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:timothy.wallis@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

John Fowler - john.c.fowler@rmit.edu.au

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

None

Course Description

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

Element:

1.Identify international business opportunities

2. Identify business skills




Performance Criteria:

1.1. Identify the market or market segment for a product or service in accordance with the marketing plan
1.2. Identify aspects of culture that may have an impact on international marketing of products or services within target market
1.3. Identify consumer attributes for the market or market segment from the market profile
1.4. Identify features of the products or services 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
2.2. Review past marketing, including plans, strategies and campaigns or positioning of products or services in relation to the effectiveness of its focus of appeal both within Australia and within relevant international settings
2.3. Assess individual, social and cultural influences on consumer behaviour and estimate their impact for products or services
2.4. Assess lifestyle influences on consumer behaviour and estimate their impact for products or services
2.5. Assess organisational behaviour in relation to products or services in accordance with the marketing plan
 

3.1. Ensure marketing strategies address innate and acquired needs of consumers and appeal to the motives that influence decision making
3.2. Present a rationale for the focus of appeal and outline how influences on consumer behaviour and cultural considerations will be used to target effective marketing strategies
3.3. Ensure the focus of appeal meets the legal and ethical obligations and the budgetary requirements of the marketing plan, and check for cultural appropriateness
 


Learning Outcomes


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.


Teaching Schedule

Week    Date     Topics
18 JulyWhat is Consumer Behaviour
215 JulyAttitudes and Attitude Change
322 JulyConsumer Culture - Case Study on the ’Attitude to Object Model’ (assessable)
429 JulyPersonality - Class Exercise on ’Hofstede Model’ on Cultural Communication styles
55 AugLifestyles and the Self Concept - Mini Test covering Weeks One to Four
612 AugGroup Influence and Decision Making
719 AugConsumption to Satisfaction - Case Study on the ’Attitude to Object’ model in class (assessable)
826 AugPerception
 2 – 6 SepMid - Semester Break
99 SepComprehension, Memory and Cognitive Learning
1016 SepRevison - then Topic Test for topics from Weeks One to Nine inclusive
1123 SepConsumer Misbehaviour and Ethics - Case study on Ehics in class (non assessable)
1230 SepMotivation and Emotion
137 OctBusiness Decision Making - Vroom and Yetton Model - Class Workshop
1414 OctFinalisation of Major Assessment in class (Assessment Due) 
1521 OctPresentations
1628 OctIndividual and group interviews


Learning Resources

Prescribed Texts


References

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


Other Resources


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 Tasks

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’

Submission Requirements

Assessment tasks must be submitted via Blackboard.

You should:

• 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. 


Assessment Matrix

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.

Other Information

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