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Bachelor of Communication Design

Billy Blue College of Design

The Bachelor of Communication Design is a comprehensive design qualification that was developed and is now taught by leaders in the visual communication design world; from brand and design consultants, to graphic designers and creative directors.

In this degree you will focus on the creation of visual messages, ideas and information for a range of audiences. You will develop broad visual communication design knowledge informed by theoretical and technical knowledge and to apply those skills to real world graphic design outcomes.

Throughout the course you will explore essential areas of communication design including; typography, image generation, branding, information design, packaging and branded environments. An emphasis on creativity, design thinking, collaborative practice and problem solving will add depth to your practice.

In your final year, the Bachelor of Communication Design will provide you with the opportunity to complete an internship with one of our industry partners giving you fantastic studio experience, fresh contacts, and material for your CV and portfolio.

Careers in Communication design

  • Art direction
  • Book & publication design
  • Branding & identity design
  • Design strategy
  • Design thinking
  • Graphic design
  • Information architecture
  • Illustration
  • Interactive design
  • Interface design
  • Marketing & promotion
  • Packaging
  • Photography
  • Visual communication

QUICK COURSE GUIDE

Qualification Title BACHELOR OF COMMUNICATION DESIGN    

Study Options – Domestic Australian students

Full-time Blended*

Part-time Blended*

*Blended (face to face on campus plus facilitated online)

Study Options - International students

Full-time Blended*

*Blended - face to face on campus plus facilitated online (no more than a third of the course online)

Start Dates

February, June, September

Course Length

Full-time: 3 years

Full-time: 2 years

Part-time: 6 years maximum

Admission Criteria

Year 12 equivalent with ATAR 60.

For international applications IELTS 6.0 with no skills band less than 5.5

Special Entry Requirements:

Demonstrated ability to undertake study at this level:

  • Broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR

  • formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR

  • written submission to demonstrate reasonable prospect of success; OR

  • discipline specific portfolio (art and/or design) – applicable to Design only

View full course admission information

Payment Options - Domestic Australian students

FEE-HELP

FEE-HELP is Australian Government´s loan scheme for higher education degree courses.

It can assist you in paying for all, or part of, your course fee. Repayments commence via tax system once your income rises above a minimum threshold ($54,869 in 2016-17). Just like any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

PAYMENT OPTIONS - INTERNATIONAL STUDENTS

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

Course study requirements

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

Assessment

Practical assignments, research projects, presentations and reports.

Location

Sydney Campus

Brisbane Campus

Melbourne Campus

Delivered by

Billy Blue College of Design at Torrens University Australia

Provider

Torrens University Australia Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standard Agency (TEQSA).

Provider obligations

Torrens University is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015

Accrediting body

Torrens University Australia Ltd

Course Fees

For details, please click here

CRICOS Course Code

090295A

Course Credits If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. Find out more

Key Dates

2016/17 course dates for all Billy Blue classes held at our Sydney, Melbourne, Perth and Brisbane campuses.

Start Dates Census Dates Last Day Breaks
Mon 18 Sep 2017 6 Oct 8 Dec 9 Dec - 18 Feb
Mon 19 Feb 2018 9 Mar 13 May 14 May - 3 Jun)
Mon 04 Jun 2018 22 Jun 26 Aug 27 Aug - 16 Sep
Mon 17 Sep 2018 5 Oct 09 Dec 10 Dec - 18 Feb

Course Structure

The course structure comprises 8 common core subjects, 16 specialised subjects, and 1 elective subject over Levels 100, 200, and 300, as follows:

Level 100 3 common core subjects + 4 specialised subjects + 1 elective
Level 200 3 common core subjects + 2 specialised subjects + 3 electives
Level 300 2 common core subjects + 5 specialised subjects + 1 elective

Course rules

To be awarded the Bachelor of Communication Design, students will need to complete 240 credit points over 24 subjects as outlined in the Course Structure above. Each subject has a value of 10 credit points.

COURSE SUBJECTS - bachelor of communication design

This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras.

The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.

This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems.

Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

This subject introduces students to the building blocks of typography. It develops students’ experience and understanding of the issues involved with communicating through a typographic framework. The subject will look at the fundamental elements of typeface design and analysis, categorisation and usage, in conjunction with introductory design concepts such as balance, composition and hierarchy. This subject requires students to design and construct a publishing outcome that displays their ability to structure visual content through consistent typographic settings and composition, working with short and long body text settings, grid structures and page architecture.

This subject develops students’ understanding of typographic convention in both traditional and contemporary applications. Students will use their understanding of basic typographic formatting, page composition and layout to explore advanced typographic setting, work flow and content editing across print and digital platforms.

Students will also explore the role of typographic narrative within the sequenced delivery of information across a variety of environments. They will be challenged to consider the ‘voice of type’ and develop a greater appreciation and understanding of how content is read and viewed in traditional and non-traditional mediums.

Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.

This subject seeks to develop conceptual and practical frameworks for the generation of visual images, enabling students to create innovative visual responses in their work. It will encourage students to expand their frame of visual understanding and explore idea generation as well as historical approaches to visual representation, resulting in developing skills in the practical interpretation of ideas. This is achieved through sketching, photography, and experimenting with analogue and digital materials.

This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems.

Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

This subject seeks to develop conceptual and practical frameworks for the generation of visual images, enabling students to create innovative visual responses in their work. It will encourage students to expand their frame of visual understanding and explore idea generation as well as historical approaches to visual representation, resulting in developing skills in the practical interpretation of ideas. This is achieved through sketching, photography, and experimenting with analogue and digital materials.

This subject provides an introduction to the fundamental theory and practice of moving image and 3D design and production. Students will be familiarised with a basic set of tools and techniques for creating moving image sequences and 3D visualisations. Fundamental moving image, screen language and spatial design concepts are introduced, and students will use these concepts in conjunction with basic production techniques to communicate and convey narrative. The subject also introduces concept development techniques and materials specific to the development of motion and 3D design outcomes.

This subject continues the exploration of the theory and practice of interaction design for digital media. The subject covers core research and concept development methods for interaction design. Students will focus on interpreting and structuring information content for interactive non-linear presentation and delivery, and will also focus on visual aspects of interface design and the ways in which visual design affects end-user experience.

This subject introduces the foundational theory and practice of motion graphic design and live action camera production. The unit introduces basic skills in concept development, asset creation, 2D animation and compositing suitable for motion graphic production. The process of developing a live action video piece is also introduced, from pre-production through to postproduction, and including fundamental sound design principles. Students will gain basic skills in camera-based production including basics of lighting, sound recording and editing.

This subject develops foundational skills in 3D design and animation. Students will undertake character and set design and development exercises, and will generate animated 3D graphic elements. In this way students will develop foundational skills in the principles and techniques of modelling, texturing, lighting and animation required to produce digital 3D characters environments and props. The subject also explores key concept development stages typical to common 3D design briefs and projects.

Game Design Principles introduces students to game design foundations, techniques and paradigms through a series of lecture-led and student-led activities. Students will explore game design principles through the analysis of existing game artefacts, applying those findings to the development of their own games. Students are introduced to a variety of analysis, development and presentation techniques encouraging discussion, creation and dissemination of their design choices through prototyping and documentation.

The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed.

This subject expands the understanding of symbols, signs and semantic conventions within communication systems and media. Students are introduced to the history and application of semiotics and encouraged to review, relate and re-evaluate design and communication strategies within the context of de-constructing conventional thinking and design practices. There is particular reference to the cultural shift from words to pictures and the role of meaning in an evolving creative and technological environment. Students present individual and group solutions for the development of a system of symbols and information graphics.

This subject examines ideas and techniques within the practice of narrative photography. Through lectures examining historical milestones in photography and camera and lighting practical tutorials in understanding the accepted rules, students will gain the confidence to make innovative choices in their creative photography production processes. Students will develop creative narrative photography.

Through the production of a multi-panel photo sequence, informed creative choices will be demonstrated.

This subject expands practical and theoretical understanding of Information design and introduces concepts of wayfinding systems. The challenges of navigating three-dimensional spaces, in conjunction with the consideration of time-based issues are also introduced.

Screen-based interfaces and environmental contexts form a key part of this unit as students explore the role of the narrative within the sequenced delivery of information.

The aim of this subject is for students to develop and employ their digital skills to answer to, and present a design outcome whilst developing collaboration skills. The project outcome focuses on the digital application of the design solution. This can be by means of 3D printing of the prototypes and/or digital augmentation of a physical 3D environment or 2D document. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards the digitised solution. In allocated groups students bring their individual knowledge and skills back to their groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills of the other group members. The PBL process is staged in 3 sets of 8 steps and students are assessed on their

1) collaboration skills; 2) individual research skills; and 3) group project solution reached at the end of the subject. *Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will go about solving the problem. This usually occurs through small group work and allows students to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a student-centred approach to learning that encourages students to be self-directed, interdependent and independent as they attempt to solve the set problem.

The aim of this subject is for students to develop and employ Major specific skills to discover and define a design problem followed by the development and delivery of an outcome whilst employing collaboration and negotiation skills. Every individual works towards prototypes, instigated and critiqued through group collaboration. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards an individual solution as a result of critique and research as a basis for PBL. In allocated groups, individual knowledge and skills are brought back to the groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills and critique of the other group members. The PBL process is staged in 2 sets, students are assessed on their 1) collaboration skills; 2) individual research skills; and 3) individual project solution reached at the end of the subject.

This subject is concerned with generating typographic letterforms and systems that are expandable in form and application while addressing issues of legibility, readability and versatility. Students will experiment within the frameworks of technical and typographic innovation. Through the creation of key characters, a systematic approach and the context of a cultural framework, communication through abstract shape and image, while still retaining necessary considerations towards readability and accessibility is established.

Students will be encouraged to adopt a mindset of innovation in the production of original alphabets and to consider commercial applications by designing and producing promotional pieces to market their typographic creations.

This subject encourages students to analyse and evaluate the effectiveness of contemporary corporate identity and branding systems. Students will develop a deeper understanding of the elements that make a successful brand, challenging the misconception of identity marks as the sole component of a modern brand. Typography and its applications are central features within this subject, providing a level of consistency within a myriad of often, unrelated components. Through lectures, tutorials and practical workshops, students will explore alternative brand touch points and create unique visual expressions within a diverse framework. These strategies and developments will manifest themselves in a variety of environmental and communication pieces, including stationery, advertising communications, signage, way-finding and vehicle livery.

Students will work individually to investigate methods and techniques that can be used to establish a coherent visual language across a variety of mediums. Central to their experience will be the notion of what a brand is and how the designer can add value to business through visual and non-visual components. Students will embrace the function of typography as a vehicle to communicate in literal and abstract terms, developing their understanding of tone of voice, hierarchy structures, and material selection and specification.

This subject examines ideas and techniques within the practice of narrative photography. Through examining historical milestones in photography, the camera and lighting, practical tutorials in understanding the accepted rules, students will gain the confidence to make innovative choices in creative photography production processes. Students will develop creative narrative photography. Through the production of a multi-panel photo sequence, informed creative choices will be demonstrated.

This subject is concerned with generating typographic letterforms and systems that are expandable in form and application while addressing issues of legibility, readability and versatility. Students will experiment within the frameworks of technical and typographic innovation. Through the creation of key characters, a systematic approach and the context of a cultural framework, communication through abstract shape and image, while still retaining necessary considerations towards readability and accessibility is established. Students will be encouraged to adopt a mindset of innovation in the production of original alphabets and to consider commercial applications by designing and producing promotional pieces to market their typographic creations.

This subject introduces the practical and conceptual skills and knowledge required to design and produce online user interfaces. Students learn how to use compliant standards-based markup and scripting language to develop interfaces. The subject covers concept development, prototyping, development, testing and troubleshooting concepts and techniques typical to interface development. Students also learn how to produce animated elements suitable for online interactive media.

This subject covers the use and customization of content and technology systems for the delivery of online content. Students learn how to generate flexible design solutions to present and manage complex and variable content. The subject introduces online content management systems and specialist development tools, and students will learn how to use and customize these systems and tools to meet specific design and project requirements. Students will also learn about platforms, performance measurement and metrics systems for online content.

This subject develops conceptual and practical knowledge and skills in experience design for interactive and online media. Students will use common experience design research methods to analyse audience and content requirements. Students will work through concept development, prototyping, validation and testing phases to improve and refine a user experience design in relation to the requirements of a specific client brief. Throughout students will develop their knowledge and skillset in terms of creating usable and user-centred interactive design experiences.

This subject explores the theory and practice of live action camera-based moving image production. The subject introduces an expanded set of production planning concepts and techniques for video production. Creative and technical aspects of working with cameras, lighting and sound are explored in greater detail. The investigation of film, TV and media theory and history is continued with an emphasis on enrichment of the idea generation and concept development process. Students will also explore the use of video editing and post-production techniques to communicate mood, narrative and information.

This subject explores the theory and practice of motion graphic design. Idea generation and concept development techniques for motion graphic sequences are explored and practical and conceptual skills in asset creation, kinetic typography, 2D animation and compositing are developed. The history of motion graphic traditions such as broadcast and film title design are investigated as a means of enriching the design process.

This subject focuses on the development of modelling and 3D design skills suitable for the creation of photorealistic and animated visualisations. Students will learn 3D design principles and techniques specific to the creation of photorealistic 3D imagery, including texture creation, lighting and photo-real rendering toolsets. In addition to learning about photorealist approaches, students will also have the opportunity to design and develop bespoke stylistic visual approaches as alternatives to photorealism. The subject also explores the creation of animated 3D simulations in order to visualise processes and systems.

This subject requires students to work independently when designing and building a social media strategy for a fashion brand. Students study cases of specific and successful Australian fashion and fashion PR companies, their practices and strategies. Situated in traditional Problem Based Learning environment students collaborate online within a group to adapt and negotiate the solutions to a set brief and problem. Students collaborate online with their peers to critically review and analyse their understanding of social media and its application. They identify and build on their knowledge in understanding the Social Media Landscape and its many features by demonstrating its usage and benefits for brand fashion companies. Students develop a coherent body of knowledge of the range of social media tools that currently exist and are used in the branded fashion industry underpinning the marketing and branding division of such businesses. Students need to demonstrate their cognitive and creative skills whilst identifying a range of scenarios for the development of a Social Media strategy for a fashion brand and critically analyse the Return on Investment for their chosen approach.

Here for good. We believe society is best served when our students, faculty, and our entire organisation use our collective skills and experience to create positive and lasting change. Our students and graduates are improving lives and making our world better. Our institutions are providing the critical skills, knowledge and support to help make this happen. Social Enterprise is an exciting theoretical based subject driven by the desire to create positive change through entrepreneurial activities. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities, Social Enterprise empowers students to conceptualise, develop, and propose new ventures that focus primarily on social change for good. In addition, this subject helps students understand and analyse different entrepreneurial business strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy.

This subject examines how new ideas and end-user experiences are translated into marketable products or services and how design driven innovation creates new meaning to deliver competitive advantage. It also looks at the seductive power of design thinking to match necessity to utility, constraint to possibility, and need to demand. Working in small collaborative teams students are required to embrace the multifaceted challenges we encounter every day in society, and describe and define an innovative and sustainable solution to a user experience problem.

This subject examines the effect design has on instigating social innovation and change. Students are introduced to the reality and constraints of working with a real-world client on a major live project. Students will utilise holistic, people-focused methodologies to investigate the social, ethical and human impact of design, whilst ensuring emphasis is placed on the positive effect and critical influence of design on society. By identifying an emotional and authentic core to the project they will be required to demonstrate a critical understanding of the design process so as to move beyond purely commercial and brand centered practices.

This subject builds on the skill sets created in User-centered Design, encouraging students to take a holistic approach to the creation of meaningful ‘cradle to grave’ user experiences. This theoretically based subject challenges students to consider audience, purpose and context, while creating personas & stories to help deliver practical, group outcomes that fuse commercial reality with design thinking tools. It emphasises observation, collaboration, fast learning, visualisation of ideas, concept prototyping, and concurrent business analysis, which ultimately influence innovation and business strategy.

Students will be offered the opportunity to work within a professional design studio experience for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will be matched to an appropriate mentor at the placement site and monitored by an academic in the discipline of study.

This subject focuses on developing a broader understanding of design portfolios and presentations within the context of current industry directions. Students will participate in self-directed research and evaluate contemporary styles and methods of presentation. Students examine target markets, identifying the specific needs and preferences of the design industry by analysing self-promotional, print and digital portfolio materials. This subject provides a framework for students to create a dialogue between themselves and the design industry.

Working independently, students will explore their own design philosophy and use this to compose an effective self-promotional presentation targeting potential employers or clients. Additionally, students will create a design portfolio appropriate to their chosen field, demonstrating an understanding of effective self-branding, page-sequence and personal narrative.

This subject focuses on defining the value of design in modern business. It embeds a systematic process for leveraging relationships between design and business processes and encourages students to think through design to exceed user’s needs. Students must understand and influence how people give meaning to things, by transforming ideas from conception to innovative business strategies. Students can generate unique user- centred offerings, build emotional brand engagements and gain insight into all aspects of establishing a unique and viable business. Students are required to conduct research, analyse and define an entrepreneurial and commercially viable opportunity.

This subject provides a deeper understanding of packaging design with students designing and producing a complete packaging solution for a product under any brand that delivers visual identity, exceptional in-store shelf presence and user-friendly experience. Ideal solutions will address key sustainability issues while identifying contemporary trends and current industry directions. Where appropriate, suitable live packaging projects may form the basis for detailed briefs. Students are encouraged to create distinct holistic packaging solutions – not merely a refresh of a brand’s visual identity. The more cohesive and distinctive the solution the better. The packaging solution must be commercially viable from materials, printing and merchandising perspectives.

This subject builds on the skill sets created in User-centered Design, encouraging students to take a holistic approach to the creation of meaningful ‘cradle to grave’ user experiences. This theoretically based subject challenges students to consider audience, purpose and context, while creating personas & stories to help deliver practical, group outcomes that fuse commercial reality with design thinking tools. It emphasises observation, collaboration, fast learning, visualisation of ideas, concept prototyping, and concurrent business analysis, which ultimately influence innovation and business strategy.

This subject covers the scoping, planning, design and delivery of a continuous multi-platform user experience design project. As part of this project, students will develop and integrate promotional and social media strategy. The subject explores agile and iterative design and project management methodologies, and the use of scenario/story-based analysis to inform the design and development of interactive features. The subject also develops and extends students’ skillset in terms of usability testing and validation processes.

This subject develops further practical and conceptual skills in motion graphics, reinforcing and extending skills in idea generation, asset creation, kinetic typography, animation, compositing and sound integration for motion graphic design. The subject also focuses on the design and development of 3D assets and animation for motion graphics, and the integration of motion graphics elements with live action footage, expanding the students’ motion design vocabulary.

This subject covers the design and creation of 3D environments suitable for integration with live action and photographic imagery, and the fundamental knowledge and skills required in order to create successful composites of 3D and live action elements. Students will learn the essential compositing techniques required by 3D artists and animators, including tracking techniques for integrating 3D elements into moving camera shots. Students also learn how to prepare, render and deliver 3D design and animation assets in formats suitable for a range of compositing and visual effects uses and applications.

This subject covers the principles, methods and structures required for collaborative team-based 3D animation production. Students will develop nonlinear, team-based pipelines to coordinate the production of projects with multiple characters, sets, props and assets. Pipeline planning and scripting will be introduced as a way to optimize workflow. The subject also covers animation production and production design concepts and techniques in order to equip students with strategies for the consistent direction of visual style, staging, acting and performance across a collaborative team-based production.

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice. Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation. This subject also draws on the student’s own experience as a design consumer.

Through readings and case studies, students will investigate several occurrences of a fashion in a variety of products with a critical focus on responsible design and sustainability. They will investigate how a design idea moves through the population groups and subcultures of society into mainstream and what other factors govern and influence its outcome, i.e.: how an idea survives and becomes a fashion. They will explore this in the context of trend analysis, fashion marketing and brand development. Students will further expand on their acquired knowledge by developing a marketing strategy for a fashion brand.

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