Showing posts with label blended learning. Show all posts
Showing posts with label blended learning. Show all posts

Tuesday, December 23, 2025

Marketing Series: Know Your Environment

 MARKETS AND THE MARKETING ENVIRONMENT

OVERVIEW

In this topic, students are introduced to marketing environment and explore ways in which economic, political, legal, and cultural issues influence global, as well as domestic, marketing strategies and outcomes. These issues also affect whether or not businesses choose to enter a global market. Students also learn that if a business does enter a global market, the level of commitment is directly related to the level of control. Ethical business practices are important for the firm to do its best for stakeholders and to avoid the consequences of low ethical standards. Many firms practice sustainability when they develop target marketing, product, price, place/distribution, and promotion strategies designed to protect the environment.

movieIntroduction (Duration: 2.00 minutes)

After studying this topic, students should be able to:

  • Examine how factors in a firm’s external business environment influence marketing strategies and outcomes in both domestic and global markets.
  • Explain some of the strategies and tactics that a firm can use to enter global markets.
  • Explain the importance of ethical marketing practices and the role of sustainability in marketing planning.

movieLearning Outcomes (Duration: 1.34 minutes)

 

movieLESSON: An Overview of Marketing Environment (Duration: 7.59 minutes)

 

ANALYZE THE EXTERNAL MARKETING ENVIRONMENT

Whether or not you have decided to venture into a foreign market, it is essential to understand your external environment. For firms that choose to limit themselves to their domestic market, having a sharp picture of the marketing environment allows them to make good decisions about marketing strategies. If you’ve decided to go global, understanding local conditions in a potential new country or regional markets helps you to figure out just where to go.

 

The Economic Environment

Understanding the economy of a country in which a firm does business is vital to the success of marketing plans.

movieThe Economic Factors (Duration: 9.24 minutes)

 

a. Indicators of Economic Health

  • The most commonly used measure of the economic health of a country is the gross domestic product (GDP): the total dollar value of goods and services a country produces within its borders in a year. In addition to total GDP, marketers may also compare countries based on per capita GDP: the total GDP divided by the number of people in a country.
  • GDP and exchange rates alone do not provide the information marketers need to decide if a country’s economic environment makes for an attractive market. They must consider economic infrastructure, the quality of distribution, financial, and communications systems.

b. Level of Economic Development

  • The level of economic development takes into consideration the broader economic picture of a country.
  • A country’s standard of living is an indicator of the average quality and quantity of goods and services a country consumes.
  • Economists describe the following three basic levels of development:
    • A country at the lowest stage of economic development is an LDC. In most cases, its economic base is agricultural. In least developed countries, the standard of living is low, as are literacy levels. Bottom of the pyramid (BOP) is the name for four billion consumers who live on less than $2 a day.
    • When an economy shifts its emphasis from agriculture to industry, standards of living, education, and the use of technology improve. These countries are developing countries. In such locales, there may be a viable middle class, often largely composed of entrepreneurs working hard to run successful small businesses. Because over eight out of 10 consumers now live in developing countries, the number of potential customers and the presence of a skilled labor force attract many firms to these areas. The largest of the developing countries, Brazil, Russia, India and China, are referred to as the BRIC countries or simply as the BRICs. These four countries are the fastest growing of the developing countries and they represent over 42 percent of the world’s population.
    • developed country boasts sophisticated marketing systems, strong private enterprise, and bountiful market potential for many goods and services. Such countries are economically advanced, and they offer a wide range of opportunities for international marketers. The United States, the United Kingdom, Australia, Canada, France, Italy, Germany, and Japan are the most economically developed countries in the world. In 1975, they established the Group of Seven (G7) to serve as an informal forum for these nations (Russia’s membership was revoked because of its involvement in the Crimean crisis).

c. The Business Cycle

  • The business cycle is the overall pattern of changes or fluctuations of an economy. All economies go through cycles of prosperity (high levels of demand, employment, and income), recession (falling demand, employment, and income), and recovery (gradual improvement in production, lowering unemployment, and increasing income). A severe recession is a depression; a period during which prices fall but there is little demand because few people have money to spend and many are out of work. Inflation occurs when prices and the cost of living rise while money loses its purchasing power because of the cost of goods escalates.

 

The Competitive Environment

Firms must keep abreast of what the competition is doing so they can develop new product features, new pricing schedules, or new advertising to maintain or gain market share.

An increasing number of firms around the globe engage in competitive intelligence (CI) activities, the process of gathering and analyzing publicly available information about rivals. The firm uses this information to develop superior marketing strategies.

a. Competition in the Microenvironment

  • Competition in the microenvironment means the product alternatives from which members of a target market may choose.
  • We think of these choices at three different levels. At a broad level, marketers compete for consumers’ discretionary income: the amount of money people have left after paying for necessities such as housing, utilities, food, and clothing. A second type of choice is product competition, in which competitors offering different products attempt to satisfy the same consumers’ needs and wants. The third type of choice is brand competition, in which competitors offering similar goods or services vie for consumer dollars.

b. Competition in the Macroenvironment

movieMarket Structure and Competition (Duration: 6.45 minutes)

 

  • When we talk about examining competition in the macroenvironment, we mean that marketers need to understand the big picture—the overall structure of their industry.
  • Four structures describe differing amounts of competition.
    • monopoly exists when one seller controls a market.
    • In an oligopoly, there are a relatively small number of sellers, each holding substantial market share, in a market with many buyers.
    • In a state of monopolistic competition, many sellers compete for buyers in a market.
    • Finally, perfect competition exists when there are many small sellers, each offering the same good or service.

Tools for Competitor Analysis: Porter's Five Forces Model

movieThe Industrial Five Forces (Duration: 16.19 minutes)

 

Porter's summary of the forces which govern industrial competition provides us with a rationale that underpins the "mechanical" aspect of a management audit.

5forces

Porter has suggested that it is the "collective strength of these forces which determines the ultimate profit potential of an industry". The aim of a corporate strategist is to find a position in the industry where the organisation can defend itself against these forces or can influence them in its favour.

Reading: Porter, M.E., (1980) How competitive forces shape strategy. The McKinsey Quarterly Spring 1980 pp. 34-50

 

The Technological Environment

movieThe Technological Environment (Duration: 8.23 minutes)

 

Changes in technology profoundly affect marketing activities. Amazon had been working on drones, unmanned aircraft controlled by a GPS, to deliver packages. A second game-changing innovation is the self-driving, driverless, or autonomous vehicle. A patent is a legal document that grants inventors exclusive rights to produce and sell a particular invention in that country. Marketers monitor government patent applications to discover innovative products they can purchase from the inventor.

TASKS SELF-CHECK: REFLECTION

What role has technology played in the globalization of businesses? Give at least one example of each and explain your view.

>REFLECT NOW<

 

The Political and Legal Environment

The political and legal environment refers to the local, state, national, and global laws and regulations that affect businesses.

movieThe Political and Legal Factors (Duration: 12.20 minutes)

 

a. Political Constraints on Trade

  • Global firms know that the political actions a government takes can drastically affect their business operations. Short of war, a country may impose economic sanctions that prohibit trade with another country (as the United States has done with several countries, including Cuba and North Korea), so access to some markets may be cut off.
  • Nationalization occurs when the domestic government reimburses a foreign company (often not for the full value) for its assets after taking it over.
  • Expropriation occurs when a domestic government seizes a foreign company’s assets (and that firm is just out of luck). Now that the United States has normalized relations with Cuba, it remains to be seen if these firms seek reimbursement for their lost property. 

b. Regulatory Constraints on Trade

  • Governments and economic communities regulate what products are allowed in the country, what products should be made of, and what claims marketers can make about them.
  • Local content rules are a form of protectionism stipulating that a certain proportion of a product must consist of components supplied by industries in the host country or economic community.

c. Human Rights Issues

  • Some governments and companies are vigilant about denying business opportunities to countries that mistreat their citizens. They are concerned about conducting trade with local firms that exploit their workers or that keep costs down by employing children or prisoners for slave wages.

 

The Sociocultural Environment

movieThe Social-Cultural Factors (Duration: 7.45 minutes)

 

Another element of a firm’s external environment is the socio-cultural environment. This term refers to the characteristics of the society, the people who live in that society, and the culture that reflects the values and beliefs of the society. Whether at home or in global markets, marketers need to understand and adapt to the customs, characteristics, and practices of their citizens.

a. Demographics

  • Demographics are statistics that measure observable aspects of a population, such as size, age, gender, ethnic group, income, education, occupation, and family structure.

b. Values

  • Every society has a set of cultural values, or deeply held beliefs about right and wrong ways to live, that it imparts to its members. For examplefor most Americans, punctuality is a core value; indeed, business leaders often proclaim that “time is money.” For countries in Latin America and other parts of the world, this is not at all true.
  • In collectivist cultures, such as those found in Venezuela, Pakistan, Taiwan, Thailand, Turkey, Greece, and Portugal, people tend to subordinate their personal goals to those of a stable community. In contrast, consumers in individualist cultures, such as the United States, Australia, Great Britain, Canada, and the Netherlands, tend to attach more importance to personal goals, and people are more likely to change memberships when the demands of the group become too costly.

c. Social Norms

  • Social norms are specific rules dictating what is right or wrong, acceptable or unacceptable.

d. Language

  • Language barriers can affect product labelling and usage instructions, advertising, and personal selling.

e. Consumer Ethnocentrism

  • Ethnocentrism refers to the belief that one’s own norms and the products made in your country are superior. Consumer ethnocentrism refers to consumers’ beliefs about products produced in their country versus those from another.

TASKS SELF-CHECK: REFLECTION

Based on Ethnocentrism, list THREE (3) countries and products or stereotypes that you can associate with those countries.

For example, chocolate may be associated with Switzerland while durian may be associated with Malaysia.

Comment below

Friday, March 10, 2017

BlendKit 2017: Reading Reaction: Chapter 02

Reflection on Chapter 2; Blended Interactions

Managing a classroom with face-to-face (F2F) can be different from managing a virtual classroom. It is easy to detect the level of concentration and interest of the participants in F2F session. Therefore, interacting with students can be more straightforward and objective in F2F class. Furthermore,  the interaction become more challenging if the students in the online class are not responsive or lack of participation. Although poor response and lack of participation can also happen in F2F session, the teacher can identify the student and take appropriate action to get their attention.

Therefore, there is a need to understand the various models or approach for blended interaction. The traditional interaction approach of F2F cannot be simply used to manage a blended course. As mentioned in this chapter, educators must focus on connection-forming in learning and their role will be in guiding, directing, and evaluating the activities of learners. The critical success factor of blended interaction is on Techno Expression during course design.

Techno expression is to keep interaction in the front of an educator mind while designing a blended course. Educator should not focus on uploading materials and expect students to read and understand the materials by themselves but to create a threaded discussion for the students to review the materials/syllabus. This can be done in the form of assignment or extended discussion in the F2F session.

In summary, the blended interaction should be complimentary to the F2F interaction for the best learning outcome. I think this is very much referring to the flipped classroom approach in teaching.

BlendKit 2017: Reading Reaction: Chapter 01

Reflection on Chapter 1: Understanding Blended Learning
As defined in the chapter 1 introduction, blended learning refers to mixed-mode of learning. Instead of a full face-to-face (F2F) course, a blended course is where alternative modes are being used to replace some of the F2F session. These alternative modes are very much web-based online learning which do not require the learners to be present in the classroom. Hence, many people could have perceived blended learning as e-learning as it rely on the Internet as the medium for learning.

There are a lot of benefits for a course to be blended; for faculty, students and also the institutions. From cost savings, engagement and effectiveness in teaching, the blended learning strategy could transform the traditional F2F teaching into a much more comprehensive learning process. In addition, the evolution of learners, especially the Gen-Z and soon, the Alpha Generation may expect different approach to acquire knowledge and know-how.

Good things don't come easy. In order to benefit from the blended learning, universities and faculties have to understand how to design an effective blended learning course. Since the idea is to combine web-based online learning and F2F, the two mode needs to be balanced. The content and leaning activities must be planned accordingly. It has to be designed in a way that it can integrate the online and offline mode well.

As mentioned, the online component in blended learning is not merely replacing or adding to the face-to-face classes. For example, by uploading notes or slides on the web is not called blended nor e-learning. Technology should not be seen as automating the teaching but to enhance the learning experience. Blended learning does not automate teaching like how machine automate production in manufacturing. If an institution is thinking to cut cost by introducing e-learning or blended courses, it is a big mistake. Blended courses requires sufficient resources to design and implement. It may requires more time for a lecturer to design the content and activities compare to traditional F2F, not to mention the facilitation of the course. Furthermore, the assessment and evaluation for blended courses has to be carefully crafted for the best learning outcome. Lastly, the technology support, in terms of hardware, software and technical skills using the web tools.

Let us explore further in the next chapter. That's all for now.

Thursday, March 9, 2017

BlendKit 2017: Week 1 Blog

I have enrolled in an online course called BlendKit 2017, offered by University of Central Florida (UCF) via Canvas,net.
What is actually blended learning? That's what I am going to find out because the term has been widely used by many fields, especially by academic institutions in my country. Some of my colleagues think that blended learning is about using ICT to teach, some said it is to replace face-to-face (F2F) teaching session by going online, some categories blended learning as e-learning and so on. Many discussions spawn from blended learning and one of it that triggered my curiosity the most is the comparison between blended learning and F2F teaching.

So, let me explore about Blended Learning in this 5 weeks course. Perhaps I could share what I learn from this course here.

Never stop thinking ;)