Assessment 2 - Mid-semester case study [worth 30%] Word count: 2,000 – 2,500 words Administered: Via Blackboard > assessment folder >assessment 2 > MSCS > upload assessment Save assessment as: A+ your student number [e.g., A**********] to avoid duplication of file names The lecturer’s objectives for this assessment: The mid-semester case study is designed to enable students to apply and demonstrate their knowledge of the unit material up to and including the buyer decision process. The assessment requires you to consider a fictional consumer and to document the consumer journey of the fictional consumer through the 3 time zones of the buyer decision process. The fictional character gives you the freedom to demonstrate your knowledge of a number of concepts. It is suggested that a product with high customer involvement is chosen, as a product with low customer involvement is unlikely to enable you to fully showcase your learning. This is not a buying story. It is a demonstration of your learning, what this means is that students should focus on the unit material; the fictional consumer and the selected example are a vehicle [a means] to demonstrate learning of the unit material. It is recommended that 20% of your word count will describe the story and 80% of your word count will be devoted to demonstrating your learning of theory. It is recommended that all marketing concepts are defined in the student’s own words. In this assessment, there is a total ban on quotations, even if they are appropriately referenced. Students may elect to include a diagram or diagrams within their assessment. There are two caveats 1] the student must have created the diagram, and, 2] it should only be included if it enhances the reader’s understanding of the marketing concepts. There is no need to in-text reference themarketingconcept e-book – that would be tedious for a reader; however, all other sources should be appropriately referenced [as per the ECU reference guide]. WARNING: It is your responsibility to save and protect your work with regular back-ups. Edith Cowan University School of Business and Law Semester 1 2017 Unit Plan 6 Marketing principles & practices [MKT1600] Students should be aware that assessment 2 and 3 are related. It would be prudent to read assessment 3 prior to starting assessment 2. Assessment 3 - End of semester case study: Academic poster [worth 30%]. Word count: not relevant Administered: Via Blackboard > assessment folder >assessment 3 > ESCS > upload assessment The page size: is A2 [42cm X 59.4cm]. This is important as the page set up needs to be done at the beginning of the assessment. The orientation of your poster may by portrait or landscape. Save assessment as: A3+ your student number [e.g., A**********] to avoid duplication of file names. The lecturer’s objectives for this assessment: Gain an understanding of themarketingconcept [e-book] and unit materials in section 1 and 2. Synthesise theories and concepts and develop a holistic understanding of marketing. Develop desktop publishing s******s. Contribute to the collective learning of the class. Be able to overcome the challenges of the assessment. Meet assessment deadlines. Have a document that adds to your portfolio. Assessment task: Students are required to produce a visual representation of their learning [themarketingconcept [e-book] sections 1 and 2]. Visual representations of marketing topics are a common feature of academic marketing conferences [e.g., Australian New Zealand Marketing Academic Conference - ANZMAC]. Visual representations are also referred to as ‘academic conference posters’ or as ‘academic posters’. Academic posters are generally presented at a conference when a study is in progress. Academic posters have a number of benefits. Creating an academic poster is a learning process. The learning happens as the creator of the academic poster makes sense of a topic and develops a visual representation of their understanding - judgements have to be made. This process clarifies thinking, assists memory and improves communication. There is an extra benefit; people viewing an academic poster are able to comprehend a lot of information quickly. At academic conferences there is generally the opportunity to discuss the academic posters with the creators; this encounter creates learning for the creator [as they explain their findings to different viewers] and for the viewer [who is introduced to a new perspective] - we will provide this opportunity in week 13. Students should demonstrate their knowledge of section 1 & 2.This would include the marketing concept [i.e., the giga concept of marketing] and the 3 mega-concepts [the buyer decision process, the total product concept, and the circle of satisfaction]. However, students should ensure that all three time-zones of the buyer are reflected in the poster. To do this, students should select a product and outline the consumers’ journey through the buyer decision process. Products with higher customer involvement are recommended as they provide greater depth. It is not essential that you choose a product that you have purchased. Students may re-enlist their fictional consumer from the mid-semester case study, as a ‘typical consumer’ for this product. The poster may be a B2B or B2C product. Students may select a product of personal interest [for example if you are a musician you may choose the purchase of a guitar]. Importantly, the primary objective is to demonstrate knowledge of the unit material not knowledge of a product reply the 20% and 80% rule. Although the poster may ‘tell a story’ it is essential that posters Edith Cowan University School of Business and Law Semester 1 2017 Unit Plan 7 Marketing principles & practices [MKT1600] demonstrate the student’s learning of the unit. Therefore, do not undertake an Internet search for material and neglect the unit material. Closer to the due date, examples of past posters [of various grades] will be shown in class and during the online tutorial for off-campus students. An academic poster is a combination of images and text. Desktop publishing software may be used, however, students have achieved ‘top of class’ results with Microsoft PowerPoint. PowerPoint is a good choice for students who are unfamiliar with other software packages. PowerPoint also has a ‘reduce file size’ function that will facilitate easier uploading. History suggests that Microsoft Word and Apple Pages should be avoided for this assessment, as they are unstable when uploading and are therefore time consuming. Posters will be marked on evidence of the learning; however, as this is a marketing unit, marks will also be awarded for presentation [formatting] and creativity. WARNING: This is not a ‘Point of Purchase’ poster to promote/advertise a product. WARNING: Posters constructed of multiple materials and/or multiple sheets of paper cannot be uploaded. WARNING: Topics such as mobile phones, tablet computers, & laptops should be avoided. HINT: Posters should be to a high ‘academic’ standard. HINT: A marking key will be available on Blackboard. HINT: The circle of satisfaction should not be ignored. HINT: A poster that is primarily text is unlikely to be a visual representation of learning. HINT: Students may include tables to communicate information. HINT: Students will be rewarded when they include their own images [photographs, diagrams etc.]. HINT: Students are advised not to copy and paste images from the Internet [they seldom print well], HINT: Students should devote some time each week to this task HINT: Allow a minimum of 3 working days for printing the poster NOTE:-assessment 3 needs to be done please go through the unit plan i need it more subjective and should get at least 20 marks.