Academic poster

Order Description

 

 

The lecturer’s objectives for this assessment:

Gain an understanding of themarketingconcept [e-book]
and unit materials in section 1 and 2. Synthesis theories and concepts and develop a holistic
understanding of marketing. Develop desktop publishing skills. Contribute to the collective learning ofthe class. Be able to overcome the challenges of the assessment.
Meet assessment deadlines. Have a
document that adds to your portfolio.

Assessment task: Students are required to produce a visual representation of their learning
[themarketingconcept [e-book] sections 1 and 2]. Visual representations of marketing topics are a common
feature of academic marketing conferences [e.g., Australian New Zealand Marketing Academic
Conference – ANZMAC]. Visual representations are also referred to as ‘academic conference posters’ or
as ‘academic posters’.
Academic posters are generally presented at a conference when a study is in progress. Academic posters
have a number of benefits. Creating an academic poster is a learning process. The learning happens as
the creator of the academic poster makes sense of a topic and develops a visual representation of their
understanding – judgements have to be made. This process clarifies thinking, assists memory and
improves communication. There is an extra benefit; people viewing an academic poster are able to
comprehend a lot of information quickly.
Marketing principles & practices
discuss the academic posters with the creators; this encounter creates learning for the creator [as they
explain their findings to different viewers] and for the viewer [who is introduced to a new perspective].
Furthermore, in many progressive organisations, conceptual posters are employed as a communication
tool to communicate an idea more effectively and efficiently.
Students should demonstrate their knowledge of section 1 & 2. This would include the marketing concept
[i.e., the giga concept of marketing] and the 3 mega-concepts [the buyer decision process, the total
product concept, and the circle of satisfaction]. However, students should ensure that all three time-zones
of the buyer are reflected in the poster. To do this, students should select a product and outline the
consumers’ journey through the buyer decision process.
Products with higher customer involvement are recommended as they provide greater depth. It is not
essential that you choose a product that you have purchased. The poster may explore a B2B or B2C
product. Students may select a product of personal interest [for example if you are a musician you
may choose the purchase of a guitar] or your workplace.
Importantly, the primary objective is to demonstrate knowledge of the unit material not knowledge of a
product. Apply the 80% and 20% rule. Although the poster may ‘tell a story’ it is essential that posters
demonstrate the student’s learning of the unit. Therefore, do not undertake an Internet search for
material and neglect the unit material [The primary reason for poor marks].
Closer to the due date, examples of past posters [of various grades] will be shown in class and during the
online tutorial for off-campus students.
An academic poster is a combination of images and text. Desktop publishing software may be used,
however, students have achieved ‘top of class’ results with Microsoft PowerPoint. PowerPoint is a good
choice for students who are unfamiliar with other software packages. PowerPoint also has a ‘reduce file
size’ function that will facilitate easier uploading. History suggests that Microsoft Word and Apple Pages
should be avoided for this assessment, as they are unstable when uploading and are therefore time
consuming.
WARNING: This is not a ‘Point of Purchase’ poster to promote/advertise a product.
WARNING: Posters constructed of multiple materials and/or multiple sheets of paper cannot be uploaded.
WARNING: Topics such as mobile phones, tablet computers, & laptops should be avoided.
WARNING: This is not an essay on a big sheet of paper.
HINT: Posters should be to a high academic/professional standard.
HINT: A marking key will be available on Blackboard.
HINT: The circle of satisfaction should not be ignored.
HINT: A poster that is primarily text is unlikely to be a visual representation of learning.
HINT: Students may include tables to communicate information.
HINT: Students will be rewarded when they include their own images [photographs, diagrams etc.].
HINT: Students are advised not to copy and paste images from the Internet [they seldom print well],
HINT: Students should devote some time each week to this task
HINT: Allow a minimum of 3 working days for printing the poster
Submitting assessment 3:
Students will then upload a PDF copy

Assessing students
Marks will be awarded according to a [fail, pass, credit pass, distinction, high distinction] continuum. The
following areas will be assessed.

? The degree to which the student crafted and formatted the poster
? The creative approach employed by the student [the degree of originality]
? The effectiveness of the images [diagrams, photographs, drawings] in demonstrating the learning
outcomes
? The appropriate use and effectiveness of the student’s text in demonstrating the learning outcomes
? The degree to which the student demonstrated an understanding of the 3 time-zones of the buyer
decision process within the poster
? The degree to which the student demonstrated an understanding of the total product concept
? The degree to which the student demonstrated an understanding of the circle of satisfaction
? The degree to which the 3 mega-marketing concepts were synthesised
? The degree to which the student demonstrated their knowledge of the marketing concept and a
marketing philosophy
_______________________________________________________________________________________________
Grade descriptors
The following are the characteristics of how marks are assessed.
Fail: Below the threshold standard. Responses were superficial and/or inadequately addressed the question. The
work demonstrates limited understanding of the topic. The work is not of an academic/ professional standard.
Pass: Achieved the threshold standard of competency a good demonstration of learning: aspects of the
question/topic were addressed and researched adequately. The work is mainly descriptive, showing basic
understanding of the topic. The work displays basic academic structure and professional standards.
Credit pass: A very good demonstration of learning. Most aspects of the question/topic were addressed
and researched adequately. The work shows evidence of elementary analysis and the development of
argument. Most aspects of the work conform to an acceptable academic / professional standard .
Distinction: A thorough demonstration of learning. Most aspects of the question/topic were addressed and
researched in great depth. The work shows some evidence of analysis supported by logical argument and
insight into the subject. Most aspects of the work conform to a high academic / professional standard.
High distinction: An exemplary demonstration of learning. All aspects of the questions were addressed and
researched in great depth. The work shows great depth of thought, excellent development of argument,
logical analysis and insight into the subject. All aspects of the work conform to a high academic / professional
standard.