Samsung SDI Energy Storage System Division in relation to B2B markets
TITLE: Samsung SDI Energy Storage System (ESS) – Strategic Marketing
Evaluation & Future Challenges
In the recent years, the demand for electricity has increased tremendously. Therefore, the energy storage system or ESS used to match the demand capacity to meet the requirement for energy has also grown concurrently. Energy storage systems can boost the usability of solar and other substitute renewable resources (Globe News Wire, 2018). An energy storage system allows the user to store and manage the energy flow and reduce waste of energy.
The global advanced energy storage market was valued at about USD12.3 million in 2017 and has an expected growth rate of 9% between 2018 and 2024 (Zion Market Research, 2018), and by 2022, it is forecasted that the ESS market will reach USD264 million.
Samsung SDI Co Ltd owns an energy segment that manufactures and sells ‘high-voltage electrical energy storage’ with high energy conversion efficiency. With the company’s ESS slogan ‘Powering Tomorrow’ the company seeks to contribute to the future of the energy industry with its range of ESS products (Bloomberg, 2018).
Samsung SDI Co Ltd belongs to Samsung Electronic Group. The energy segment focused on battery manufacturing (Nikkei Asian Review, 2018) and is now aggressively targeting the EU market with the new ESS system and is currently also a major player attracting key global players in the ESS industry.
Source: Zion Market Research, Allied Market Research, Bloomberg, Samsung SDI Co Ltd, Nikkei Asian Review.
Analysis of strategic marketing context and critical evaluation of Strategic Marketing challenges to the future success of Samsung SDI Energy Storage System Division in relation to B2B markets.
Drawing and building on your understanding of strategic marketing theory and undertaking secondary research into the company, market and sector, you are required to analyse Samsung SDI Energy Storage System marketing strategy, evaluate its success and examine the strategic marketing challenges the company faces in the future.
To underpin your analysis of the company’s strategic marketing you must APPLY selected elements of theory covered in this module – note you must determine which are critically important to the company’s success and focus on these.
- Apply appropriate strategic marketing theory and models to examine the sector, the market and the company using suitable academic articles and texts
- Apply appropriate strategic marketing theory and models to evaluate the challenges facing the company in the future using suitable academic articles and texts
- Undertake suitable secondary research into the sector and market using appropriate secondary sources (non-academic)
- Refer to theory and practice in order to support your strategic marketing assessment
- Submit as a written report; Word count is 4,000 words (+/- 10%)
- Further details will be provided in class and on the module VLE Assessment section
The first part of this report (60%) consists of a Situational Analysis focusing on in-depth examination of company, competition, customer, collaboration and context. You must undertake*:
- Critical company analysis of Samsung SDI Energy Storage System –
- Examining the company’s mission/vision, Directional and Growth strategies, competences and competitive advantages by applying the Resource Based View (All 4 areas, with a focus on intangible/ marketing assets)
- Critical Competitive Analysis –
- Examining 2 key competitors to provide competitor profiling, strategies, competences and competitive positioning
- Critical Customer Analysis –
- Key target customer segments, behaviours and value sought
- Customer behaviours and trends analysis
- Critical Strategic Collaboration & Contextual factors/issues from the market context (issues not covered above) – identify and evaluate 2-3 of the most salient factors (e.g. key market structure, trends, etc).
- Very important – Tables and Appendices MUST be used effectively to demonstrate your evidence and evaluation.
- You must refer to these in the body of your report
- It is suggested that this section is 2,500 words approximately
- Please note – this is NOT a Corporate/strategic management assignment, and as such should focus on strategic marketing theory, concepts and models rather than generic models (NOT PESTLE, 5 Forces, SWOT)
- The second part of this report (40%) must analyse Samsung SDI Energy Storage System’s strategic marketing options and planning in future and must include*:
- Examination of TWO of the module’s key topics:
- Innovation Strategies
- International Marketing Strategies
- Relationship Strategies
- Service Strategies
- Social & Ethical Strategies
- Note – Value is core concept to emphasise throughout the whole report
- Consideration of the challenges facing Samsung SDI Energy Storage System in future
- This must be integrated into the examination of the above
- It is suggested that this section is 1,500 words approximately
- You MUST:
- refer to suitable theoretical concepts, models and terms to underpin your discussion
- refer to appropriate academic articles and texts relating to strategic marketing and your chosen topics
- use tables and appendices to demonstrate your application of the key academic themes/theory to the (secondary) case evidence to support your evaluations
- Please note that the Marketing Mix is not suitable at this level or relevant to this work
*Please note that these are not suggested headings/sub-headings and you are advised to determine your own headings to include these points
The above MUST be underpinned by credible supporting evidence (non-academic secondary) AND application of appropriate strategic marketing theory, concepts and terms.
SUPPORT: Assessment Guidance will be provided in the lecture and seminars
The following learning outcomes will be tested in this assessment:
- Critical understanding of advanced marketing strategy and its significance in variety of contexts (global and local)
- Assessment of the drivers affecting choice and implementation of marketing strategy
- Evaluation and application of appropriate theories and models underpinning the strategic marketing process in an organisation
- Evaluation of strategic options and planning of effective strategic marketing programmes for survival and sustenance of different organisations (public sector and private sector)
- The ability to develop appropriate research and analytical skills
- Creative, innovative, critical thinking and effective communication of complex ideas
It is essential that you submit your work.
YOU MUST SUBMIT ELECTRONICALLY BY THE DEADLINE:
Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a non-submission.
If your centre supports Turnitin© or alternatively, SafeAssign by Blackboard, a copy of your Turnitin© or SafeAssign originality report must be submitted in conjunction with your assignment.
Non-submission through Turnitin© or SafeAssign:
The penalty for students who do not submit their work through Turnitin© or SafeAssign is that their mark is withheld from the assessment board until a similarity report is provided.
Please refer to Student Guide to the Academic Regulations:
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties.
This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy
If you are affected by any extenuating circumstances and cannot submit your work, for example illness or severe personal difficulties, you must inform your programme leader, personal tutor, module leader or module tutor immediately.
IMPORTANT – ‘FIT TO SIT’:
Any student who presents themselves at an examination and takes that examination, or who submits a piece of coursework, or attends and takes part in a presentation, practical session, or any other form of assessment cannot then put in a later request for extenuating circumstances. They will be deeming themselves ‘Fit to Sit’ if they thereby engage in the assessment and no allowance will be made for any difficulties they later wish to claim affected their results.
Extenuating circumstances procedure:
- The MODULE LEADER has the authority to grant an extension to the deadline for the submission of an assignment of up to 72 HOURS provided they are satisfied that a genuine reason exists
- Programme Leader & Personal tutor can support you with this
- More serious mitigation requires a FORMAL APPLICATION
- See the Programme Leader prior to submitting formal mitigation to determine if it would be approved or require further evidence
- Mitigation applications are considered by a standing panel at several times across the year. Each case is considered individually.
- See the Programme Leader prior to submitting formal mitigation to determine if it would be approved or require further evidence
- IF SUCCESSFUL students are automatically deferred and require you to submit at the next available opportunity
- You should submit a mitigation form, available from reception. Mitigation forms must be accompanied by appropriate supporting evidence, such as a sick note from your doctor.
- If your mitigation is accepted, you will be deferred in that assessment. This means that you must re-sit the assessment at the next opportunity and your mark will not be capped.
Please bear in mind that if you know you will be absent from classes for any length of time you should inform your tutors.
For information or to discuss an issue you are having, please contact the programme leader or personal tutor in the first instance.
Link to University Extenuating Circumstances Policy
Assessment Criteria – The following criteria will be applied
|Grade||Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|Pass||86 – 100%||The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.|
|76-85%||The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality|
|70 – 75%||The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.|
|60 – 69%||Directly relevant to the requirements of the assessment||A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein||Good analysis, clear and orderly||Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)||May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.||Well written, with standard spelling and grammar, in a readable style with acceptable format||Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources|
|50 – 59%||Some attempt to address the requirements of the assessment: may drift away from this in less focused passages||Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance||Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose||Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms||Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic||Competently written, with only minor lapses from standard grammar, with acceptable format||Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.|
|40 – 49%||Some correlation with the requirements of the assessment but there are instances of irrelevance||Basic understanding of the subject but addressing a limited range of material||Largely descriptive or narrative, with little evidence of analysis||A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence||Some evidence of a view starting to be formed but mainly derivative.||A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader||Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.|
|Fail||35 – 39%||Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms||A limited understanding of a narrow range of material||Heavy dependence on description, and/or on paraphrase, is common||Little evidence of coherent argument: lacks development and may be repetitive or thin||Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase||Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style||Barely adequate use of literature. Over reliance on material provided by the tutor.|
|The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.|
|30 – 34%||The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.|
|15-29%||The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.|
|0-14%||The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level have been satisfied. The work will be weak in the majority or all of the indicators.|