BSB60520 Advanced Diploma of Marketing and Communication

Entry Requirements

• Be 18 years old or over.
• Students who intend to enrol in this course must prove their satisfactory completion of Australian Year 12 or international equivalent, or a minimum 2 years industry experience in related fields.
• Students must have good communication skills. Candidates whose English is not their first language are required to prove their English language skills which is equivalent to an IELTS 6.0
• Students who have completed BSB52415 Diploma of Marketing and Communication
• or
• Have completed the following units (or equivalent competencies):
  – BSBMKG541 Identify and evaluate marketing opportunities
  – BSBMKG542 Establish and monitor the marketing mix
  – BSBMKG552 Design and develop marketing communication plans
  – BSBMKG555 Write persuasive copy
  – BSBPMG430 Undertake project work.
• Equivalent competencies are predecessors to these units, which have been mapped as equivalent.
• or
• Have four years equivalent full-time relevant work experience.

Course Structure

Duration : 60 weeks tuition plus 18 weeks term breaks.

Please refer to the unit description on https://training.gov.au/Training/Details/BSB60520

Pathway

After achieving the BSB60520 – Advanced Diploma of Marketing and Communication, students may undertake Graduate Diploma in Commerce or Marketing at Universities.

Job Outcome

Graduates of the BSB60520 – Advanced Diploma of Marketing and Communication will develop an understanding of the dynamics and principles underlying effective functioning of work groups, as well as the necessary skills to competently function within small and/or large organisations. Possible job titles relevant include:

• Marketing Executive
• Account Planning Manager
• Marketing Strategist
• Regional Marketing Manager
• Business Development Manager

Delivery and Assessments

This program BSB60520 Advanced Diploma of Marketing and Communication is delivered in a classroom-based environment with face to face delivery. The mode of training is highly practical with a combination of practical projects and tasks with a simulated workplace, tutorials, and group activities.

Type of Assessments

• Demonstration
  Learners will be assessed through demonstration in some units; the trainer/assessor will observe learners communicating, interacting, planning, and co-ordinating with each other. This will help them build skills, knowledge and attitude and to successfully communicate.
• Questioning/Tests/Examination
  Learners will be assessed through questioning and testing in some units. The goal here is to identify the learner’s underpinning knowledge. Learners will be assessed with a formative exam. The exam may consist of several types of questions, these include; multi-choice, short answer, and listings.
• Role Play
  Learners will be assessed through role play assessment activity in some units. In role play activity, participants adopt and act out the role of characters, or parts that may have personalities, motivations, and backgrounds different from their own.
• Case Study
  Learners will be assessed through fault finding methods in some units. Fault finding is like validating/moderating or testing different training materials or any other resource (a technical story versus a set of diagnostic heuristics). During the training session, fault-finding is to be applied and measured before and after the delivery of the training material. The latter test involved ‘old’ faults and ‘new’ faults from the same and different categories to those encountered during training.
• Written Report and Project
  Learners will be assessed through written reports in some units. The goal is to ensure the learner possesses the tools for using technical skills in writing and drafting professional workplace reports. Learners will be assessed through projects. Projects will focus on particular aspects or topics undertaken over the duration allocated for the delivery of the units. The project activities reflect authentic workplace techniques and processes. The project will require the collection of information and the presentation of outcomes.
• Presentation
  Learners will be assessed on in-class presentations. The presentations will be developed by the learner and presented to their peer group and, where possible, people from the industry. The presentations are conducted in a similar manner to a workplace presentation