Course Title: Analyse consumer behaviour for specific international markets
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: MKTG5795C
Course Title: Analyse consumer behaviour for specific international markets
School: 650T TAFE Business
Campus: City Campus
Program: C5219 - Diploma of International Business
Course Contact : Tim Wallis
Course Contact Phone: +61 3 9925 5423
Course Contact Email:firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
John Fowler - email@example.com
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This course applies to individuals with managerial responsibility for confirming the target market, assessing the current level of onsumer interest, and developing and documenting recommended marketing strategies. The activity could be undertaken by an owner/manager of a business or someone with a brief to investigate such opportunities. The unit does not cover scanning international markets to choose a country or country with which to do business.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBMKG517A Analyse consumer behaviour for specific international markets
1.Identify international business opportunities
1.1. Identify the market or market segment for a product or service in accordance with the marketing plan
2.1. Investigate consumer need for the products or services through analysis of trends and past performance of products and services both within Australia and within relevant international settings
3.1. Ensure marketing strategies address innate and acquired needs of consumers and appeal to the motives that influence decision making
This course addresses the application of knowledge and skills to investigate business opportunities outside Australia and through offshore licensing.
Details of Learning Activities
A range of learning activities are planned for this course including self-paced and collaborative class room based activities.
The self-based activities will be delivered through various technology platforms and will include student contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.
The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice skills in a simulated workplace environment.
|1||8 July||What is Consumer Behaviour|
|2||15 July||Attitudes and Attitude Change|
|3||22 July||Consumer Culture - Case Study on the ’Attitude to Object Model’ (assessable)|
|4||29 July||Personality - Class Exercise on ’Hofstede Model’ on Cultural Communication styles|
|5||5 Aug||Lifestyles and the Self Concept - Mini Test covering Weeks One to Four|
|6||12 Aug||Group Influence and Decision Making|
|7||19 Aug||Consumption to Satisfaction - Case Study on the ’Attitude to Object’ model in class (assessable)|
|2 – 6 Sep||Mid - Semester Break|
|9||9 Sep||Comprehension, Memory and Cognitive Learning|
|10||16 Sep||Revison - then Topic Test for topics from Weeks One to Nine inclusive|
|11||23 Sep||Consumer Misbehaviour and Ethics - Case study on Ehics in class (non assessable)|
|12||30 Sep||Motivation and Emotion|
|13||7 Oct||Business Decision Making - Vroom and Yetton Model - Class Workshop|
|14||14 Oct||Finalisation of Major Assessment in class (Assessment Due)|
|16||28 Oct||Individual and group interviews|
Babib and Harris, 2009, CB, Student Edition, Cengage, USA
Lamb and Hair, 2009, MKTG, Student Edition, Cengage, USA
Johnson, David and Johnson, Frank, 2010, Joining Together, Allyn and Bacon, USA
Robbins, Stephen, 2006, Organisation Theory in Australia, Prentice Hall, Australia
Poulos, Minos, 2007, Buyer Behaviour, Pearson Education, Australia
Schiffman et al, 2001, Consumer Behaviour, Perason Education, Australia
Quester et all, undated, Consumer Behaviour, McGraw Hill, USA
Overview of Assessment
Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.
Assessment 1 - Week 3 - Case Study - ’Attitude to Object Model’
Assessment 2 - Week 10 - Test covering concepts and models studied in Weeks One to Nine inclusive
Assessment 3 - Weeks 14 & 15 - Major Project and Presentation - This will be concerned with the analysis of consumer behaviour in relation to the export of a nominated product from Australia to a selected overseas destination. The specific details of the requirements will be found on the Blackboard under ’Assignments’
Assessment tasks must be submitted via Blackboard.
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at http://rmit.edu.au/browse;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
We are looking for depth of understanding of the key concepts and knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in managing pertinent issues and how these might be addressed.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course requirements and timely submission of all required assessment tasks.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
We expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.
Final Grades table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment
Further information regarding the application of the grading criteria will be provided by your teacher.
The total number of scheduled hours of teaching, learning and assessment involved in this course includes all planned activities including face to face classes, lectures. Workshops and seminars; workplace visits, on line learning and other forms of structured teaching and learning. The total scheduled hours also covers the amount of effort required to undertake, evaluate and complete all assessment requirements, including observation of work performance, discussions with supervisors and others providing third party evidence and one on one and group assessment sessions with students.
Regardless of the mode of delivery, it represents a guide to the relative teaching time and student effort required to successfully complete a particular competency/module. This may include the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Course Overview: Access Course Overview