Cases in Marketing

Case Study Analysis

Written assignment (case, essay) Midterm Activity brief

BCO324 Cases in Marketing Online campus

Professor: Dr. Angelos Vouldis | [email protected]

Description Read case study and questions carefully and answer the following questions

Case Study : Effective strategies for long-term growth

1. Explain the terms ‘vision’ and ‘aims’. Give examples related to NATS and a business of your choice. (10 marks)

2. What is a SMART objective? Explain one benefit for NATS of setting SMART objectives. (10 marks)

3.Analyse how having clear, long-term strategies supports NATS’ vision for global expansion. (15 marks)

4. To what extent can having a clear vision, strategies, aims and objectives guarantee a business’ success? Use the case study to support your ideas. (15 marks)

Highlight the main points of the case and any issues that you can identify. Read the questions closely and analyze what they are requiring you to do.

Identify the issues in the case study an important part of your answer is to analyze the situation and to identify the issues/actions described in the case which may be problematic. The following questions may help you to do this:

What actions were taken in the case?

Were these actions the most appropriate and why?

Were there any consequences of the taken actions?

Was anything omitted or not considered?

Were actions/procedures in line with existing codes of practice, policy or theories?

Format This activity must meet the following formatting requirements:

• Font size 12

• Double-spaced

• 1000 words

• Harvard Referencing System

• pdf only

Link theory to practice. Use your knowledge of existing codes of practice, theories and/or other professional documents and behaviors to decide what was done appropriately and what was not.

Goal(s) • Improve analytical capabilities of students in true real-world, on- the-job settings through case studies

• Stressing the underlying principle of the marketing concept, and integrating concepts in relation to consumer needs, marketing intelligence

Due date Date: 23rd August 2021 at 14.00h CEST

Weight towards final grade

This activity has a weight of 40% towards the final grade.

Learning outcomes

Outcome 1: analyze the principles, theories, concepts and dynamics of marketing

Outcome 2: apply these principles and tools in case study analysis

Outcome 3: integrate the concepts &techniques learned through application in the preparation of case study analysis

Assessment criteria

Rubric: written assignment see below

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)

Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.