Business marketing connecting strategy relationships and learning pdf

Aalto University, P. Box , FI Aalto www. View 3 excerpts, cites background. Relationship value has long been one of the key research areas in marketing for business to … Expand.

Purpose — By outsourcing or partnering with two or more firms to perform certain activities targeted toward customers, firms are engaging in service networks.

This research begins to examine how … Expand. Marketing strategies for closing the market access gap experienced by small craft producers in South Africa. The purpose of this paper was to determine the need for a marketing strategy on the part of small craft producers in South Africa. Existing literature on marketing planning and the local craft … Expand. View 1 excerpt, cites background. Marketing metrics represent a growing concern for practitioners and scholars alike.

Among the performance measures at the individual account level, customer share emerges as a concept of growing … Expand. New product development in business to business marketing - a relational perspective. This paper aims to highlight the features of … Expand. Does salesperson's customer orientation create value in B2B relationships?

Empirical evidence from India. Abstract Although value creation in business relationships has taken an important position in the literature, yet scant attention has been paid to the precise nature of creation or destruction of … Expand. Internal Implementation of Business Relationship Management. In order to be able to create one face to the customer, a supplier company needs to organize internally accordingly. Australia Post: www.

Learning Outcomes and Graduate Capabilities 6. The focus of the unit is on those factors which produce successful long-term customer-supplier relationships and the drive to achieve strategic competitive advantage.

It is an applied unit and makes extensive usage of case studies and analysis of real-world situations to show students how to apply the theories, tools and techniques in specific business-to-business contexts in creative and innovative ways. The learning outcomes of this unit are for students to develop an ability to apply modern marketing practices to create the optimum environment for business-to-business marketing.

The unit will consider the purchasing function, organisational buyer behaviour, business marketing opportunities and strategy, developing a marketing mix in a business market, managing customer relationships, sales and sales management as well as managing the marketing program and customer retention.

Students will learn how to conduct market research aimed at providing prospective commercial customers with the outcomes they are seeking as solutions to their particular problems. They will be able to understand the importance of corporate culture and learn to manage it within their own business and within that of their customer so they can exercise a sustainable competitive advantage in business-to-business transactions.

Assess the business-to-business marketing environment and understand its X X impact upon corporate culture. Understand and evaluate different marketing techniques for gaining entry for X X your sales force to the offices of decision makers in large prospective customer enterprises. Apply marketing techniques and theories to develop creative solutions to business marketing and sales problems.

Critically analyse, discuss, and evaluate the literature on business-to-business marketing in relation to the relevant theories. Critically evaluate and reflect upon specific marketing decisions and X X marketing strategies through the use of applied questions and case study analysis.

Assess market business opportunities and to identify and present practical solutions to complex business marketing problems. Demonstrate use of written skills to integrate key marketing theoretic concepts and to create a coherent and theoretically rigorous argument. Use secondary research skills to collect, collate and integrate scholarly peer reviewed journal opinion on applied marketing topics.

In addition to the abovementioned learning outcomes, the MKTG Business-to-Business Marketing unit has been designed to develop your skills within the specific graduate capability area of critical, analytical and integrative thinking.

We want our graduates to be capable of achieving the following: A. To be able to reason, question and analyse information; B. To be able to integrate and synthesise learning and knowledge from a range of sources and environments; C.

To be able to critique constraints, assumptions, and limitations; D. To be able to think independently and systematically in relation to scholarly activity in the workplace and in the world in general; E. To be able to develop advanced skills in information and technology literacy. Teaching and Learning Strategy 7.

Read in advance; follow current developments in the market place; be able to apply the lessons of the lectures reflected in the lecture notes to the major assignment; respond to questions raised during lectures; demonstrate enthusiasm for the subject; challenge the lecturer's assumptions during lectures and explore opposing points of view.

You are expected to attend all lectures and to contribute to the discussions that are encouraged there. To make the best contribution, and to receive the greatest benefit from this unit, you are expected to be alert outside lectures for every-day applications of the business- to-business marketing principles discussed in lectures. Please refer to the schedule of learning activities by teaching week. It builds on the general marketing knowledge students have gained in prior marketing fundamentals courses.

To pass this course you must obtain a pass in the combined individual assessments, i. Students will be given one hour to complete the test. The test will examine your knowledge of material covered in lectures 1, 2, 3, 4, 5. Students may only sit for the test once. Failure to sit for the mid semester test will result in a zero grade. Students will only be given special consideration for non-attendance during the test under exceptional circumstances.

In these circumstances you may wish to consider applying for Special Consideration. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official University examination period, and can attend the exam at the designated time and place. Students must choose by week 2 a company listed on the Australian Stock Exchange top companies focusing on business-to-business activities.. Essentially this means that you will be asked to develop a practical business-to-business marketing plan that reflects the lessons of our text book and our lectures.

An assessment guide is available to read at the end of this unit outline. Your essay must be submitted in three stages: STAGE 1: Week 2- Submit in the lecture a team agreement form defining the responsibilities and obligations of each team member as the group assignment progresses. Please see instructions below. Submissions received after the deadline will lead to an automatic 5 mark per day deduction out of the total possible 30 marks for the assessment piece.

You will be required to complete a confidential assessment of your own contribution as well as the contribution of other members of your group to the report and presentation. Assignment to be contained securely in a ring or clip binder. The report must also demonstrate how marketing theory covered during the course has been incorporated into your Report citing appropriate references.

It is likely that your team will need to conduct both primary i. Secondary research only i. This means that your group will need to thoroughly investigate the organization both from a theoretical and a practical perspective. Structure of the Case Study Report A. What is the nature of the industry structure, conduct, and performance? Who are the competitors, and what are their strengths and weaknesses?

How do consumers buy why, where, when, how in this industry or market? Can the market be segmented? Can the segments be quantified? What are the requirements for success in this industry? What is its offering to the market? How can its past and present performance be characterized? What is its potential?

What is the situation in which the manager or organization finds itself? What factors have contributed to the present situation? What are its financial, human, and material resources? What emerging strategies, Blue-Ocean Strategies and actions are available to the firm based on the situation analysis? What are the costs and benefits of action in both qualitative and quantitative terms?

Is there a disparity between what the organization wants to do, should do, can do, and must do? You must prepare and present all written work associated with your Assessment Tasks in accordance with the requirements of the Publication Manual of the American Psychological Association.

You should read these cases and literature carefully and come to class prepared to provide constructive input as the class works together to address the issues of the case. Reflective Journal Our Blackboard facility provides each student with a personal journal facility. Reflective journals provide students with early feedback on their whether or not they have fully understood the basic principles enunciated in lectures.

Only the individual student and the lecturer can read the journal entries. This provides students with the opportunity to reflect in writing upon the lessons learned each week. Experience has shown this to be a valuable learning tool. Importantly, it also provides students who are shy of public discussion on issues they find opaque or confusing to air their concerns with the lecturer in private.

In addition please consider the following: Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade SNG.

On occasion your raw mark for a unit i. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit.

The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.

This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities. Marketing is a very broad field. Often, we will be covering in one or two class sessions a topic that many people spend their lives trying to understand and master.

Clearly, we will not have time to cover the nitty-gritty details of every topic. As such, it is critical that students do the readings for each day before you come to class.

In class, we will go beyond the readings to highlight critical aspects of each topic. If you have not done the readings or case preparation for the day, you will not get much out of the lecture and discussion and your participation will suffer.

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. As a courtesy to other class members, please come on time and please do not leave before the end of class.

Past experience indicates that it is difficult to do well in this course if you do not attend class on a regular basis. To provide an accurate measure of class attendance a class roll will be taken. The sharing of information between Project Groups is not acceptable. The use of materials from other courses or from previous sessions— lecture notes, case analyses, problem solutions, or whatever — is also not acceptable.

Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. You must read the University's practices and procedures on plagiarism.

There are different ways of referencing. This write-up describes the Harvard method.