MORNING, WEEK-ENDS AND EVENING SCHOOL

 

Porters Academy offer student the opportunity to achieve the ultimate qualifiation in the business administration (MBA) or Bsc (Administration) from the British University.

With postgraduate diploma, student's may opt for direct entry into masters degree courses on successful completion of their studies : other options for diresct entry to the final year of Bsc programme depending on satisfactory performance and good grades in the final postgraduate diploma (CIM) examinations.

AIMS OF THE COURSE.

The key aims of the course are

1. To prepare you to complete CIM examination successfully

2. To provide a rewarding educational experience.

To achieve this Porter's Academy's objective is to enable you to acquire appreciation, knowledge skills and application abilities specified on each individual subject syllabus.

We aim to provide you with :

1. High quality teaching at all stages of the course

2. An opportunity to take pratical questions

3. Feedback to permit you asses your perfomance and progress.

4. A thorough preparation in examnation techniques

5. On request,the individual is given assistance in study skills.

COURSE STRUCTURE

Students at either stage one or stage two may progress to the next stage on successful completion of at least two subjects at the stage being studied. To gain the award at each level,all four subjects must be successfully completed.

PROFESSIONAL CERTIFICATE IN MARKETING

Customer communication.

Marketing Environment.

Marketing Fundamental.

Marketing in practice.

Application with approprate undergraduate degrees may be able to go directly into stage two.

PROFESSIONAL DIPLOMA IN MARKETING

Marketing research and information.

Marketing Planning

Marketing Management practice.

PROFESSIONAL POSTGRADUATE DIPLOMA IN MARKETING

Analysis and Evaluation

Strategic marketing Decisions.

Managing marketing in Performance.

Strategic Marketing in Performance

 

 

New Qualifications Launch

Your questions answered

Assessments•

Our study centre has built its business on offering a totally ‘practice-based’
approach which includes only offering assignments rather than exams to reflect a
live business situation. Being forced to offer a mixture of exams and assignments
would totally change our offer and we’re concerned it will be less attractive to
potential students. What can we say to ensure we retain their business?

The assessment methodology for each Unit of the new syllabi has been chosen
for the following reasons:
- as the most suitable form of assessment to test the learning outcomes of that
unit, which includes the key skills and marketing competences appropriate to
that level
- to ensure that the assessment of any level includes some objective testing of
knowledge
- a mixture of assessments methods will appeal to a broad range of candidates
accommodating different preferred styles
- the variety of methods offers a more interesting and rounded assessment and
rewards students for a wider range of competences
- it facilitates more manageable workloads by varying what students are being
required to do at any one time
- having an examination component can mean that the qualification is actually
viewed by some employers as having greater credibility
- by choosing the assessment method which is most appropriate to what is
being assessed means that the student has the greatest opportunity to
demonstrate their learning and as such should lead to better outcomes

• How would a computer-based test work logically when we have students from all
over the world?
Computer based testing (CBT) is increasing in schools, colleges, universities and
also as part of Professional qualifications. More and more of these institutions are
setting up their own e-assessment centres and additionally, more external centres
are becoming available; this is also the case internationally. Our research showed
that there is provision in all of the countries where we currently run CIM
qualifications, but the costs of using some of these centres may limit their viability.

Our preference would be to accredit our own Exam Centres to run as e-
assessment centres, but where this is not possible, we will need to investigate the
availability of external facilities. Where appropriate facilities cannot be located, a
paper-based version of the test will be issued.

The strengths of computer-based testing are flexibility and accessibility, and it is a
popular method of assessment with Awarding Bodies that operate globally. CIM
will publish clear guidance about how and where the tests will be administered.  

• Is the CIM Awarding Body going to mark assignments in future or will that still the
responsibility of the study centres?
The CIM will mark all forms of assessment relating to the new syllabi –
examination papers, assignments and work-based projects.

Changing the qualification levels :
• We already validate people with degrees not related to marketing onto Certificate
level if they only have one year’s marketing experience. At Diploma level we
validate on 3 years' experience with at least one at managerial level and do
consider their degree to be irrelevant. The new entry criteria will be difficult to
accommodate when we are attracting marketers from large corporates. How can
we address this?

The principle of the new entry criteria is two-fold:

- to avoid material being repeated from one level to the next
- to ensure that students who enter to take the Professional Diploma in
Marketing have sufficient tactical marketing knowledge – from either a
qualification and/or experience – to be able to engage with the learning at that
level, which is aimed at Marketing Managers.
- CIM is aiming to ensure that the marketing profession knows which of its
qualifications suit a specific job role
• Will study centres have to rigidly stick to the new entry criteria or can we use our
discretion as we do now?
The entry criteria have been written as guidance for both students and centres so
that:
- students have students have the necessary prerequisite knowledge and skills to cope with the demands of the programme and therefore the best chance to
succeed in that level of the qualification
- tutors have student groups that are more similar in their marketing
knowledge, which should enable more interesting material to be covered and
avoid the need to repeat material that should have been covered at the level
below
- the guidance has been produced to guide the centres when developing their
recruitment policy

CIM recommends that the entry criteria are followed; this does not preclude
centres from using their discretion for students with work experience but this
should be done with integrity so that those recruited have the ability to meet the
QCA level descriptors and the learning outcomes of the associated CIM course.

Entry level tests are available for students who do not easily fit the criteria, or to
ensure that those who wish to enter a higher level on the basis of their
experience do in fact have the underlying knowledge that is required.
Class mix - profiling and segmentation

• Professional Certificate students often find it hard to sit in a class with
professional marketers who have just done 3-4 years of a degree. How will a
mixed class cope with the level of discussion and teaching at this level?
Graduates, regardless of degree read avidly and are trained to learn quickly. Non-
graduates are not used to this approach to study and take longer to learn in our experience.

How can we address this?
The Introductory Certificate would be the best level for a student to start if they
haven’t studied for a while or have no knowledge of marketing. It is now an
integral part of the CIM qualification portfolio and should be taken as the first
qualification if people are interested in or starting out in marketing without any
other qualifications or marketing experience.

Teachers at all levels have to be able to cope with students of mixed abilities and
from different backgrounds; differentiating their teaching methods and activities in
order to engage a cross-section of students should be part of their preparation.
Graduates will benefit from their ability to read around the subject and bring in
examples from their reading; other students may well be able to contribute more
from their experience. We would expect tutors to encourage their students to
learn from each other as part of their learning experience, in the same way as
they need to appreciate the different contributions that various staff can make at
work.
This problem can be largely overcome at the recruitment stage by helping
graduates to understand that this is a professional qualification, aimed at helping
with a marketing career; gaps in knowledge may be covered by some students
through pre-course marketing reading and them sitting the relevant entry test.
Students without a degree should have it explained that this class will have a
mixture of students with varied backgrounds, which will give them the advantage
of learning from each other. Dealing with expectations very early on will help.

Transition

• What are the transition arrangements?The transition arrangements for the existing Introductory Certificate and
Professional Certificate to the new are as follows:

- students who have started the current Introductory Certificate (syllabus 2000)
have two opportunities to re-sit any outstanding assessments from the
existing syllabus and submit them to either the November 08 and February 09
Exam Boards. After that, they will need to take the whole of the new
Introductory Certificate.
- We recommend that any new students who wish to take the Introductory
Certificate from July 2008 should use the new syllabus (2008)
- Students may progress to take the Professional Certificate in Marketing
having completed either the 2000 or the 2008 syllabus.

For the Professional Certificate:

- students who have studied all modules using the 2002 syllabus will have two
opportunities to re-submit using the same syllabus, namely to the February
2009 or the July 2009 Exam Boards.

- After that, if they still need to complete their Professional Certificate, they will
need to take the appropriate units from the new syllabus (2008) – see chart
for what combinations are possible:
Professional Certificate in Marketing (Level 3)
(2002 Syllabus)
Professional Certificate in Marketing (Level 4)
(2008 Syllabus)

Marketing Fundamentals
Marketing Essentials
Marketing Environment
Assessing the Marketing Environment
Customer
Communications
Marketing Information & Research
Marketing in Practice
Stakeholder Marketing

- If students have a mixture of modules/units from both syllabi, they will be
awarded the qualification where they have passed the majority of their units. If
students have two modules from each syllabus, the award will be determined
by the fourth module (shown in bold italics).

• Will we receive 2 sets of assignments in June - one for current and one for the
new syllabus?

Yes, two assignments will be available in June 2008 for BOTH versions of the
syllabi; it is important that students are given the appropriate brief as
assessments are quite different.

 • In September 08 we will have a new Introductory Certificate and a new
Professional Certificate with new entry criteria. We will still have an old Diploma
which any graduate can do and an old Postgraduate Diploma which any business
graduate can do. How will study centres decide which level to put their students
onto?  

The existing entry criteria for the current Professional Diploma and Postgraduate
Diploma in Marketing will apply until the new syllabi for these two levels go live
from July 2009, at which time prospective students should be selected based on
the new entry criteria.
Until then, the centres may use their discretion as to which level of CIM
qualification they feel is most appropriate for prospective students. It should be
borne in mind that the entry criteria have been revised to address issues that
have been identified through the consultation process – from students, tutors,
examiners and employers, and it is our view that students with a good basic
knowledge of marketing (from a qualification and/or experience) are likely to fare
better at the Professional Diploma level, and that a working knowledge of
marketing together with some managerial experience in marketing is the best
preparation for those who wish to take the Professional Postgraduate Diploma in
Marketing.
We would advise centres offering Professional Certificate and Professional
Diploma to guide non-business graduates with limited marketing experience to do
the Professional Certificate.

Course delivery
• Do we have to deliver the units in the order suggested?
CIM recommends that the units are studied in numerical order, or as paired units
if delivered in tandem, 1 with 2 and 3 with 4 (as appropriate).

 Whilst we do not have integrative units as we have done in the past, the syllabus
has been structured with this sequence in mind as the knowledge gained in one
unit will prepare students progressively for that in the next. The content and
activities suggested for Unit 2 for the Introductory Certificate, and Unit 4 for the
Professional Certificate in Marketing would definitely benefit from the other Units
of that level being taught beforehand.

• There are concerns around meeting the needs of employers and students with a
valuable and appropriate learning experience. Many marketers fear going back to
exams which is why we have offered assignments for a number of years and built
in flexible programmes to accommodate students from all over the world. How
can we be sure that the new qualifications will continue to meet the needs of the
market?

The new qualifications have been designed based on feedback from a number of
stakeholders including employers and the new assessment methodology has
been chosen in order to develop a range of skills that employers identified were
important at different levels of marketing practice.
Marketers have to work in time-pressured situations and a time-constraint
assessments, as part of the assessment strategy, help to prepare students for
this type of constraint and pressure. The nature of the assessments have been carefully chosen to enable students to demonstrate a breadth of knowledge –
short answer questions, and some application and insight into a contextualised
situation – longer answers. Case studies have been used at the lower level so
that students who are not working are not disadvantaged. (For the units where
application is particularly important, assignments have been selected as the
assessment route, and students may still use their own organisation, or one of
their choice).

The implication is that assignments are the preferred method of assessment for
both students and employers. This is not necessarily the case. Many students
prefer a mixture of assessment methods as this allows them greater flexibility in
planning their studies and revision, and also enables them to demonstrate a wide
range of skills. From the employers’ point of view, the examination provides an
independent, external test of their employees’ abilities and that they are able to
work under pressure. The formats used at Level 4 exposes students to a wide
range of case studies and profiling different organisations, which may help to
inform thinking within their own organisation.

Students have to do a great deal of research within their organisation to underpin
their assignments. Some employers complain of ‘assignment fatigue’ when all
assignments require an in-depth analysis of the organisation. The new
assessment methodology at level 4 allows for two work- related assignments rather than four, thus reducing this burden.
• Does each unit stand alone in terms of the award so that it fits into a unitised
scheme?
Each unit will attract credits associated with a level of study, but all the units
associated with a particular level of a CIM qualification will need to be passed in
order for students to receive that award.
Students may apply for Unit certificates if they wish, but these will be charged for
as they are now.

• Is July 09 the last Board to which we can submit assignments on the old
syllabus?

Yes, July 09 will be the last Exam Board to which assignments on the old syllabus
for the Professional Certificate in Marketing (2002) can be submitted. February 09
will be the last Board for the current Introductory Certificate (2000).

July 2010 will be the last Exam Board to which assignments for the existing
syllabi for the Professional Diploma in Marketing (2003) and MMP in the
Professional Postgraduate Diploma in Marketing (2004) can be submitted.

If the Tutor Training Event has prompted questions in your mind, please email us at
sarahwoodwards@cim.co.uk. In addition, please login to the CIM Tutors section at
www.cim.co.uk/learningzone where these and other questions will be posted with
relevant responses.