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E-Portfolio: Marketing in the 21st Century

ASSESSMENT DETAILS:

Unit Title:

Marketing in the 21st Century

Unit Code:

QHO302

Unit Leader:

 

Level:

3

Assessment Title:

E-Portfolio

Assessment Number:

AE2- Portfolio 2

Assessment Type:

Summative

Restrictions on Time/Length:

1500 words approx. targeting at Portfolio (part 3, 4 and 5, covering the rest of pages)

Individual/Group:

Individual

Assessment Weighting:

40%

Issue Date:

Week 1 (January 2020)

Hand In Date:

 

Planned Feedback Date:

20 working days starting from the submission deadline

Mode of Submission:

on-line – myPortfolio

Number of copies to be submitted:

Where on-line submission via ‘Solent Online Learning/Turnitin’ is used, students are not required to submit a hard copy.

Anonymous Marking

This assessment will be exempt from anonymous marking as it falls within an exempt category under the University’s Anonymous Marking Policy.

 

ASSESSMENT TASK

Throughout the year you will be working on a project for a company. This part of the assessment focuses on your own work in undertaking the marketing activity for the selected company from the relevant industries

You will produce an E-Portfolio which demonstrates the development of your knowledge and understanding of marketing in order to produce the required outcome for the selected company. Your E-Portfolio will be used to:

  1. Demonstrate your learning journey in order to develop appropriate marketing outcomes/resources for your selected company.

  2. put forward your ideas to your team which feed into proposal development and the recommendations as the next piece of assessment (group presentations)

Within your portfolio you be responsible for the development, organisation and presentation. You will be provided with thorough training in order to support you with the development of your portfolio.

The following provides the minimum requirements for your portfolio (the unit team expect you to incorporate your own ideas and creative flair into your portfolio):

  1. Market research: Develop marketing analysis and evaluation of different marketing actions to establish the basic understanding related to the market research.

  2. Development of marketing pieces, i.e. analysis and evaluation of different marketing tools/resources used by competitors prior to producing own.

  3. Production of written marketing material based on marketing mix and development of the relevant recommendations.

  4. Critical Self Reflection on production of E-portfolio.

You will also engage in formative peer assessment of your peer’s development of their portfolio. During the portfolio workshops you will be required to liaise with 1 peer and formatively assess the development of their marketing portfolio. In addition, you will receive formative feedback from your tutor during the portfolio workshops two and four. A full programme of what will be formatively peer assessed, by whom and when is included in the unit pack/Solent Online Learning. Full training for peer assessment will be provided.

Your portfolio must be referenced using the Harvard referencing method. Your portfolio may also contain appropriate referenced illustrations such as figures, tables, graphs, etc.

Learning Outcomes:

This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the unit descriptors.

Knowledge and Understanding

K1 Demonstrate understanding of the role and importance of marketing within an organisation and within the business environment

K2 Identify and describe current and potential marketing issues, which impact upon organisations.

Cognitive Skills

C1 Research independently and collaboratively into marketing concepts.

Practical and Professional Skills

P1 Discuss information from a variety of sources and apply to an organisation and the wider business environment.

P2 Undertake directed research into a topic using a variety of sources and present a written report.

Transferable and Key Skills

T1 Communicate effectively within written reports and oral presentations.

Peer Review

In addition to producing your own marketing E-portfolio, you will also be peer reviewing one of your peers portfolio’s during each IT portfolio session.

Purpose of Peer Assessment:

Studies have shown that peer assessment influences student learning in a positive way; students not only become better peer assessors, but also increase their learning performance, benefits include:

  • Helps students to become autonomous learners, better able to recognise their own strengths and weaknesses – you will get ideas on how to improve your own portfolio pieces.

  • Encourages deep rather than surface learning.

  • When working as a professional you will be making judgements about other people/critical learning – this will help you to develop how you provide constructive feedback.

  • Encourages sense of ownership, students are committed to the learning outcomes and learning process.

  • Develops whole range of transferable skills

The pro-forma provided below will guide you through what you are providing feedback on. You will complete the peer review pro-forma and pass it onto your chosen peer so that they can benefit from your feedback. You will be assessed on your peer review skills; you will NOT be awarding marks to your peers.

Peer Assessment PRO-FORMA:

Please provide as much feedback as possible for your peer.

Portfolio Number:

 

Your Name:

 

Peers Name:

 

Date of Review:

 

Is the portfolio page clearly presented?

Please provide improvements to the page presentation.

 

Did the portfolio piece include discussion of relevant theory?

How effective were they at this?

 

Did the writer undertake relevant analysis? How good/strong was this analysis?

 

Did the writer identify and describe current and potential marketing issues which could impact upon the selected company?

How effective were they at this?

 

Did the writer make clear the relevance of their portfolio page for the selected company; is there some application to the selected company

How effective were they at this?

 

Is there evidence that the writer has been to library to take out/photocopy relevant text books and searched electronic sources?

Is there evidence that the writer has read textbooks / articles to gain a stronger, more in-depth understanding of the marketing concept?

 

Did the writer use correct

Harvard referencing?

Did the writer cite all sources within the text?

Did the writer include a

references/bibliography section?

Can you suggest improvements and sources where they can learn for themselves?

 

Have you been clear and honest with your feedback?

Have you written your feedback in a supportive, helpful and constructive manner?

 

Critical Self Reflection:

You are required to write a self-reflective report, critically assessing your E-portfolio. This will support and underpin your justification of your choice of marketing mix recommendations for the case scenario of your selected company. The word limit for this is 500 words. You will discuss the outcome of what you have learned this year whilst producing the marketing portfolio for the selected company in portfolio 5

Purpose of critical self-reflection

Defining characteristics of self-reflection is the involvement of the student in:

  • Identifying standards and/or criteria to apply their work,

  • Making critical judgements about the extent to which they have met these criteria and standards.

  • Development of skills in self-assessment lie at core of Higher Education.

· Students obtain more feedback, both self and tutor.

The following should be included in the report:

  1. Positive comments about your portfolio – what was good and why.

  2. Constructive comments regarding your portfolio – what could be improved and why.

  3. Problems encountered with undertaking this portfolio.

  4. Most rewarding aspect of the portfolio.

  5. Most challenging aspect of the portfolio.

  6. Skills developed (academic and transferable).

  7. Skills still need to be developed and identification of how these could be developed.

  8. How you developed your peer review skills and further support required to develop this.

  9. Further support you would have liked from tutor.

  10. Comment on your attendance and contribution in class.

  11. Further evaluation and reflection not covered in points above.

  12. Include bibliography demonstrating reading into critical self-assessment/reflection (see Solent Online Learning support).

NB: It will aid you immensely if you keep a research diary/log when completing this assignment. Please include and refer to this in your reflection report. This can form part of your E-Portfolio.

You will be graded on your evaluation skills; you will NOT be awarding marks to your work.

Consideration of special provision arrangements for students with disabilities:

If you have any form of disability that would hinder you in completing this assessment then please discuss with tutor. Please note, all discussions of this nature are in confidence.

Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct. Students should check this link before submitting their work

ACADEMIC MISCONDUCT

Procedures relating to student academic misconduct are given below:

http://portal.solent.ac.uk/support/official-documents/complaints-conduct/student- academic-misconduct.aspx

Ethics Policy

The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.

The Ethics Policy is contained within Section 2S of the Academic Handbook:

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section- 2/2s-university-ethics-policy.pdf

Anonymous Marking

A copy of the University’s Policy on Anonymous Marking, process details and student guidance on submission sheet completion can be found on the following links, which are also uploaded on the Student Portal.

Fact Sheet: http://portal.solent.ac.uk/documents/academic-services/policies- procedures-guidelines/anonymous-marking-fact-sheet.pdf

Process: http://portal.solent.ac.uk/documents/academic-services/policies-procedures- guidelines/anonymous-marking-process.pdf

Grade marking

The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on Solent Online Learning

Policy: http://portal.solent.ac.uk/documents/academic-services/academic- handbook/section-2/2o-assessment-policy.pdf

Fact sheet: http://portal.solent.ac.uk/documents/academic-services/academic- handbook/section-4/4o-grade-marking-briefing-for-students.pdf

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Sample Answer

E-Portfolio: Marketing in the 21st Century

Market Research and Competitor Analysis

Marketing in the 21st century requires organisations to understand not only what customers buy, but why they buy it and how external forces influence those decisions. Gymshark operates in the highly competitive global athleisure market, targeting predominantly Gen Z and Millennial consumers who value fitness, identity, and digital engagement.

Primary market research for this portfolio was based on desk research, including industry reports, academic marketing texts, and analysis of consumer behaviour trends. Secondary research shows that Gymshark’s core market values authenticity, social proof, and community-driven branding rather than traditional advertising (Kotler et al., 2021). This reflects a wider shift in marketing away from product-led messaging towards experience and identity-based marketing.

Competitor analysis focused on Nike, Adidas, and Lululemon. Nike uses high-impact storytelling and celebrity endorsements, positioning itself around performance and aspiration. Adidas blends sustainability with street culture, while Lululemon focuses on premium lifestyle positioning and mindfulness. Gymshark differs by leveraging influencer marketing and social media communities rather than mainstream media channels. This strategy aligns with the digital habits of its audience and demonstrates effective market orientation.

However, market research also identifies risks. The fitness apparel market is becoming saturated, and reliance on influencers exposes Gymshark to reputational risk if brand ambassadors lose credibility. In addition, rising consumer expectations around sustainability and ethical production present both a challenge and an opportunity.

Overall, the market research demonstrates that Gymshark has a strong understanding of its target audience, but must continue adapting its marketing actions to remain competitive in a rapidly evolving digital environment.

Development and Evaluation of Marketing Tools and Materials

Before producing its own marketing materials, Gymshark analyses competitor tools and resources to identify effective practices. Social media platforms such as Instagram, TikTok, and YouTube are central to brand communication across the sector. Nike uses cinematic video campaigns, while Lululemon relies on long-form storytelling and community events.

Gymshark’s marketing tools are predominantly digital, including influencer collaborations, short-form video content, and user-generated content. These tools are effective because they encourage participation rather than passive consumption. From a marketing mix perspective, promotion is Gymshark’s strongest element, closely integrated with product and brand identity.

The company’s pricing strategy reflects perceived value rather than cost leadership. Gymshark positions itself as affordable premium, which appeals to young consumers seeking quality without luxury pricing. Distribution is primarily online, allowing direct customer relationships and data collection, which supports personalised marketing strategies.

Based on this evaluation, the recommended marketing materials include interactive social campaigns focused on fitness challenges, sustainability storytelling to address ethical concerns, and email marketing that reinforces community rather than sales pressure. These recommendations are grounded in relationship marketing theory, which emphasises long-term engagement over short-term transactions (Chaffey and Ellis-Chadwick, 2019).

The evaluation shows that effective marketing in the 21st century depends on coherence between tools, message, and audience values rather than the volume of promotional activity.

Critical Self-Reflection on the E-Portfolio

Producing this E-Portfolio has significantly developed my understanding of marketing as a strategic and reflective discipline rather than a set of promotional tactics. One of the strongest aspects of my portfolio is the application of theory to a real organisation. By focusing on Gymshark, I was able to link academic concepts such as market orientation, the marketing mix, and relationship marketing directly to business practice. This strengthened my ability to move beyond description and engage in analysis.

Another positive element is the structured progression of the portfolio. Each section builds on the previous one, which reflects a clear learning journey. The use of competitor analysis helped justify marketing recommendations rather than presenting them as personal opinions. Feedback received during portfolio workshops also helped improve clarity and academic tone.

However, there are areas that could be improved. Time management was a challenge, particularly when balancing research and writing. In future, maintaining a more detailed research diary from the beginning would support deeper reflection and reduce last-minute pressure. Additionally, while I engaged with a range of sources, I could further improve by incorporating more recent industry-specific journal articles.

The most rewarding aspect of the portfolio was recognising how marketing decisions are interconnected. Understanding how pricing, promotion, and brand identity influence each other changed how I view everyday marketing messages. The most challenging aspect was critical reflection, as it required honest evaluation rather than simply highlighting strengths.

This portfolio developed several academic and transferable skills, including independent research, critical thinking, digital literacy, and professional writing. Peer review activities improved my ability to give constructive feedback and evaluate work against set criteria. I learned to be supportive while still being analytical, which is an important professional skill.

Skills that still need development include confidence in academic judgement and deeper engagement with quantitative market data. These could be improved through further practice, tutor feedback, and exposure to real-world marketing analytics tools.

Overall, this E-Portfolio reflects genuine learning and growth. It has helped me understand marketing as an adaptive, ethical, and consumer-focused discipline, which will support future academic work and professional development.

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