Brand Report

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need to design a questionnaire about 12 questions (including Likert scale, brand performance question, brand imagery question, brand judgment  question, brand resonance question). see in sample questionnaire

 

Report details 

  • 5 pages maximum (there will be a penalty for exceeding page limit)
  • Font – 12pt, Times New Roman, single space
  • Use of figures/diagrams/graphs is encouraged
  • References, appendices not included in page limit

introduction

1.Historical overview and background 

  • Parent company background
  • Existing brands
  • History of chosen brand
    – Any changes in positioning/target market? – Competitors
    – Exisiting brand extensions (if any)
  • 2. Brand inventory 
  • Brand elements
  • Brand associations
    Positioning strategy (POP/POD)
    Target market
    Existing campaigns

3.Consumer perceptions 

• Conduct quantitative research to identify:

– Brand awareness/usage – Brand performance
– Brand imagery
– Brand judgments/attitudes – Brand resonance

Important: Min. sample size of 10 consumers

4. Findings 

  • Is there a gap between desired positioning and the positioning based on consumer perceptions? Why?
  • Which are the main drivers of brand equity (which of dimenions positively or negatively affect brand equity)?

5. Recommendations 

What can be done to rectify the problem/s?

Play consultant and be creative

– Possible extensions?
– Trimming the brand portfolio?
– Change pricing? Packaging? website/? – Promotion campaign?
Objectives 

Understand what consumers think of the brand
Can be broken up under the following:  following 5parts should be mentioned   see the sample (Rolex)
– Historical overview and background

– Brand inventory
– Consumer perceptions
– Main findings
– Recommendations

  • Sample Brand Tracking Survey

    Introduction: We’re conducting a short online survey to gather consumer opinions about quick-service or coffeehouse chains.

    Brand Awareness and Usage

    a. What brands of coffeehouse chains are you aware of?

    b. At which coffeehouse chains would you consider visiting?

    c. Have you visited a coffeehouse chain in the last week? Which ones?

    d. If you were to visit a coffeehouse tomorrow, which one would you go to?

    e. What are your favorite coffeehouse chains?

    We want to ask you some general questions about a particular coffeehouse chain, Starbucks.

    Have you heard of this brand? [Establish familiarity.]

    Have you ever visited a Starbucks coffeehouse? [Establish trial.]

    When I say Starbucks, what are the first associations that come to your mind? Anything else? [List all.]

    Brand Judgments

    We’re interested in your overall opinion of Starbucks.

    a How favorable is your attitude toward Starbucks?

    b. How well does Starbucks satisfy your needs?

    c. How likely would you be to recommend Starbucks to others?

    d. How good a value is Starbucks?

    e. Is Starbucks worth a premium price?

    f. What do you like best about Starbucks? Least?

    g. What is most unique about Starbucks?

    h. To what extent does Starbucks offer advantages that other similar types of coffeehouses cannot?

    i. To what extent is Starbucks superior to other brands in the coffeehouse category?

     

     

    j. Compared to other brands in the coffeehouse category, how well does Starbucks satisfy your basic needs?

    We now want to ask you some questions about Starbucks as a company. Please indicate your agreement with the following statements.

    Starbucks is . . .

    a. Innovative

    b. Knowledgeable

    c. Trustworthy

    d. Likable

    e. Concerned about their customers

    f. Concerned about society as a whole

    g. Likable

    h. Admirable

    Brand Performance

    We now would like to ask some specific questions about Starbucks. Please indicate your agreement with the following statements.

    Starbucks . . .

    a. Is convenient to visit for coffee

    b. Provides quick, efficient service

    c. Has clean facilities

    d. Is ideal for the whole family

    e. Has delicious coffee

    f. Has tasty snacks

    g. Has a varied menu

    h. Has friendly, courteous staff

    i. Offers fun promotions

    j. Has a stylish and attractive look and design

     

     

    k. Has high-quality food

    l. Has baristas who prepare excellent coffee

    Brand Imagery

    a. To what extent do people you admire and respect visit a Starbucks?

    b. How much do you like people who frequently visit Starbucks?

    c. How well do each of the following words describe Starbucks?

    Down-to-earth, honest, daring, up-to-date, reliable, successful, upper class, charming, and outdoorsy

    d. Is Starbucks a coffeehouse chain that you can visit at a variety of different times of the day?

    e. To what extent does thinking of Starbucks bring back pleasant memories?

    f. To what extent do you feel that you grew up with Starbucks?

    Brand Feelings

    Does Starbucks give you a feeling of . . .

    a. Warmth?

    b. Fun?

    c. Excitement?

    d. Security or confidence?

    e. Social approval?

    f. Self-respect?

    Brand Resonance

    a. I consider myself loyal to Starbucks.

    b. I buy Starbucks whenever I can.

    c. I would go out of my way to visit a Starbucks.

    d. I really love Starbucks.

    e. I would really miss Starbucks if it went away.

     

     

    f. Starbucks is special to me.

    g. Starbucks is more than a product to me.

    h. I really identify with people who go to Starbucks.

    i. I feel a deep connection with Starbucks as a company.

    j. I really like to talk about Starbucks to others.

    k. I am always interested in learning more about Starbucks.

    l. I would be interested in merchandise with the Starbucks name on it.

    m. I am proud to have others know that I eat at Starbucks.

    n. I like to visit the Starbucks Web site.

    o. Compared to other people, I follow news about Starbucks closely.

 
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Reflective Essay By Using Gibbs Reflective Cycle

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This is a reflective essay and i need to write what happen in our group

” How to help the Middlesbrough council deal with the problems it face”

“For example there are lot of criminals and unemployed people in Middlesbrough ”

And  how to help with it’s problems

In group we talked about

we are talk about that and need to deal with those problems, and through the group activities, and analyze leadership module, and analyze how to use your leadership and which things did you do and which one do your activities belong to, and what did you changed though the group meeting

Strategic Management and Responsible Leadership

 

Individual Assessment: some handy tips

 

 

 

1. The task

 

ICA 50% (Individual) – 3,000 word reflective essay – demonstration of your own learning over the course of the module and specifically as part of the group.  Students will be expected to include in their reflective essay evidence of leadership and explore critically how this relates to the theory presented as part of the module.  Challenges should be presented along with how the individual, or team overcame these challenges.  This assessment relates to learning outcomes 3,4,5.

 

2. How should I approach this?

 

· This essay covers a number of issues: your relationship with the learning materials; your group work – specifically the problem you have identified and how you worked together as a group, how the module has changed your view of the world e.g. was there a moment in the conference that inspired you to find out more and change your outlook?

· Remember this is reflective writing and relates to your own learning – therefore it is acceptable to write in the first person throughout;

· Select an appropriate reflective model to stimulate and underpin your reflection e.g. Gibbs. Be clear to state you are using this particular model and refer to it periodically throughout.

· Refer back to the two-day conference to stimulate your thinking. Remember, this was the vehicle to introduce you to contemporary learning materials and real world insights from the business community… This will prompt reflection and connection to the academic materials on the Blackboard site and of course, other readings/research you will need to independently source;

· Think about your group work so far. How did you come together (hint think about the session Jeanette did at the conference), how have you worked as a group and how did you overcome challenges?;

· Refer to the live group challenge you are working on and discuss the problem you have identified e.g. poverty, homelessness;

· Don’t forget to refer to the 17 SDGs in this piece;

· As you reflect ensure that you are linking to relevant theory and practice – e.g. look at the learning materials on Blackboard viz. strategy and models of leadership;

· Important areas of theory to examine are: responsible leadership, the role of business in society, and do remember that you have been asked to provide strategic ideas in response to the brief and so you should demonstrate engagement with relevant strategic management literature;

· Whilst the marking criterion is a useful tool to assist structure, don’t let it inhibit you. We are looking for evidence of what it contains throughout. So, for example, we would expect to see critical discussion throughout, we would expect to see reference to theory and references in the introduction and scope etc.

 

3. What should I avoid?

 

· Merely providing a descriptive narrative of chronological events. It’s ok to mix things up and refer to something more than once (BUT AVOID DUPLICATION). E.g. you may refer to Terri-Anne’s speech in a number of different contexts;

· Not referring to theory or adding references;

· Not using a model of reflection to underpin the essay;

· Incorrect referencing;

· Trying to cover everything – be selective!

 

4. So, how do I write in the first person and critique theory?

 

This is a skill, but not an impossible one. I’ve included a short passage of my own work, which adopts this approach and hopefully you’ll get a feel for it.

 

Autoethnography first appeared in the mid-1970s, emerging with the increase in identity politics. Since then, autoethnography has has grown in popularity as a research method, despite its criticisms, which I will briefly touch on later in this chapter. There are a number of definitions of autoethnography. Ellis &Bochner (2000) define autoethnography as ‘autobiographies that self-consciously explore the interplay of the introspective, personally engaged self with cultural descriptions mediated through language, history, and ethnographic explanation (P.742). Another useful definition by Adams et al., (2015) states that ‘autoethnography is a qualitative method – it offers nuanced complex, and specific knowledge about particular lives, experiences and relationships rather than general info about large groups of people’ (2015:21).

 

Both definitions are broadly similar, but I concur with Chang (2008) that the definition posited by Ellis and Bochner leans too far towards the autobiographical than the ethnographic end (P.2). Both definitions, though, share similarity in that they connect the personal to the cultural, which is a key facet of autoenthography (Chang, 2008:2). According to de Munk (2000) culture and people have a symbiotic relationship and therefore culture would cease to exist without the individuals who make it up.

 

Building on the words of de Munk, I have chosen autoethnography as my theoretical lens because it is a method of inquiry that will allow me to draw upon my personal and professional experience to explore my practice; it will allow me to critically reflect upon the relationships I have with people in the communities of practice I am active within (for example life as a musician and my work as a management educator) and, importantly, autoethnography requires deep and careful self-reflection (reflexivity), in order to interrogate the intersections between self and society (Adams et al., 2015:2). The latter point is an important one, in that this context statement is indeed a reflective account on my critical engagement with my public works. I am at the centre of my practice, embracing the roles of jazz musician and management educator, using my experience in these roles to contribute to two bodies of knowledge (e.g. jazz informing strategic marketing practice).

 

 

 

The SMRL Module Team

 
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HubSpot and Motion AI: Chatbot-Enabled CRM

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9 – 518 – 067

R E V : O C T O B E R 4, 2018

 

 

 

 

J I LL A V ER Y

T H O M A S S T EENBU R G H

 

HubSpot and Motion AI: Chatbot-Enabled CRM

On September 20, 2017, HubSpot, an inbound marketing, sales, and customer relationship management (CRM) software provider, announced that it had acquired Motion AI, a software platform that enabled companies to easily build and deploy chatbots to interact with their customers. Chatbots were pieces of conversational software powered by artificial intelligence that had the capability to engage in one-to-one chat with customers on their preferred chat platform, such as Facebook Messenger or WeChat. Fueled by pre-programmed algorithms, natural language processing, and/or machine learning, chatbots conversed in ways that mimicked actual human communication.

Since its founding in November 2015, Motion AI had facilitated the building of 80,000 bots for brands including T-Mobile, Kia, Sony, and Wix, which were busy conversing with customers via 40 million total chat messages sent to date. The software was simple to use and enabled anyone, regardless of their level of technical knowledge, to build and manage a chatbot. The entire Motion AI team, including founder and CEO David Nelson joined HubSpot following the acquisition.

HubSpot saw great potential for chatbots for its business-to-business (B2B) customers, who could use them to automate many of their customer interactions that today were staffed by humans. Unlike other automated customer service solutions, such as interactive voice telephone response (IVR) systems that were almost universally disliked for their robotic nature, chatbots were getting closer to passing the Turing Test, convincingly simulating a human conversational partner so well that it was difficult to sense when one was chatting with a machine. Thus, chatbots had the potential to enable a company to nurture and manage one-to-one customized relationships with prospects and customers efficiently at scale by making artificial intelligence the new frontline face of their brands.

Chief strategy officer Brad Coffey and chief marketing officer Kipp Bodnar were responsible for working with Nelson to bring Motion AI’s technology into the HubSpot family of products. Before unleashing bot-building technology to its customers, HubSpot first needed to develop some best practices for the use of chatbots for CRM. Without proper instruction, Coffey worried that companies, in their rush to incorporate the newest marketing technology, would build bots that would do more harm to their brands than good. He prognosticated,

In the not-so-distant future, there’s a bleak, forsaken landscape. Civilization, absent. Communication channels, silent. All of the people have fled, terrorized by never-ending notifications and antagonizing messages. What could cause such a desolate scene? Bad

 

 

HBS Senior Lecturer Jill Avery and Professor Thomas Steenburgh (University of Virginia) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the development of this case was provided by Harvard Business School and not by the company. Jill Avery has served as a paid consultant to HubSpot. HBS cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management.

 

Copyright © 2018 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to www.hbsp.harvard.edu. This publication may not be digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School.

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518-067 HubSpot and Motion AI: Chatbot-Enabled CRM

 

 

 

bots. Okay, maybe that sounds a bit too much like the next superhero blockbuster. But it wouldn’t be the first time that brands abused a new technology until people were buried in spam up to their eyeballs.

He continued, “5% of companies worldwide say they are using chatbots regularly in 2016, 20% are piloting them, and 32% are planning to use or test them in 2017. As more and more brands join the race, we’re in desperate need of a framework around doing bots the right way — one that reflects the way consumers have changed.” The Motion AI technology would be incorporated into HubSpot’s product over the next few months, so the team had little time to make important decisions. First, they had to clearly assess the implications associated with the use of bots versus humans to create, nurture, and manage customer relationships and to determine whether and where in the marketing and sales funnel bots were appropriate for use during marketing and selling processes.

Second, they had to decide to what extent to anthropomorphize chatbots. How human-like should they be? Was a conversational user interface (UI) the desired solution or would a more functional UI produce more efficiency for customers? How much should the bot embody the brand’s personality or mimic the conversational style of an individual user? Should users know when they were interacting with a bot or could human-like bots create stronger relationships?

Historically, HubSpot had “practiced what it preached,” using its own products to build its business. Coffey and his team had to consider whether to use chatbots to nurture and service its own customer relationships. Currently, a team of chat representatives worked to engage, nurture, and prime prospects for HubSpot’s sales team. Could they and should they be replaced with chatbots? Was HubSpot ready for bots to become the face of its brand to prospective customers?

 

HubSpot’s Acquisition of Motion AI

HubSpot was founded in 2006 as an inbound marketing software-as-a-service (SaaS)a solutions provider, which helped primarily business-to-business (B2B) companies develop online content, attract visitors to it, convert them into sales leads, and acquire them as customers. HubSpot’s software helped companies develop, host, disseminate, and analyze digital content to execute inbound marketing programs, a collection of marketing strategies and techniques focused on pulling relevant prospects towards a business and its products during a time when they were actively searching for solutions.

In 2016, HubSpot’s revenues were up 49% to $271 million and were derived from 23,226 small and medium sized business (SMB) customers (see Exhibit 1 for the company’s financials). The company was excited to expand its value proposition and reposition itself as a robust, multi-product growth stack platform that helped SMBs combine all of their marketing, sales, and customer success software solutions into one convenient and easy to use platform. The growth stack platform was premised on delivering the following customer promise: “to fuel your growth and build deeper relationships, from first hello to happy customer and beyond” and included three product solutions:

· Marketing Hub: Grow your traffic, and convert more visitors into customers. Prices ranged from $50/month for a starter package to $2,400/month for an enterprise solution.

 

 

 

 

 

a HubSpot’s software was sold via a software-as-a-service (SaaS) model, where users paid a recurring monthly fee to access the software.

 

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· Sales Hub: Drive productivity and close more deals with less work. Prices ranged from

$50/month for a starter package to $400/month for a higher end, professional solution.

· Customer Hub: Connect with your customers on their terms and help them succeed. At this point in the time, HubSpot was offering this product free with its other products.

 

At the heart of the new platform was the free CRM system that allowed companies to collect and analyze deeper insights on every contact, lead, and customer. A feature called “Conversations” empowered the CRM tool to collect customer conversations from Facebook Messenger, web chat, social media, email, and other messaging outlets into one cross-team inbox, to help marketing and sales teams manage, scale, and leverage one-to-one communications with their customers across all conversation channels. With its acquisition of Motion AI, HubSpot was hoping to further power efficient and effective customer conversations for its clients by bringing chatbots to the masses to better engage, convert, close and delight their customers at scale. Said Bodnar,

Today’s buyers expect that conversations with a business happen where they are. That might be the website, but it could also be social media, Skype, Slack, or any messaging app. They expect that conversations are portable. Regardless of where a conversation gets started, it should be able to be transferred to any other channel seamlessly. A thread kicked off on live chat should be able to be passed to Facebook Messenger or email without data loss or crossed wires. And, they expect that conversations have context. Context shouldn’t leave with the person who fielded the initial inquiry. All of a customer’s historical interactions and information should be attached to a common record which populates instantaneously. We need new technology paired with automation to live up to our buyers’ expectations and make these types of conversations a reality.

 

The Market for Chatbots

Chatbots were part of a wave of new artificial intelligence tools that were changing the way people interacted with technology. Digital virtual assistants housed in a smartphone, desktop, or laptop computer, such as Apple’s Siri and Microsoft’s Cortana, had paved the way for person-bot communication. More recently, Amazon’s Alexa, which could be awakened at any time by a voice prompt that spoke her name, provided ambient virtual assistance to consumers in their home.

Unlike these virtual assistants, chatbots were less sophisticated and tended to specialize in executing simple tasks rather than providing omnipresent and wide-ranging functionality (see Exhibit 2). While the most advanced virtual assistants were powered by artificial intelligence, which enabled them to understand complex requests, personalize responses, and improve interactions over time, most of today’s bots followed a simple set of rules programmed by a human coder who simulated a typical conversation and then programmed the bot to prompt a conversation by delivering a series of queries to a customer and to respond to them with canned responses triggered by simple if-then statements. Explained Derek Fridman, global experience director at Huge, a digital agency that helped its clients build chatbots, “The illusion that HAL [the computer from the movie 2001: A Space Odyssey] is out there, and the machine is alive is just that: an illusion. There’s machine learning taking place and algorithms making decisions, but in most cases, we’re scripting sequences.”1

According to McKinsey & Company2, technology companies spent between $20-30 billion on artificial intelligence in 2016. The market for chatbots was estimated to be $1 billion and was expected to nearly double by 2020 and triple within a decade. A recent Forrester study3 claimed that worldwide, 57% of firms were already using chatbots or planned to begin doing so shortly and 80% of businesses

 

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518-067 HubSpot and Motion AI: Chatbot-Enabled CRM

 

 

 

wanted chatbots in place by 2020. In the U.S., 31% of marketers already used chatbots to communicate with consumers, with most (88%) of them deployed on Facebook Messenger. Following Facebook’s opening of its Messenger platform to chatbots in 2016, 100,000 were created within the first year.4

A recent study5 found that among companies using AI, the most common use cases were customer service (39%), marketing and sales (35%) and managing noncustomer external relations (28%). (See Exhibit 3 for examples). It was estimated that today 60% of customer service support issues could be resolved by chatbots and that number was expected to be 90% by 2020. Companies were finding that chatbots completed customer interactions at twice the speed and a fraction of the cost as human- provided telephone support. Oracle estimated that the cost of building a chatbot ran from $30,000 to

$250,000 depending upon its sophistication. While chatbots were reportedly saving businesses $20 million per year today, they were expected to help cut costs by more than $8 billion per year by 2022.

 

Chatbots and CRM

HubSpot’s CEO Brian Halligan was excited by the potential, “It’s impossible to ignore the impact of chat and messaging, not just on the way B2B companies operate, but on society as a whole. We’re in the midst of a massive shift as businesses embrace this new platform and consumers come to expect more immediate, always-on communication from brands.” Coffey echoed his enthusiasm,

There’s no downplaying what bots could do. For brands and consumers alike, we have a chance to facilitate a new type of communication and commerce. Research would be convenient, purchases streamlined, and service personalized. A conversational interface, powered by bots, can facilitate a response that’s as fast as talking to a human, with the depth of a full website, and a simple texting-like interface that everyone is already accustomed to using.

Bots provided instant responses to customers’ needs without the stress of waiting in a call queue or having to call in during business houses. Calling or emailing a company was quickly falling out of favor with consumers; Tech Crunch reported that 9 out of 10 consumers wanted to use messaging to interact with companies. Because chatbots were deployed within messaging app platforms, such as Facebook Messenger, WhatsApp, and WeChat, customers could speak with a company and accomplish their task without having to leave their preferred chat interface and without the hassle of downloading yet another app to their smartphones or visiting a company’s website. Five billion active users accessed messaging apps each month and their usage had surpassed social networks. According to Facebook, “convenience creates closeness…messaging makes commerce personal.”6 Research showed that 63% of people said chatting with a business made them feel more positive about the relationship, 55% were more likely to trust the business as a result of their chat conversations, and 53% were more likely to shop with a business they could contact via a messaging app.

HubSpot’s own research showed that consumers were showing greater interest in using messaging apps (see Exhibit 4). Explained PR manager Ellie Botelho, “Consumers want to be able to engage with a company when and where it’s personally convenient for them, meaning that businesses that are unable to respond quickly are leaving money on the table.” Added Coffey, “The way folks communicate externally is shifting towards messaging. Large companies manage these via live chats with an army of employees responding in real time. Few smaller companies can pull that off.”

 

 

 

 

 

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HubSpot and Motion AI: Chatbot-Enabled CRM 518-067

 

 

Delivering a Human Touch via Artificial Intelligence

A Preference for Humans?

Today, consumers could order a Domino’s pizza, hail an Uber, book a flight via Travelocity, and reorder their favorite lipstick from Sephora via chatbots, all without leaving Facebook Messenger. The B2C world was rapidly adopting chatbots as an efficient way to execute simple transactions with customers without devoting human resources to them and without forcing consumers to visit their website or mobile app. Chatbots could be deployed to help with many different types of customer interactions that were common in B2B customer relationships, such as booking meetings, qualifying leads, diagnosing problems, and providing customer service to solve them, but it was unclear whether B2B customers would be open to robotic rather than human support, as B2B customers were often more demanding than B2C customers: “It’s no secret that today’s consumers expect personalized, relevant, contextual, and empathetic brand interactions throughout the entire buying process,” proclaimed digital analyst PJ Jakovljevic.7 B2B customer relationships were often more complex, more relational, and less transactional, so they often required the deft touch of a highly trained consultative salesperson.

“Chat is good when powered by humans. Chat is awesome when powered by AI,” claimed Christopher O’Donnell, HubSpot’s vice president of product. Bodnar, however, wasn’t so sure, claiming, “Automation is a funny thing. Too little is the enemy of efficiency. Too much kills engagement.” He continued,

Think about email. Automated email nurturing campaigns were the answer to individually following up with every single person who downloaded a piece of content from your website. In the name of efficiency, marketers queued up a series of emails via workflows to automatically deliver ever-more-helpful content and insights, gradually increasing the person’s trust in the company and stoking the flames of their buying intent. If at any time they had a question, they could respond to the email and get routed to a person who could help. But as the number of inbound leads skyrocketed, this system became untenable. The dreaded [email protected] address was the solution for scalability. Over time, this set the expectation with buyers that marketers didn’t want to have a conversation with them via email. Automation made us more efficient, but at the cost of relationships — ultimately defeating the purpose.

Then came live chat. Buyers were empowered to get answers to their questions in real time from a real person. Better yet, this interaction took place directly on the company’s website — where they were already doing their research. We started using website chat at HubSpot in 2013. Over the past four years, live chat has facilitated countless conversations between curious prospects and our business. But, just like what happened with email nurturing, at a certain point the system started to strain. According to our usage data, one in every 30 website visits results in a chat. For companies that receive thousands of website visits a day, trying to keep up is daunting. And, customers are again the ones suffering when companies can’t manage the demands of live chat.

Recent research found that 21% of live chat support requests go completely unanswered. Even if the buyer gets a response, they can expect to wait an average of 2 minutes and 40 seconds for it. I wouldn’t call this ‘live’ — would you? Responding slowly (or failing to respond at all) on a channel advertised as ‘live’ is a contradiction in terms. Forcing customers to wait after we’ve set the expectation of immediacy is unacceptable. We can do better. Today, we’re at the same inflection point we came to with email. What

 

 

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should companies do to accommodate the tidal wave of live chat conversations? Hiring an increasing number of chat coordinators clearly isn’t a scalable answer. If marketers are going to advertise ‘live’ channels — we need to step up and deliver.

Consumer research offered conflicting opinions. While 40% of people claimed that they didn’t care if they were serviced by a person or an AI tool as long as they were helped quickly and easily, 42% of people wanted a human agent to help answer complex questions and requests. 75% of people didn’t think that chatbots would be sufficient for complicated troubleshooting and 90% felt that they should always have the option to transfer to a live agent. Direct experience with existing IVR phone systems and online chat demonstrated that many consumers still preferred speaking with a live customer service representative in an instantaneously synchronous manner, pressing “0” for an operator in IVR phone systems and bailing out of online chat conversations to dial in to a call center for help.

Botched Bots

Although bots were currently chatting with customers at astonishingly high rates, their record of success was less high flying. Facebook reported that chatbots failed to serve customer needs 70% of the time. As an example, only 12% of bot interactions in the health care sector were completed without the need to pass off the customer to a human operator. Lamented Coffey,

Bots provide a scalable way to interact one-on-one with buyers. Yet, they fail when they don’t deliver an experience as efficient and delightful as the complex, multi-layered conversations people are accustomed to having with other humans. Too often, bots today don’t understand conversational context, or forget what you’ve said two bubbles later…Consider why someone would turn to a bot in the first place. Of the 71% of people willing to use messaging apps to get customer assistance, many do it because they want their problem solved, quickly and correctly. And, if you’ve ever struggled to have Siri or Alexa understand what you’re asking, you know there’s a much lower tolerance for machines to make mistakes.

Despite rapid advances in artificial intelligence, most chatbots were still quite reactive and dumb. Programmed to only recognize a very limited set of commands, they had difficulty with back and forth conversation with humans. Tim Tuttle of MindMeld says, “The opportunity is clear, but today most companies still have huge challenges building chat applications that actually work. The industry is in a state of shock at how hard this is.”8 Explained Sarah Guo of Greylock Partners, “Language is hard to model (and program) because it is so ambiguous. Similar sentences can have very different meanings, seemingly different sentences can have the same meaning. Humans are strange, unruly, unconscious, and inconsistent in their communication, but make up for that by being so flexible in their ability to understand imperfect, ambiguous communications from others — based on context.”9 While humans effortlessly dealt with this complexity of language, bots stumbled.

While advancements in machine learning were helping, AI required big data to be effective, said Robert C. Johnson, CEO of TeamSupport, “Accurate machine learning requires a huge number of data points and experiences to pull on. Without that volume, you really can’t do machine learning. In B2B interactions, you’re dealing with a lower volume of interactions but higher complexity, which can lead to higher error rates. Chatbots are good for B2C interactions where there’s a high volume and the value of each customer is not very high.”10 Bots also struggled to handle complex problem solving. Explained Daniel Polani of the University of Hertfordshire,

There is an art to handling the exception, and good customer service is often about the unusual or unanticipated cases involving potentially angry customers. While chatbots can

 

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HubSpot and Motion AI: Chatbot-Enabled CRM 518-067

 

 

 

convincingly source answers to basic questions, AI isn’t yet smart enough to deal with the rare and exceptional examples…Automated systems might be able to handle regular cases. But they can’t yet adapt themselves to exceptional circumstances or even recognize that the flexibility of human intervention is needed. And…some situations require not just human understanding and problem solving, but a level of compassion and empathy. A chatbot can be programmed to adopt a certain style of interaction, but that will still sound oddly out-of-place in unexpected or difficult contexts.11

However, much of the challenge of creating an effective chatbot derived not from the limitations of the technology, but rather from the difficulties associated with designing a Conversational UI, anticipating the conversational flow that a bot would need to have with diverse customers. “The difficult in building a chatbot is less a technical one and more an issue of user experience,” said Matt Harman, director of seed investments at Betaworks.12 Proclaimed Bodnar, “We need conversational strategy + the automation of bots. This is what will make us more efficient, but more importantly, more effective for our customers. This is automation that creates relationships instead of frustration.”

Coffey believed that chatting with a bot should be like talking to a human that knows everything. But, Altimeter suggested that emotional intelligence was as important as IQ, “Detecting emotion, expressed in word choice or tone, [is] also critical to ensure that conversational experiences are satisfying for users.”13 A strong Conversational UI could capture users’ attention through an engaging and evolving narrative that combined automation with intimacy. However, this required significant relational intelligence and the ability to perceive differential relational styles and trajectories. Clara de Soto of Reply.ai, agreed, “You’re never just ‘building a bot’ so much as launching a ‘conversational strategy’ — one that’s constantly evolving and being optimized based on how users are actually interacting with it.”14 And, this was difficult, explained David Shingy of AOL, “The challenge [with chatbots] will be thinking about creative from a whole different view: Can we have creative that scales? That customizes itself? We find ourselves hurtling toward another handoff from man to machine — what larger system of creative or complex storytelling structure can I design such that a machine can use it appropriately and effectively?”15 According to Advertising Age’s Annie Fanning,

Fully owning your conversational relationship with your customers requires building a brand-specific chatbot personality…you’ll need word nerds on both the front and back end to feed and teach your new baby chatbot. Not only does someone need to craft chatbot responses with personality (brand-guided voice and tone) but a writer/strategist/UX expert will need to think through the customer journey and provide sample customer input. To build an effective bot, every use case needs to be considered and a chatbot response written for every type of interaction you can think of…This means knowing what your customers are asking, and how they [will] phrase their questions, is just as important as knowing how the bot will respond.16

Consumers were getting frustrated with many of the bots with which they interacted. Said one after interacting with travel-related bots, “Every experience I’ve had has been a total waste of time. I would love to hear at least one positive anecdote about using artificial intelligence.”17 Fanning cautioned marketers about the downside of bots, “When a chatbot guesses wrong and serves up content we didn’t ask for, it is at best hilarious, but at worst offensive and embarrassing.”18 Echoed USA Today, “These early days of…bots…are a cautionary tale. Technology may be good and getting better but nothing replaces a person. That’s unlikely to change for a while, and maybe ever.”19

 

 

 

 

 

7

 

518-067 HubSpot and Motion AI: Chatbot-Enabled CRM

 

 

 

How Human is Too Human?

As HubSpot looked ahead to a world of chatbots, one thing they needed to address was how human-like bots should behave. Some were suggesting that companies should not disclose that customers were interacting with AI, but rather, allow them to assume that they were chatting with a live human in order to reap the benefits of human-built relationships. Said Beerud Sheth of Gupshup, a bot creation platform, “Chatbots are everywhere. Inside a messaging app, everything is just a thread. If you’re chatting with an entity, it could be a human or just as easily be a program. Businesses can now develop a whole range of services that to the user seem like just another user you’re messaging.” 20 “People don’t even always know they’re interacting with bots. The whole thing only works when it’s just so easy that you don’t even think about the fact that it’s a bot,” said Matthew Hartman of Betaworks.21 Left to their own devices, humans had a tendency to interpret computer-generated conversation as coming from a person anyway, so customers often anthropomorphized chatbots, observed Arte Merritt, CEO of bot analytics platform Dashbot, “People think about bots for customer service, but they’re so much more…Users treat the bots as people.”22 In a humorous example, the company x.ai humanized its meeting scheduling bot so well that customers were asking “Amy” out on dates, not realizing that “she” was an AI-driven personal assistant.23

This often led to an uncomfortable situation labelled “the uncanny valley”. While people generally preferred to engage with computer programs that were more, rather than less human-like, their response to an anthropomorphized robot would abruptly shift from empathy to revulsion if the robot suddenly failed to act human enough. Explained Justine Cassell of Carnegie Mellon, “When a bot is clearly a bot, the person interacting with it generally knows how limited its functions are…The bot’s narrowly defined purpose guides the human that’s interacting with it. By contrast, a smooth-talking virtual assistant that tries to mimic human speech…can create different assumptions. The more human- like a system acts, the broader the expectations that people may have for it.”24

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

INTERNATIONAL MARKETTING GROUP REPORT

/in /by

UNIT OUTLINE Trimester 3a, 2018

Curtin Singapore

 

 

 

 

 

 

 

IM2250 – International Marketing

 

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

 

 

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ESSENTIAL ADMINISTRATIVE INFORMATION Unit Code: IM2250

Unit Title: International Marketing 2250

Credit Value: 25 credits

Pre-Requisite: Discovering Marketing 1100

Co-Requisite: NIL Additional Requirements: NIL

Unit Status Note: if you fail this unit three times then you may be terminated as per Progress and Attendance Policy.

Ancillary Fees and Charges All fee information can be obtained through:

• the Curtin Singapore website or

• Curtin Brochure

Unit Website Moodle via the Student Portal is the unit’s website. Students can access the Student Portal via the College’s website: https://learning.curtin.edu.sg

Tuition Pattern 4 hour seminar each week with both lecture and lecturerial components

Study Load 4 contact hours per week plus preparation

Mobile Phones Mobile phones must be switched off when you are in a class.

 

TEACHING STAFF Lecturer’s Name: Jeffrey Quak

Email Address: [email protected]

Your lecturer will assist you with your learning and any problems or difficulties you may be experiencing while undertaking this unit. They will mark your assignments and provide feedback in relation to your progress in this unit. You will be able to contact your lecturer through the Student Portal. Your lecturer is also available for an extra hour per week for individual consultation. Please check with your lecturer for their availability. Consultation times are also listed on Moodle under the unit name.

UNIT COORDINATOR / PROGRAM COORDINATOR Every unit also has a person who is responsible for the overall administration of that unit. This person is the Unit Coordinator. If you cannot contact the person who is teaching you (named above) or if you have further queries about this unit, you may wish to contact the Unit Coordinator for this unit or the Program Coordinator for the Course. Their contact details are below: Unit Coordinator’s Name: Kristina Georgiou

Email Address: [email protected]

Program Coordinator’s Name: Pranavi Garg

Email Address: [email protected]

 

UNIT SYLLABUS Designed to provide students with knowledge of the international marketplace, the unit offers insights into global,

multinational and transnational corporations. The unit covers issues related to regional or world organisational trade,

trade blocks and counter trade in developed and less developed economies.

 

 

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INTRODUCTION Welcome to International Marketing 2250.

The aim of this unit is to provide an introduction to international marketing that extends learning acquired from basic

marketing principles. Specifically, the unit examines key issues involved in entering overseas markets and offers

practical marketing perspectives of international, multinational and global operations.

LEARNING OUTCOMES All graduates of Curtin College and Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

LEARNING OUTCOMES

LO1 Demonstrate their awareness of local, regional and international issues that affect businesses.

LO2

Demonstrate knowledge of international marketing theory that will assist in research, analysis,

planning, implementation and evaluation of global operations.

LO3 Apply team-building skills that support collaborative work and problem-solving.

LO4 Interact effectively in multicultural environments.

Upon successful completion of this unit students will have developed the following graduate attributes:

GRADUATE ATTRIBUTES

A s s e s s m

e n

ts /

le a rn

in g

 

o u

tc o

m e s

D is

c ip

li n

e

K n

o w

le d

g e

T h

in k in

g S

k il ls

 

In fo

rm a ti

o n

 

S k il ls

 

C o

m m

. S

k il ls

 

T e

c h

n o

lo g

y

S k il ls

 

L e

a rn

in g

t o

 

L e

a rn

 

In te

rn a ti

o n

a l

P e rs

p e

c ti

v e

C u

lt u

ra l

U n

d e

rs ta

n d

in g

 

P ro

fe s s io

n a l

S k il ls

LO1 ✓ ✓

LO2 ✓ ✓

LO3 ✓ ✓

LO4 ✓ ✓

 

 

 

 

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LEARNING ACTIVITIES Lectures introduce the topic for each week. Key theories related to the topics are presented and integrated with topical

issues that extend beyond the unit textbook. On occasion, guest speakers from the industry are invited to the lecture to

present their latest research findings and provide professional examples and scenarios of their business operations.

This hands-on approach puts learning into context for students.

Seminars have different activities every week: these include case studies, news articles and a presentation. Students

will review short case studies in class with questions that enable them to draw on their own learning, discuss and

solve problems. Students will discuss with the assistance of the lecturer contemporary news articles that relate to the

topic for the week and in doing so, integrate concepts learnt with current issues. Finally, set groups of students’

research and present their proposal for a feasibility study with observations from the class.

LEARNING RESOURCES

COURSE NOTES / MOODLE Course notes, assessment details such as due dates, weighting of assessments and other details relating to course material are accessed via the Moodle tab on your Student Portal which can be accessed via the Curtin College website – https://learning.curtin.edu.sg/user/login

Text

Essential Text You need to purchase the following textbook:

Fletcher, Richard and Heather Crawford (2017). International Marketing – An Asia-Pacific Perspective (7th Edition),

Pearson/Prentice-Hall.

ISBN: 9781488611162

Recommended Text Ask your lecturer for additional relevant publications if you would like further readings.

ATTENDANCE REQUIREMENT Curtin College requires you to attend ALL classes. There is a very close relationship between attendance and

academic performance. Students will be marked absent for half the session if they are more than 30 minutes late or

do not return after the break.

A medical certificate is required if you are absent due to medical reasons.

 

 

 

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ASSESSMENT DETAILS The assessment for this unit consists of the following items.

Assessment

Number

Assessment Tasks Weighting Week Due Assessed

Learning

Outcome(s)

Assessment 1 Current Issues Assessments

(Individual)

25% Weeks 3,5,6,7,8 in

class

 

Individual

assessment

graded after class

LO1, LO2

Assessment 2 Presentation – Progress

Report on Feasibility Study

(Group)

10% Week 9 in class

 

Group assessment

graded in class

LO1, LO2, LO3,

LO4

Assessment 3 Feasibility Study Report

(Group)

25% Week 11

Monday 14th

January 2019

before 4pm

*Submission via

Turn-It-In and Hard

Copy

 

Group assessment

graded after class

LO1, LO2, LO3,

LO4

Assessment 4 Final Examination 40% Exam weeks Centrally

administered and

graded

LO1, LO2, LO4

TOTAL 100%

Unless otherwise indicated, all assessments are to be completed as individual assessments, not as group assessments. Please save a copy of your marked online submissions as you may not have access to the marked documents after the exam week. Note: You may be required to present written assignment submissions orally to your lecturer or other

academic staff, present evidence such as sources, written notes and drafts and/or demonstrate relevant unit

skills used to produce your assignment.

 

Pass Requirements

Students must achieve a Final Mark of 50 or greater to pass this unit.

 

 

 

 

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Detailed information on assessment tasks:

Assessment One – Current Issues Assessments (Individual)

Due Date: Week 3,5,6,7, and 8 in class Weighting: 25% The following Australian comedies exercise is for Week 5 in class.

Australian TV comedies that have a strong national identity such as ‘Thank God You’re Here’

(http://www.youtube.com/watch?v=kF9jXZDYCxE) or a sub cultural identity such as ‘Kath and Kim’

(http://www.youtube.com/watch?v=QGZahivzvIg) enjoy varying success when exported to overseas markets such as

the UK, USA and Holland. Review the trailers on YouTube. Then, in the Week 5 lecturerial, identify and discuss what

cultural, political and legal issues the Australian producers considered in taking their TV programs overseas.

____________________________________________________________________________________

 

Students are encouraged to be aware of current marketing issues that are taking place both domestically and globally.

To ensure active learning, students must be able to understand theoretical concepts and apply them to relevant cross

cultural or cross national contexts. In Weeks 3,5,6,7, and 8, students are required to:

1. Identify and select one referenced news article that is related to the class topic of the week. The referenced news article should be no more than four months old and may be sourced from either print or online news publications. For example, the Week 2 class examines the impact the cultural and social environment has on international marketing – this Current issue topic is due in week 3. For the Week 2 class, students must select a news article that focuses on cultural and/or social issues.

 

2. Report on how the referenced news article relates to the class topic of the week. The report should not exceed 200 words.

 

3. Discuss the implications of the referenced news article at the class.

4. Submit the relevant referenced news article, 200-word report and the individual assessment form (refer to Moodle) to your lecturer at the end of each class in Weeks 3,5,6,7, and 8. For example, the referenced news article and 200-word report on cultural and/or social issues must be handed in at the end of the class for each of the previously stated weeks.

 

Only hard copies submitted at the end of each class will be accepted. Late or electronic entries will not be deemed as

acceptable submissions and a zero (0) mark will be recorded for the assessment that week.

Assessment Two – Presentation – Progress Report on Feasibility Study (Group)

Due Date: Week 9 in class Weighting: 10% Students are encouraged to develop critical thinking and communication skills by presenting a 15-minute summarised

report of their feasibility study (refer to Group Project). The presentation gives students the opportunity to obtain

feedback and fine tune their submission for the feasibility study. In Week 9, students are required to:

1. Identify and provide rationale for selecting a company and new overseas country for their feasibility study. This discussion may be based on the SWOT analysis of the company and country selected.

 

2. Outline at least three key findings from analysing each section in the feasibility study.

3. Discuss implications of the key findings identified in point (2) for the way the company will conduct its business in the country selected.

 

 

Page 7 of 13

 

Students are required to work in their allocated groups of three or four for this assignment. Groups are required to

provide information sources and references for relevant points raised in their presentation.

Groups are required to hand in a hard and soft copy of their powerpoint presentation (6 slides per page and double

sided) and the group assessment form (refer to Moodle) before commencing with the presentation. The unit’s

lecturer reserves the right to award individual participant marks to group members for this assessment.

 

Assessment Three – Feasibility Study Report (Group)

Due Date: Week 11 – Monday 14th January 2019 by 4pm Weighting: 25%

 

Students are encouraged to demonstrate their research and analytical skills. This involves collecting and synthesising

data so as to prepare a feasibility study for a company that assesses the company’s proposed entry into one new

overseas country. The nominated company will be outlined in the Planning for International Marketing lecture in Week

1. The study should cover:

1. An executive summary outlining the key points from all sections in the study.

2. A brief background description of the company.

3. The existing corporate vision, mission statement and corporate goals of the company. This section may be presented in point form.

 

4. An environmental analysis of the industry that examines the political, economic, cultural, technological, environmental and legal environments governing the country and a competitive audit.

 

5. A SWOT analysis and implications from the SWOT analysis.

6. The recommended marketing objectives of the company. This section may be presented in point form.

7. A recommended segmentation profile of the company’s target markets and customers according to geographics, demographics, psychographics and benefits (indicate breakdown by % where possible).

 

8. A recommended marketing mix strategy including the product, price, place/distribution and promotion strategies that may be utilised by the company.

 

9. Implementation and evaluation charts of the recommendations outlined in point eight (8) over the next twelve (12) months.

 

10. Group exercise worksheets (refer to the program calendar in the unit outline), references, appendices, peer group assessment forms and the group assessment form (refer to Moodle).

 

To assist students in preparing and submitting the feasibility study, students must work on group exercises at the weekly

class and receive feedback from the unit’s lecturer. Students should note that the result of the feasibility study does not

need to be positive. If the findings suggest that it is not feasible for the company to proceed, then justifications and

recommendations to the company are required. The submission should be presented in twenty-five (25) A4 pages

typed in 12 font, 1.5 line spacing (excluding references and appendices). There should be a balance of references from

texts, academic journals and websites.

Students are required to work in groups of three or four for this assessment. Each student is required to fill out a peer

group assessment form on the contribution of their group members. Marks may vary between group members for

the same assessment, depending upon feedback received on each individual’s input and contribution to the

project.

 

 

 

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Groups are required to submit a hard and soft copy of the group assessment to the unit’s lecturer in Week 11 (Local

lecturer to provide due date). If the group assessment is not handed in on the due date and time, ten (10) percent will

be deducted off the total marks available for every day the assessment is late. After more than seven (7) days, the

assessment will not be marked and a zero (0) mark will be recorded.

Assessment Four – Final Examination

Due Date: Exam Week Weighting: 40%

Detail of the format of the final exam will be provided to you by lecturer.

GUIDELINES FOR ASSESSMENT SUBMISSION Hardcopy Assessment Submission All hardcopy assessments must be accompanied by the Curtin Singapore Assessment Cover Sheet which can be obtained from the Student Central. All assessments must be submitted by the due date as specified by the lecturer. Electronic Assessment Submission Electronic submission of assessments needs to be made to the submission point on the Unit Moodle page. The submission time is indicated by the date and time that electronic submission is recorded in Moodle. If required to submit an electronic file it is the student’s responsibility to check that the electronic file(s) are:

a) Readable, b) Fully complete, c) In the required file format, d) Clearly identified using the required file-naming convention e.g. student ID number followed by the

assessment name; and e) A back-up copy of the assessment has been kept.

Before submitting any assessments for marking, work through the following checklist to assist with avoiding plagiarising. I HAVE:

✓ Provided in-text references for all information (including images, graphs, tables, etc.) taken from sources. ✓ Included an end-text reference list of all sources cited in my assessment. ✓ Shown the original wording of sources as quotations.

I HAVE NOT:

✓ Used any other student’s work in my assessment. ✓ Used information or material from the internet, databases or other sources without referencing them. ✓ Copied any information from any source and presented it as my own.

All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment.

LATE SUBMISSION GUIDELINES Students will have 10% of the total assessment mark allocated for the assessment deducted for each calendar day (or part thereof) the assessment is late without prior negotiation with the lecturer concerned. For example, if an assessment item is worth 20 marks, 2 marks will be deducted from the student’s mark awarded for each calendar day (or part thereof) late. Assessments will not be marked if they are submitted more than 7 calendar days (or part thereof) after the due date or revised due date if an extension has been granted. Work submitted after this time (due date plus 7 calendar days or part thereof) may result in an F – NC (Fail – Not complete) grade being awarded for the unit. For information on the deferred assessment conditions, please refer to the Curtin College’s Late Submission Guideline which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

REQUEST FOR ASSESSMENT EXTENSIONS In order to receive approval for an Assessment Extension (ie approval to complete an assessment task or submit an assignment at a later date or sit an in-class test at a later date); the students application must satisfactorily

 

 

Page 9 of 13

demonstrate to their lecturer that there are exceptional circumstances outside of their control that prevented them from completing the assessment task in the prescribed timeframe. Applications for extensions, along with any evidence, need to be submitted via email to the lecturer on or prior to the due date for assessments; or within 2 calendar days for all in-class assessments, including tests. The lecturer will notify the student of the outcome of the request by email. Extensions /Applications for Deferred in-class tests will not be considered more than 2 calendar days after the test/submission due date.

• Extensions /deferred in-class tests will not be available after the submission due date in Week 13.

• Extensions / requests for deferred tests may be granted by the lecturer for: o Medical grounds supported by a medical certificate issued by a doctor or a dentist only. Certificate

issued by a pharmacist will NOT be accepted; o Counselling or an appropriate registered health professional; o Equity considerations as requested by a Counsellor (Disability) or Student Counsellor; o Requests for extensions must be supported by evidence e.g. medical certificate, letter from an

approved counsellor, police report. Exceptional circumstances will require supporting evidence and is subject to approval by the Academic Director or their nominee on a case by case basis. Extensions will not be granted in the situation where a student has lost a digital file or submits a corrupt digital file (marker cannot open the file). Students must take full responsibility for backing up files and submitting clean files. Holidays do not constitute grounds for assessment extensions. An extension, where granted, will be limited to a maximum of seven calendar days per assessment.

Students will be informed via email in Week 7 and 12 regarding the deferred in-class test room details. Students must ensure they check their Curtin College emails regularly for the details and their availability to complete assessments where an extension or deferred test has been offered, as no alternate time will be available unless circumstances arise that are beyond the student’s control. Arrangements for these situations will be confirmed by e-mail to the student by the College. For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

REFERENCING STYLE Students should use the CHICAGO 17th Edition referencing style when preparing assignments. More information can be found on this style from the Library web site at http://library.curtin.edu.au/

ASSESSMENT MARKING Students should allow 14 calendar days marking turnaround for assessments.

SUPPLEMENTARY ASSESSMENTS

Supplementary Assessment / Exam A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary). Students who have qualified for a supplementary assessment will be notified by e-mail following the Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn. It is the responsibility of students to be available to complete the requirements of a supplementary assessment. For more information please refer to the Curtin College’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

 

 

Page 10 of 13

Deferred Final Exam (if applicable) Within two calendar days following the missed Final Exam complete the “Assessment Deferral Form” and attach a valid evidence, for example, a medical certificate/ or a letter from the counsellor, and a statement outlining the reasons for missing the final exam. Deferred Final Exams will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time. For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

ACADEMIC INTEGRITY AND PLAGIARISM Curtin College is committed to ensuring that all students behave with academic integrity. Therefore, it is essential that students understand the principles underlying academic integrity and behave in a manner according to these principles. It is expected that students act with integrity when they undertake all learning and assessment tasks. The following are examples of academic dishonesty: • Plagiarism, such as, the use of words, images and/or ideas of another person without acknowledging the source. Plagiarism is not permitted and considered an offence. Failure to acknowledge the sources students have used by using both in-text and end-text referencing will compromise the mark they receive and may result in a penalty. • Collusion occurs when students produce their work together, but submit the work under individual names, giving the impression that the work is wholly that of the individual. If students lend/borrow assessments and use ideas from another student’s assessment, this is also deemed to be collusion. This is a deliberate attempt to deceive the lecturer or lecturer. Collusion is not permitted and is considered plagiarism. ALL students involved will be penalised. Students may be required to collaborate in an assessment or an activity. Collaboration describes an activity in which students have been given permission to work together, such as a group report. It is the student’s responsibility to ensure that they are familiar with the rules covering plagiarism, collusion and collaboration. Failure to comply may result in serious penalties. For more information on academic integrity, please contact the lecturer or refer to the Curtin College Code of Conduct which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Plagiarism Monitoring Some (or all) assessments in this unit may be monitored for plagiarism using the Turnitin plagiarism detection service (see http://turnitin.com). Students who do not want assignments retained in the Turnitin database, must lodge a special request prior to the submission date. Please advise your lecturer or Unit Coordinator if you do not wish to have your assignment retained.

EXPECTATIONS OF YOU AS A STUDENT Curtin College is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of prime importance. Similarly, it holds expectations about the responsibilities students have as they pursue their studies within the environment the College offers. As members of an academic environment both at Curtin College and through the College’s association with Curtin University, students are expected to:

• Treat all others with respect and courtesy;

• Treat others equitably irrespective of gender, sexual orientation, race, disability, medical condition, cultural background, religion, marital status, age, or political conviction;

• Respect the opinions and views of others;

• Avoid any conduct that might reasonably be perceived as sexual, racial, or gender-based harassment or otherwise intimidating;

• Attend classes, maintain consistent levels of study, and submit assessment pieces on time;

• Regularly check their student College e-mail account and conduct all e-mail correspondence with the College staff by using only this account

• Heed and utilise academic performance feedback from teaching staff;

 

 

Page 11 of 13

• Familiarise themselves with, and abide by, the Colleges policies and procedures;

• Maintain high standards and a professional approach to their study program.

• Ensure personal and general hygiene are paid attention to;

• Refrain from littering by using rubbish bins and leaving washrooms and other facilities as you found them;

• Not go to class under the influence of alcohol or any other anti-social behaviour altering substances. Students are expected to participate actively and positively in the teaching and learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject, comply with workload expectations, and submit required work on time. If a significant assessment is not attempted the student may receive a Fail – NC (Not Complete) grade. For more information please refer to the Curtin College’s Code of Conduct Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

STUDENTS’ RIGHTS AND RESPONSIBILITIES It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

• the College’s policy and statements on plagiarism and academic integrity and copyright, • the College’s policies on appropriate use of software and computer facilities, • appeals and complaints resolution, • student feedback, • other policies and procedures.

Students are to take special note of the College’s requirement that all students must regularly check their College e- mail accounts and must conduct e-mail correspondence with the College by only using this account. All students are deemed to be held responsible for checking their College e-mail accounts for important correspondence and consequently will be held solely responsible for failing to act upon any advice sent to this account.

For more information please refer to the Curtin College Policies which are located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au

IMPROVEMENTS AND STUDENT FEEDBACK From time to time students will be invited to participate in online surveys to provide feedback on the module and on the College. Curtin College values student feedback as one of the many ways to continuously inform improvements to the Unit. Recent unit changes to this unit include:

• The unit has been peer-reviewed and the structure of the units have been further clarified and a number of new class activities have been added.

 

ADDITIONAL INFORMATION If you have a query relating to administrative matters such as:-

• requests for deferment of study

• difficulties with accessing online study materials

• obtaining assessment results

• appealing internal or final marks

Please email [email protected] For all other administrative matters please contact Student Central or call 65938000

 

 

 

Page 12 of 13

UNIT STUDY CALENDAR If you have a printed copy of this document, you may like to tear off this final page and keep the Study Calendar handy as you work through the unit.

Week Week

Starting on: Learning

Outcome/Topic Seminar Activities Assessment Due

1 5/11/2018

Chapter 1 The Rationale for International Marketing (IM) & 12 Planning for Effective IM

Introduction to IM2250 Introduction to lecturer Introduction to class members Discuss the unit outline and assessments

 

2 12/11/2018 Chapter 4 Social & Cultural Environment

In Class Cultural Activity Group Exercise

 

3 19/11/2018

Chapter 3 Economic and Financial Environment

Case Study: Argentina uncorks Malbec pg.107 of text book. Group Exercise

Assessment 1: Submit Current Issues Assessment (Social/Cultural)

Due : In class

4 26/11/2018

Chapter 2 Political and Legal Environment

Case Study: Apple vs Samsung – taking the legal battle beyond markets and the boardroom pg. 69 of text book Group Exercise

 

5 3/12/2018

Chapter 2 Political and Legal Environment (cont’d)

Practical Exercise: Exporting Australian TV Comedies* Group Exercise

Assessment 1: Submit Current Issues Assessment (Economics/Finance)

Due : In class

6 10/12/2018

Chapter 5 Technological environment

Case Study: Shoes of Prey – a step ahead of the competition pg.197 of text book. Group Exercise

Assessment 1: Submit Current Issues Assessment (Politics/Legal)

Due : In class

7 17/12/2018

Chapter 13 Modifying products for international markets

Case Study: The Sweet Aroma of Success pg.478 Group Exercise

Assessment 1: Submit Current Issues Assessment (Technology) Due : In class

8 24/12/2018

Chapter 16 Effective distribution overseas

Case Study: Daiso: A new frontier of fun shopping comes of Australia pg.595 Group Exercise Lecturer consult for Presentation

Assessment 1:Submit Current Issues Assessment (Product)

Due : In class

9 31/12/2018

Chapter 14 International pricing for profit

Presentation – Progress Report on

Feasibility Study

Assessment 2: Presentation

Due : In class

10 7/01/2019

Chapter 15

Promotion in

international

marketing

Case Study: Rebuilding a brand: The

challenges ahead for Malaysia Airlines

after the twin airline disaster pg.557 of

text book.

Lecturer consult for Feasibility Study

Report

 

 

 

Page 13 of 13

11 14/01/2019 Chapter 11 Globalisation

Case Study: From a domestic market

focus to a global vision – Australian

banks’ pursuit of global opportunities

pg.411

Assessment 3: Submit Feasibility Study Report Due : Monday 14st January by 4pm *Submission via Turn-

it-In and Hard Copy

 

12 21/01/2019 Exam Revisions Exam Revisions Critical Comments – Feasibility Study

 

13 28/01/2019 Study Week

 
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