of knowledge
of a strategic nature and
communicate the outcome effectively
synthesise information, with critical
awareness, in a manner which is
innovative and original
utilise knowledge, theories and
concepts from the forefront of the
discipline/practice, demonstrating a
mature and analytical understanding
and awareness of managing and
working at a strategic level
produce reliable, valid and incisive
conclusions and strategic
recommendations based on findings
critically evaluate marketing
concepts, theories and
methodologies, arguing alternative
approaches, with evidence of an
exceptional level of conceptual
understanding of strategic issues
apply initiative and originality of
thought in problem solving and make
decisions in complex and
unpredictable situations
engage confidently in academic and
professional communication,
reporting on actions clearly,
autonomously and competently
Grade C
This grade is given for work that
meets enough of the assessment
criteria to secure at least 50% and
demonstrates a candidate’s ability to:
Grade D
This grade is given for borderline
work that does not meet enough of
the assessment criteria to secure a
pass and is within the band 45 49%. This may be due to:
repeating case material rather than
evidencing knowledge of the
marketing discipline at
Postgraduate Diploma level
identify relevant theoretical principles
commensurate with postgraduate
level and critically apply and evaluate
these within a senior marketing
management context
identify relevant theoretical principles
commensurate with postgraduate
level and apply these within a senior
marketing management context
analyse complex, incomplete or
contradictory areas of knowledge of a
strategic nature and communicate the
outcome appropriately
synthesise information in an effective
manner, utilising appropriate
knowledge, theories and concepts
apply relevant contemporary issues
demonstrating a detailed
understanding and awareness of
managing and working at a strategic
level
analyse areas of knowledge of a
strategic nature and communicate the
outcome satisfactorily
a lack of knowledge and
understanding of a strategic nature
analyse information, in an appropriate
manner, utilising knowledge of
theories and concepts
include some contemporary issues
demonstrating an awareness of
managing and working at a strategic
level
limited analysis of information with
limited reference to theories and
concepts
limited inclusion of contemporary
issues and limited awareness or
understanding of managing and
working at a strategic level
produce reliable and informative
conclusions and strategic
recommendations based on findings
evaluate marketing concepts,
theories and methodologies, arguing
a range of approaches, with evidence
of a high level of conceptual
understanding of strategic issues
produce reliable conclusions and
strategic recommendations based on
findings
evaluate marketing concepts,
theories and methodologies, with
evidence of a competent level of
understanding of strategic issues
superficial conclusions and
strategic recommendations which
lack depth
insufficient evaluation of marketing
concepts, theories and
methodologies, evidencing a lack of
understanding of strategic issues
apply initiative in problem solving and
decision making
apply techniques of problem solving
and decision making
an inability to apply appropriate
techniques for problem solving and
decision making
engage in academic and professional
communication, reporting on actions
clearly, autonomously and
competently
engage in academic and professional
communication, reporting on actions
clearly, autonomously and
competently
inappropriate use of academic and
professional communication