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What incentives do interest groups offer to get individuals to join the group, and what strategies do interest groups use in their attempts to gain favorable policy.

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Analyze the impact of interest groups and lobbyist in by answering the following questions:

Whom do they benefit and how do they affect our society?
What incentives do interest groups offer to get individuals to join the group, and what strategies do interest groups use in their attempts to gain favorable policy. To answer this question please research two interest groups:
Go to the Web sites of two interest groups with related interests and identify the incentives they each offer individuals to join.

Compare and contrast the competing interests of the two groups.

Include the exact Web link and citation information for the page(s) where the incentive information is located in your reference list and parenthetical references.

Analyze the overall effect of interest groups on democracy. How do they further the pluralistic or the elite interest? Is this a benefit or an obstacle to democracy?
Your essay should be between 500 and 600 words, double-spaced and in APA format, with parenthetical citations and a Reference List. A cover page is not necessary.

Demonstrate an understanding of the different ethical and transformative leadership discourses.

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Transformative and Ethical Leadership in Educational Settings

The unit focuses on developing understandings of transformative and ethical leadership in educational contexts. We will be thinking about the way that leaders and leadership have come to dominate how we think about and practice education and educational change. We will explore the historical processes through which education has been re-cultured and reorganized in line with particular understandings of leadership. We will explore different theories, concepts and explanations that critically engage with these histories and practices, and which provoke us to resist these liberalization trends and work in ways that maintain a more expansive and hopeful orientation of what education could be and is.

We will also explore leadership from more affirmative orientations that provide practical strategies for individuals and groups to come together to achieve positive goals. To do this we will look at forms of democratic and ethical approaches to leadership, and other accounts of what transformation might be.

Students will explore the transformative and ethical implications of leadership and its relationship with social justice through critical analysis of appropriate ethical and transformative leadership literature.  You will be expected to reflect on your own learning and how this has had an impact on your thinking, development, and approaches to leadership practice.

The assignment will offer students the opportunity to present a critical exploration of transformative and ethical leadership in educational settings using appropriate literature.  The precise themes that you choose to focus on, and the way you structure your writing are all your decision, but are likely to reflect your own contexts and interests.   It will also involve being reflective on your own educational leadership values, with a particular focus on transformative and ethical issues. You should describe what your values are, and you should also carefully explore why you hold these values, making appropriate reference to suitable literature from this unit.

 

LEARNING OUTCOMES:

  • Demonstrate an understanding of the different ethical and transformative leadership discourses.
  • Critically analyze the concept of transformative and ethical leadership and its contribution to social change and equality.
  • Critically evaluate current research and advanced scholarship in areas relating to transformative and ethical leadership and apply them to their own professional contexts or interests.

Locate themselves, including their own orientation and values, in relation to the debates, and the complex and contested ways these relate to professional practice.

During this course we will be discussing leadership in terms of the various ways it has come to transform education but first we need to know what education has been and could be.

 

There are 3 core readings:

  1. Gray, P. & Chanoff, D. 1986. Democratic schooling: what happens to young people who have charge of their own education? American Journal of Education 94(2), 182-213 (online http://jstor.org/stable/1084948)
  2. Seldon, A. 2010. 2010. An end to factory schools: an education manifesto 2010–2020. London: Centre for Policy Studies (pp10-35) (online https://cps.org.uk/files/reports/original/111027123933-20100319PublicServicesAnEndToFactorySchools.pdf)
  3. Biesta, G. 2009. Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational, Assessment, Evaluation, Accountability21, 33–46 (online MMU library)
  4. Fielding, M. & Moss, P. (2010) Radical Education and the Common School: A democratic alternative, London: Routledge. Available online through the library: https://www.dawsonera.com/abstract/9780203837405 (READ CHAPTER ONE)

 

ESSENTIAL READING:

International handbook of educational leadership and social (in)justice

  • Book, edited by Ira Bogotch; Carolyn M. Shields ,2014

Feminist theories of social justice and educational leadership: Nancy Fraser and Iris Marion Young

Book, by Jill Blackmore, 2016, Great book if you are interested in exploring gender and educational leadership

Article by by Izhar Oplatka; Khalid Husny Arar 26/05/2016

Leadership for social justice and the characteristics of traditional societies: ponderings on the application of western-grounded models in International Journal of Leadership in Education

Educational leadership: culture and diversity, Book by Dimmock, Clive A. J; 2005

ARTICLE by Mike Bottery, 02/2006 : Educational leaders in a globalising world: a new set of priorities? in School Leadership & Management

An intellectual history of school leadership practice and research, Book by Helen M. Gunter, 2016

Transformative leadership in education: equitable and socially just change in an uncertain and complex world, Book by Carolyn M. Shields, 2018

Educational leadership: theorising professional practice in neoliberal times, Book, edited by Steven J. Courtney; Ruth McGinity; Helen Gunter 2018

  • ARTICLE by Marianne Coleman, 09/2012

Leadership and Diversity in Educational Management Administration & Leadership

 

Ethical Leadership

To achieve the grade we are looking for, look and follow accurately this step. Before submitting check if all this are in your paper.

Recognition of complexity is to the forefront and criticality is clearly evidenced

The student offers a perceptive and analytical account of their context in ways which select and argue for relevant features. These accounts are clearly seen and represented as data.  Where the work is addressing wider concerns a clear account of the derivation of these concerns is offered. Theoretical perspectives are addressed in ways which evidence clear understanding and enhance the range of practical possibilities. The work is written in such a way that the beneficial professional effect on the student and those they work with is tangible.

The student level of recognition of the key concepts in their accounts of educational experience, practices policies and issues is thoroughly comprehensive. They are able to argue for why a particular concept has greater significance than another.  They connect concepts to educational (and/or appropriate) theory in ways which demonstrate insight and ownership. Their deployment of theory is sophisticated and highly effective. They have some understanding of the provenance of the theories they deploy in ways which clearly relate to their understanding of the practical world.

The piece of work celebrates and relishes a complex theory practice relationship. They are able to reconcile conflicting viewpoints where appropriate while  recognizing and examining  contradictions. The work has clear implications for practice but recognizes that any such implications need to be prioritized  and ordered to be effective

The piece of work portrays research as a deeply contested area.  Notions of ‘truth and findings’  are approached with caution. Justifications and outcomes are themselves presented as complex, to be further debated.  The implications for future professional conduct are set out but seen as contingent and possibly  time-limited. The piece of work, therefore, has potential for further research which  is recognized by the writer.

Explain the effects of international diversification on firm returns and innovation.

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Write a short essay explaining the questions ,The essay should ,give real-life specific examples

1-Name and describe the five alternative modes for entering international markets.
2-Explain the effects of international diversification on firm returns and innovation.
3-Name and describe two major risks of international diversification.
4-Identify the four major benefits of an international strategy.

PART 2
Write a short essay explaining the questions ,The essay should ,give real-life specific examples.
1-Define cooperative strategies and explain why firms use them.
2-Define and discuss three types of strategic alliances.
3-Name the business-level cooperative strategies and describe their use.
4-Explain cooperative strategies’ risks.

Analyze marketing environments and strategies used to strengthen product or service positioning.

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Assignment 2: Part B: Your Marketing Plan
Due Week 6 and worth 240 points
Using the same hypothetical company from Assignment 1, for this assignment, you will focus on the company’s branding strategy, primary and secondary target markets, positioning statement, and consumer behavior.
Note: You should create and/or make all necessary assumptions needed for the completion of this assignment.

Instructions
Create the second part of your marketing plan:
Describe or list the feedback you received on Part A of your marketing plan. Explain how you will use the feedback to improve your plan.
Develop a branding strategy for your product / service that covers the brand name, logo, slogan, and at least one brand extension.
Thoroughly analyze the primary and secondary markets that you want to target. Thoroughly include the demographic profile (e.g., age, gender, ethnicity, etc.), psychographic profile, professional profile, geographic profile, and any other segmentation variable you deem necessary.
Prepare a positioning statement. Include a perceptual map that shows your company’s position against its competitors. From this map, create a statement that depicts your position.
Examine the relevant consumer behavior for your target market. Explain the main reasons why the brand name, logo, slogan, brand extension, as well as the positioning statement are right for the identified target market.
Use at least three academic resources as quantitative marketing research to determine the feasibility of your product / service. These resources should be industry specific and relate to your chosen product / service.
Note: Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double- spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
1. Analyze marketing environments and strategies used to strengthen product or service positioning.
c. Examine the marketing science of customer behavior and products in the marketing exchange process.
2. Evaluate marketing strategies used to create/communicate customer value.
a. Analyze the marketing framework through a situation analysis.
b. Evaluate target customer segments and positioning products within these segments.
c. Evaluate the basis for market segmentation and approaches to segmentation.
3. Create an effective marketing plan.
a. Develop recommendations based on market analysis and strategy.
b. Develop strategies to assess performance and achieve marketing goals.
c. Develop dynamic strategies for competing.
d. Develop branding strategies for existing and new products or services.

Explain the approach to budgeting and management accounting. How has financial practice within the organization developed over time?

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Explain the approach to budgeting and management accounting. How has financial practice within the organization developed over time? How would you change the budgeting and management accounting processes to better manage the organizations overall financial position? Explain the financial tools and techniques adopted within your proposals and critically reflect on the use of them.

Describe the economic value of domestic and international tourism.

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Assessment Brief

Introduction:
The British economy has been facing challenges, political uncertainty and the increased global competition means that the industry is having to look closely at its product offering. However, ABTA (2019) report that in despite of this the British demand for holidays still remains very strong. This resilience and consumers seeking more authentic experiences and niche trends are becoming more mainstream. This has ultimately led to the emergence of new destinations. This emergence can be a result of the destination becoming more accessible thanks to new flight routes, it could be that it is hosting a major event, or it could simply be that its time has come.

Every year ABTA publishes a list of key trends for the year ahead.

To https://www.abta.com/news/abta-reveals-12-destinations-watch-2019 view this source visit this link:

 

 

Completion of this assignment will address the following learning outcomes:

 
2 Define the different types of tourist attractions
(L03) Explain the appeal of specific tourism destinations to a range of different customer types.
(L04) Describe the economic value of domestic and international tourism.
(L05) Summarize the social and cultural features of a destination and or a tourist attraction.

 

Task:
Your task is to research and produce a report on Poland

“Poland has more destinations with direct flights from the UK than mainland Spain, and adventurous holidaymakers are increasingly using this exceptional connectivity to explore this country’s historic cities and often unspoilt and beautiful countryside. Poland is a large country with a varied landscape dotted with lakes, medieval castles, red-bricked fortresses and ancient wooden churches. Krakow remains the jewel in the crown, but other cities, which are well worth a visit, are the capital Warsaw, Lodz, Lublin, Poznan and Wroclaw”.

Source: ABTA 2019

Taking this into account the report must include the following:

  • An explanation of the destination including its location, development and appeal as a tourist destination (LO3) 
  • An explanation of the type of tourist attraction, the range of visitor types and their motivations to visit this attraction (LO3)
  • A description of the current economic value of the destination to the country and worldwide (LO4)
  • An explanation of the social and cultural features of the destination and a summary of the economic, social and cultural impacts of the destination/ attraction (LO5)

You will need to provide a reference list for your report

You may wish to attach a fact sheet to your report giving key data on the destination. Make sure you cite your sources and refer to key points within your report.

 

 

 

Banding Knowledge and Understanding

(30%)

 Analysis, Interpretation and Application of Theory

(30%)

 Quality of Research

(20%)

 Academic Writing

(20%)
90-100% Exceptional knowledge base exploring and analyzing the discipline and its theory with extraordinary originality and autonomy. Makes exceptional use of a range of relevant techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes. Demonstrates an exceptional theoretical understanding, where relevant, with appropriately selected theoretical knowledge integrated into the overall assignment tasks and all learning outcomes. Exceptional exploration of wider academic sources with a high degree of independent learning which exceeds the assignment brief. Sources have been accurately interpreted and integrated with flawless synthesis and evaluation leading to innovative and interesting ideas. Exceptional answer with coherent and logical presentation of ideas. The answer is clearly expressed with flair and originality. No language errors present and academic writing style was adhered to throughout.
80-89% Outstanding knowledge base exploring and analyzing the discipline and its theory with clear originality and autonomy. Makes outstanding use of a range of relevant techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes. Shows a well-developed ability to compare alternative theories and apply them within the context of the assignment task and all learning outcomes, where relevant. Outstanding exploration of wider academic sources with a high degree of independent learning which exceeds the assignment brief. Sources have been accurately interpreted and integrated with a high degree of analysis and application, leading to innovative and interesting ideas. Outstanding answer with coherent and logical presentation of ideas. The answer is clearly expressed with originality. No language errors present and academic writing style was adhered to.
70-79% Excellent knowledge base that supports analysis and/or interpretation and problem-solving in theory and/or practice within the discipline, with considerable originality. Makes excellent use of established techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes. Shows a systematic and accurate understanding of key theories, which are consistently and appropriately applied within the context of the assignment task and all learning outcomes, where relevant. Excellent exploration of wider academic sources with evidence of independent learning which may exceed the assignment brief. Sources have been accurately interpreted, integrated and analyzed, with an attempt made at synthesis leading to interesting ideas. Excellent answer with coherent and logical presentation of ideas. The answer is entirely relevant and focused. Minimal language errors which have no impact on clarity of expression. Academic writing style was adhered to.
60-69% Very good knowledge base that supports analysis and/or interpretation and problem-solving in theory and/or practice within the discipline, with some originality displayed. Makes very good use of established techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes. Shows an accurate understanding of key theories, where relevant, which are appropriately applied within the context of the assignment task and the module learning outcomes. Very good evidence of wider academic reading which indicates an approach to independent learning. Sources have been accurately interpreted and integrated with some attempt at analysis. Very good answer with coherent and logical presentation of ideas. The answer is largely relevant and focused. Some language errors may be present but do not impact on the clarity of expression. Academic writing style was inconsistently adhered to.
50-59% Good knowledge base that supports some analysis and/or interpretation and problem-solving in theory and/or practice within the discipline.

 

 Makes good use of established techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes. Sound descriptive knowledge of key theories, where relevant, with some appropriate application.

 

 

 

 Good evidence of academic reading, with some attempt at moving beyond the recommended texts. Interpretation of sources has been largely accurate, but there may be some instances of misunderstanding. Limited evidence of integration and analysis. Good answer with some attempt at coherent and logical presentation. The answer contains some irrelevant material and lacks focus at points. Some language errors are present which impacts on clarity at times. Academic writing style is not adhered to at all times.
40-49% Satisfactory knowledge base demonstrating comprehension and formulation of basic knowledge with some omissions at the level of theoretical understanding.

Limited ability to discuss theory and solve problems within the discipline.

 Makes satisfactory but limited use of established techniques of interpretation, application and/or analysis, where relevant to the module learning outcomes.

Selection of theory, where relevant, is satisfactory but application and/or understanding is limited.

 Satisfactory evidence of academic reading, with no obvious attempt to move beyond the recommended texts. Interpretation of sources may be inaccurate and poorly integrated. Analysis is unlikely to have been attempted. Satisfactory answer, however, issues with coherence and logical presentation are likely to be present. The answer contains irrelevant material and lacks focus. Language errors are frequent which impacts on clarity and academic writing style is not present.
35-39%

(Marginal Fail)

 Outcomes not or only partially met. Restricted knowledge base demonstrated.  Limited understanding of discipline. Difficulty with linking theory and problem solving within the discipline. Attempts at analysis, where relevant, and interpretation are ineffective and/or uninformed by the discipline. Knowledge of theory, where relevant, is inaccurate and/or incomplete. Choice of theory inappropriate. Application and/or understanding demonstrated is very limited. Limited evidence of reading at an academic level. Sources used may be inappropriate and interpreted poorly. No evidence of integration, analysis or interpretation. Poor academic practice may have resulted in sections of plagiarized material. Answer is attempted but limited. Poor coherence and illogical presentation. The answer contains irrelevant material and lacks focus throughout. Language errors are consistent and impact on the clarity of expression. Academic writing style is not present.
0 – 34% Little or no evidence of knowledge base. Little evidence of understanding of discipline. Significant difficulty with theory and problem solving within the discipline. Absence of relevant theoretical content and/or use of theory, where relevant. Lacks any analysis and interpretation. Inadequate evidence of reading at an academic level with poor application of sources and ideas. Answer is likely to include inappropriate references which are misunderstood and not integrated. Possibility of plagiarism OR no evidence of academic research. Answer may not be research based. Serious and fundamental flaws leading to an unclear answer. Very weak academic skills and writing ability. Poorly structured with multiple language errors.

 

Is there a statistical difference in the scores for saving energy and the importance of owning a computer in your sample?

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Level 5 Research Methods – Case Study on Quantitative Data Analysis – Individual Project
Go to the NZ Census at School Website (https://new.censusatschool.org.nz/tools/random-sampler/) and download a 200 person sample of UK students (Random Sampler) from the CAS International database. Each of these will be a random sample so no two samples will have the same data so copying another person’s work will be obvious!!!!
You should complete the tasks below – please read them CAREFULLY (especially the HINTS) and only do what is required – anything extra will be good practice but will not get you any more marks!!!
Data Cleaning and Entry
The data is in .csv format that can be loaded into virtually any analysis package, however it has not been “cleaned”.
Task Output Required for Assessment Marks Assigned Clean the data by removing blank lines or lines with incomplete data, correcting obvious data errors and making sure all data is in the correct format. Enter the data into SPSS, making sure the data is coded correctly and appropriate labels are assigned .sav file or screen dump of both data and variable tabs 10 For each variable (column), generate one or more appropriate summary statistics. Word document 10
Data Display
Data should always be displayed in an appropriate format. To do this you can use any tools you have been given or know about – marks are awarded on the appropriateness of the graphic, its accuracy and information content.
Task Output Required for Assessment Marks Assigned For each of the research questions below, generate an appropriate graphic with an associated paragraph explaining your findings. HINT graphs should be different types for each part What is the age distribution of your sample, and does it differ between the genders? Image in Word File with brief text description 10 Is there a relationship between Height and Arm-Span and does this differ between genders? Image in Word File with brief text description 10 How does the Median and Range of Heights vary with age and does this differ between genders? Image in Word File with text description 20

Statistical Analysis;
Task Output Required for Assessment Marks Assigned For each of the research questions below, run an appropriate statistical test with an associated paragraph explaining your assumptions and findings. HINT there should be different tests for each section Is there a statistical difference in reaction time between genders in your sample?
Is there a statistical difference in the scores for saving energy and the importance of owning a computer in your sample?
Word file with details of the test used, justification of the test (based on YOUR data and findings) and appropriately formatted results of your chosen statistical test 20.
Is there a statistical difference between region of the UK with regard to the importance of reducing pollution, and if there is, where are these differences most apparent?
Word file with details of the test used, justification of the test (based on YOUR data and findings) and appropriately formatted results of your chosen statistical test 20.

Explain any relevant historical background that the reader might need to understand the issue.

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English 102 Exploring a Controversy
ESSAY 2 –RESEARCH PAPER: PRESENTING BOTH SIDES (1,200-1,800 WORDS, THIRD PERSON)
For Essay 2 you will conduct research on the topic you wrote about for Essay 1 and then write a paper that reports on your findings. The purpose of the paper is to give an overview of the main arguments on both sides of the controversy. A reader should come away with an understanding of the issues and points of contention that are being debated by credible sources on this topic.
Developing Your Paper Present your findings in following format. Please note that this outline describes the four general sections of the paper. It is not a paragraph-by-paragraph outline. The essay should contain more than four paragraphs. It is up to you to decide how to organize the information logically within this general format.
Introduction: Introduce the topic by providing background information and context.

 Explain any relevant historical background that the reader might need to understand the issue.

 Establish the current exigency of the topic: Why is this issue important for the present time? What recent developments have put the issue in the spotlight? Word count target: 200-400 words.
The YES Side: Explain the “pro” side of the argument, the “yes” answer to your yes/no question. What is driving this side of the debate? In this section, be sure to present the best arguments for the yes side, and analyze those arguments using some criteria, framework, or classification system. For example, you might look at the moral and factual arguments separately; or, you might focus your analysis on the quality or character of the sources; or, you might demonstrate how each part of the argument boils down to some foundational principle. Write from an objective, third person perspective. Do not use first-person “I.” You are not making an argument. You are summarizing and categorizing the major arguments made by credible sources on this side of the issue. Word count target: 400-600 words.
The NO Side: Explain the “con” side of the argument, the “no” answer to your yes/no question. What is driving this side of the debate? In this section, be sure to present the best arguments for the no side, and analyze those arguments using some criteria, framework, or classification system. For example, you might look at the moral and factual arguments separately; or, you might focus your analysis on the quality or character of the sources; or you might demonstrate how each part of the argument boils down to some foundational principle. Write from an objective, third-person perspective. Do not use first-person “I.” You are not making an argument. You are
summarizing and categorizing the major arguments of credible sources on this side of the issue. Word count target: 400-600 words.
Conclusion: Briefly conclude the paper by summing up the most salient points on both sides. Word count target: 100-200 words.
Requirements
 Write in third person (“Advocates of the Common Core argue that . . . ” “Critics of the Common Core point out . . .“ ).  Be objective; do not take a side.  Format the paper in MLA style.  Use a minimum of 8 credible sources. Minimum means that if you use fewer than eight sources, your essay will not receive a passing grade.  At least 4 of the sources must be from the Delgado Library. Permalinks from Delgado Library databases should be included at the end of the works cited citations.  Provide a functional permalink to electronic sources. Permalinks should be included at the end of the citation in the works cited. I must be able to click the link and find the source in order to check it, so make sure the link works. If the link does not lead me to a source, it will not count toward your eight required sources.  If you use print sources such as books that are not available online, scan or take a photo of the title page and the pages you cited from and submit with the paper. I must be able to check all sources.  Incorporate information from your sources using summary, paraphrase, and quotations.  Use a variety of types of sources (journal articles, books, credible web sites, etc.).  Be careful not to rely too heavily on any one type of source, especially Pro/Con sources such as Opposing Viewpoints, reference web sites, or other tertiary sources. You can commit structural plagiarism by following the structure of an article, even if you put the information in your own words. Your purpose is to synthesize various sources not just report on one source.  Only use sources that are credible for an academic audience. Wikipedia is not a source.  Correctly cite all information from sources using in-text citations.  Provide appropriate in-text citations for all source material, whether quoted, paraphrased, or summarized, following MLA style.  Properly list all sources on your works cited page. The works cited page should appear as the last page of your paper, not a separate document.  The works cited page should be formatted following MLA style.  A full draft is required on the day it is due.  Carefully proofread before submitting your paper.
Grading Criteria Your essay will be evaluated based on the following criteria:
 Clear and focused thesis statement.  Thorough, fair, and accurate portrayal of both sides of the issue.  Depth and quality of research.  Quality of sources.  Paragraphs fully developed with detailed supporting evidence.  Effective essay organization.  Clear and full explanation of both sides of the issue.  Effective, accurate, and fair use of sources.  Proper use, citation, and documentation of source material following MLA format.  Clear and precise sentence-level rhetoric (grammar and style).
Consult the assignment rubric for more detailed criteria.

Identify on a minimum of 2 (two) decision-making biases or errors might have influenced the decisions made (See Week 8 Lecture). What could have been the impact of these biases or errors?

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Assessment Information Subject Code: MBA503
Subject Name: Operations Management and Decision-Making Models
Assessment Title: Organization Crisis and Decision-making Models
Assessment Type: Written Essay
Length: 800 words
Your task
You are required to select a crisis experienced by an Australian organization to use as a case study. You imagine you are an expert consultant who works with companies to improve their decision-making processes. You are asked by a company which has recently experienced a crisis to review the decision-making processes it employed and recommend ways in which it can improve in the future. In your essay presenting your findings to the board of the company.
Assessment Description.
An organizational crisis is a significant, essentially unexpected event which threatens the company’s reputation, financial standing and/or ability to operate. Examples of organizational crises include; natural disasters, security breaches, fraud, product recalls and environmental spills.
Assessment Instructions 1. Provide a brief overview of the company and its crisis (Approx. 50 words).

2. What decision-making models or approaches were used by the company when managing this crisis? In answering this question refer at least 1 (one) decision-making model which could have been followed. (The model must be found from the lecture slides that I had attached)

3. Identify on a minimum of 2 (two) decision-making biases or errors might have influenced the decisions made (See Week 8 Lecture). What could have been the impact of these biases or errors?

4. Make a minimum of 2 (two) recommendations regarding the strategies that could be put in place, in the future, to avoid your identified decision-making biases or errors.

5. A short conclusion (Approx. 50 words).

6. Reading lecture slides are the must before you start writing.

7. A minimum of 5 academic references should be used to support the statements made and arguments presented in this essay. 8. Refer to the Marking Guide below and try your best to follow up all the requirements.
Assessment Marking Guide Decision-Making Models (30% of total mark): Extensive, detailed, and in-depth analysis of the chosen DM model – limitations and advantages apparent. Connections between the context and the DM model thoroughly detailed. Academic research and sources skillfully embedded and support the arguments being developed.
Decision-Making Biases or Errors (30% of total mark): DM biases/errors thoroughly and meticulously analyzed. A deep, extensive and detailed connection made between the context and the bias. Insightful reflections made re the impact of DM biases/errors. Academic theory support and augments discussion.
Recommendations to the Board (30% of total mark): Discerning, thorough, precise and measured recommendations included. Strategies logical with strong likelihood of successful outcomes. Perceptive linkages between DM biases and recommendations.
Structure (10% of total mark): Excellent structure, clear and logical progression of ideas. Additional materials and qualitative reference used in the presentation support and augment the position being developed.

Analyze and critically comment on the role of effective marketing in order to achieve organizations objectives.

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Assessment Brief

*This document is for CU Group students for their own use in completing their assessed work for this module and should not be passed to third parties or posted on any website. Any infringements of this rule should be reported to  

Assessment Type:

Coursework

 Assessment Number:

1

 Study Mode:

Full-time

 

 Weighting:

80%
Submission Date:

Click or tap to enter a date.

 Submission Time:

18:00

  

 

 Assignment 1 of 2

 

Introduction:

 
The motor car sector has been facing viability challenges globally and particularly in Europe, mainly because of changes in regulations and consumer trend.  The share of diesel cars in UK continue to drop from 49% in 2016 to 31.7 % in 2018 (Statista 2019). The consumer appetite for cleaner electric vehicles in response to mitigating against CO2 emissions has had a profound impact on diesel and petrol cars sales decline. New regulations on CO2 emission reduction has challenged car manufacturing companies to be innovative in order to remain competitive. In a stringent monitoring regime, the VW Group was caught using “defeat devices” designed to circumvent emissions test in over 600 cars sold in USA in 2015, BBC (2018). McKay (2015) confirmed that VW’s admittance in falsifying diesel tests has damaged the diesel motor industry reputation amid global shift towards cleaner environmentally friendly cars.  The future competition in the sector lies in strategic innovative operations yet electric cars are still very expensive with the popular Nissan Leaf selling at £27,999 including government grant, Nissan (2019)

 

In this context, you work for Nissan UK and the new Head of Marketing Department is keen to understand how they can increase their market share in the electric car market. Therefore, you have been tasked to prepare a written brief to assess the sector’s current situation with regards to their approach in deploying an electric car marketing strategy.

 

This assignment provides an opportunity for learners to critical study marketing; that is, the application of a range of marketing techniques and concepts to a number of different environments within a contemporary organization.

 

Completion of this assignment will address the following learning outcomes:
1 Analyze and critically comment on the role of effective marketing in order to achieve organizations objectives.
2 Critically evaluate the organizations current markets and/or sectors within which it operates.
3 Evaluate contemporary marketing techniques and their use in Global and International markets.
4 Critically examine skills of a marketing manager and analyze their role in the effective management of the marketing team.
5 Critically assess the impact and value of a brand from a number of different stakeholder perspectives.
6 Differentiate between an organizations marketing campaigns in different international markets.

 

Task:
 

Your new Head of Marketing Department wants a better understanding of the electric car sector market and its challenges. They have asked you to assess the sector from a marketing perspective and they want you to prepare a Marketing Plan on the marketing approach required to generate more business.

Requirement

Produce a 4000-word Marketing Plan which this should cover the following:

 

1.Critically analyze the importance of an effective marketing planning process in relation to Nissan’s context (LO1, LO2).

2.Critically evaluate needs and techniques for controlling marketing activities within the product area and justify areas for further marketing development. This will need to include a review and assessment of the marketing techniques and business strategies needed to increase sales internationally and globally (LO3, LO5 L6).

 

3.Examine and critically assess the skills needed in the role of a marketing manager and analyze their role in the effective management of the marketing team to specifically develop global and international business (LO4).

 

Guidance notes and considerations

Late Submission

If you are not able to complete your coursework on time due to extenuating circumstances, the ONLY way to receive an extension (up to 5 working days) or a deferral (anything longer than 5 working days) is to contact a Registry team member located at your specific CU site.

* Extenuating circumstances are defined by CU as ‘genuine circumstances beyond your control or ability to foresee, and which seriously impair your assessed work’.

* Please note that you will need to provide third party evidence to support your reasoning for requiring an extension or deferral.

* Your course tutor is NOT able to approve an extension or a deferral, if you have not completed the official forms and had your request approved your work will count as not submitted and receive a zero mark.

Plagiarism and Malpractice

* You are encouraged to check the originality of your work by using the draft Turnitin links on your Moodle Web.

* Collusion between students (where sections of your work are similar to the work submitted by other students in this or previous module cohorts) is taken extremely seriously and will be reported to the academic conduct panel. This applies to all coursework and exam answers.

* A marked difference between your writing style, knowledge and skill level demonstrated in class discussion, any test conditions and that demonstrated in a coursework assignment may result in you having to undertake a Viva Voce in order to prove the coursework assignment is entirely your own work.

* If you make use of the services of a proof reader in your work you must keep your original version and make it available as a demonstration of your written efforts.

* You must not submit work for assessment that you have already submitted (partially or in full), either for your current course or for another qualification of this university, unless this is specifically provided for in your assignment brief or specific course or module information.

Where earlier work by you is citable, i.e. it has already been published/submitted, you must reference it clearly. Identical pieces of work submitted concurrently will also be considered to be self-plagiarism.

Submission Guidelines

There should be a title page which clearly identifies the following;

* Student number                                  * Name of the module

* Title of the Assessment                       * Assessment number

* Word count

The word count identified includes quotations, but excludes the bibliography and unless specifically stated, encompasses a discrepancy of + or – 10%.

Banding Knowledge and Understanding

(30%)

 Critical Analysis, Evaluation and Application of Theory

(30%)

 Quality of Research

(20%)

 Academic Writing

(20%)
90-100% Exceptional knowledge base exploring, critically analyzing and evaluating the discipline and its theory with extraordinary originality and autonomy. Demonstrates an exceptional command of relevant critical analytical and/or evaluative techniques, and the ability to apply these to new and/or abstract information and situations. Shows an exceptional appreciation of the limits and/or appropriate uses of particular analytical approaches, where relevant. Knowledge and understanding of theory, where relevant, is of an exceptional detail. High level of appreciation of the limits of theory demonstrated throughout the work, where relevant Approach to assessment task is clearly, appropriately and consistently theoretically informed across all relevant learning outcomes. Exceptional exploration of wider academic sources with a high degree of independent learning which exceeds the assessment brief. Sources have been accurately interpreted and integrated with flawless synthesis, leading to innovative and interesting ideas. Exceptional answer with coherent and logical presentation of ideas. The answer exhibits a clear argument/line of reasoning with flair and originality. Discipline specific vocabulary used with precision and academic style applied well throughout. No language errors present and referencing in the CU version of Harvard has been employed in an accurate manner.
80-89% Outstanding knowledge base exploring, critically analyzing and evaluating the discipline and its theory with clear originality and autonomy

 

 Demonstrates an outstanding command of relevant critical and/or evaluative analytical techniques, and the ability to apply these to new and/or abstract information and situations. Shows an outstanding appreciation of the limits and/or appropriate uses of particular analytical approaches. Knowledge and understanding of theory, where relevant, is of an outstanding detail. Appreciation of the limits of theory demonstrated throughout the work. Approach to assessment task is clearly, appropriately and consistently theoretically informed across all relevant learning outcomes. Outstanding exploration of wider academic sources with a high degree of independent learning which exceeds the assignment brief. Sources have been accurately interpreted and integrated with a high degree of synthesis, leading to innovative and interesting ideas. Outstanding answer with coherent and logical presentation of ideas. The answer exhibits a clear argument/line of reasoning with flair and originality. Discipline specific vocabulary used with precision and academic style applied well throughout. No language errors present. Referencing in the CU version of Harvard has been employed in an accurate manner.
70-79% Excellent knowledge base that supports critical analysis and/or evaluation and problem-solving in theory and/or practice within the discipline, with considerable originality Makes excellent use of a range of relevant critical analysis and/or evaluative techniques, and applies these to new and/or abstract information and situations. Shows well developed ability to compare alternative theories and apply them to the context of the assessment task and all learning outcomes. Demonstrates a detailed, accurate, systematic theoretical understanding. Appropriately selected theoretical knowledge is integrated into the overall assessment task and all learning outcomes. Excellent exploration of wider academic sources with evidence of independent learning which may exceed the assignment brief. Sources have been accurately interpreted and integrated, with accurate synthesis of research leading to original and interesting ideas. Excellent answer with coherent and logical presentation of ideas. The answer exhibits a clear argument/line of reasoning with flair and originality. The answer is entirely relevant and focused. Discipline specific vocabulary used with precision and academic style applied well throughout. No language errors present. Referencing in the CU version of Harvard has been employed in an accurate manner.
60-69% Very good knowledge base that supports critical analysis and/or evaluation and problem-solving in theory and/or practice within the discipline, with some originality displayed.

 

 

 

 Makes good use of established techniques of critical analysis and/or evaluation, relevant to the discipline. Shows a developing ability to compare alternative theories and/or analytical approaches, where relevant. Shows a systematic and accurate understanding of key theories, where relevant, which are appropriately applied within the context of the assessment task and learning outcomes. Very good evidence of wider academic reading and independent learning. Sources have been accurately interpreted, integrated, with evidence of synthesis leading to original ideas. Very good answer with coherent and logical presentation of ideas. The answer is relevant and focused with a clear argument/line of reasoning. Discipline specific vocabulary is used well and academic style applied throughout. Minor language errors may be present but do not impact on clarity of expression. Referencing in the CU version of Harvard is accurate.
50-59% Good knowledge base that supports some critical analysis and/or evaluation and problem-solving in theory and/or practice within the discipline.

 

 Good use of established techniques of critical analysis and/or evaluation, relevant to the discipline. Sound descriptive knowledge of key theories, where relevant, with some appropriate application Good evidence of wider academic reading and independent learning. Sources have been interpreted and integrated, with some attempt at synthesis Good answer with coherent and logical presentation. The answer is largely relevant but lacks focus at points. Evidence of an argument/line of reasoning. Discipline specific vocabulary is used and academic style applied throughout. Minimal language errors are present but does not impact on clarity. Referencing in the CU version of Harvard is mostly accurate.
40-49% Satisfactory knowledge base demonstrating comprehension and formulation of basic knowledge with some omissions at the level of theoretical understanding.

Limited ability to discuss theory and solve problems within the discipline.

 Makes satisfactory but limited use of established techniques of critical analysis and/or evaluation, relevant to the discipline. Selection of theory, where relevant, is satisfactory but application and/or understanding is limited. Satisfactory evidence of wider academic reading, but with minimal attempt to move beyond the recommended texts. Interpretation of sources is acceptable, but there may be some instances of misunderstanding. Poor synthesis of theories and concepts within the discipline. Satisfactory answer with some attempt at coherence and logical presentation. The answer contains some irrelevant material and lacks focus at points. Some discipline specific vocabulary is used and an attempt at academic writing style is made. There is an attempt at an argument/ line of reasoning. Some language errors may be present which impacts on clarity at times. Referencing in the CU version of Harvard is mostly accurate but with some errors.
35-39%
(Marginal Fail)		 Outcomes not or partially met. Restricted knowledge base. Limited understanding of discipline and ethical issues. Difficulty with linking theory and problem solving in discipline. Attempts at critical analysis and/or evaluation are ineffective and/or uninformed by the discipline. Knowledge of theory inaccurate and/or incomplete, where relevant. Choice of theory inappropriate. Application and/or understanding is very limited.

 

 Limited evidence of wider reading at an academic level. Sources used may be inappropriate and interpreted poorly. Little evidence of integration or synthesis of discipline specific theories and concepts. Answer is limited and lacks coherence and logical presentation. The answer contains irrelevant material and lacks focus throughout with no argument/line of reasoning. Language errors are present and impact on clarity of expression. No attempt at using discipline specific vocabulary and inconsistent application of academic writing style. Referencing in the CU version of Harvard is inconsistent.
0 – 34%% Little or no evidence of knowledge base. Little evidence of understanding of discipline. Significant difficulty with theory and problem solving in discipline. Lacks any critical analysis and/or evaluation. Absence of relevant theoretical content and/or use of theory, where relevant. Inadequate or no evidence of reading at an academic level with poor application of sources and ideas. Answer is likely to include inappropriate references which are misunderstood and not integrated. Possibility of plagiarism OR no evidence of academic research. Answer may not be research based. Answer is inadequate with serious flaws in coherence and presentation. Poorly structured with multiple language errors which impact on clarity. No attempt at subject specific vocabulary or inaccurately used. No evidence of academic writing style. Weak application of CU version of Harvard referencing style.