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Overview
Students are provided with this assignment brief and have one week to answer four of the ten questions below. Students should provide the most appropriate arguments, analysis, and/or solutions through reference to processes and theories learned throughout the trimester.
The specific processes and ideas that will be required in order to respond to each question have all been discussed in lecture. However, students will be required to draw from or conduct further research beyond the lecture discussions in order to fully answer the question with appropriate nuance. Students are expected to correctly cite sources that are used to inform their analysis. This approach allows students to fully explore concepts, test their critical thinking, and demonstrate an extension ofdiscipline specific knowledge beyond a rudimentary level.
The time limit mirrors many business contexts, where executives are given a shorttime frame to develop sophisticated arguments and integrate their thinking, while stillhaving access to suitable resources. It offers an authentic means of assessing understanding of material covered in the unit.
Question 1
The COVID-19 Pandemic has changed the way we live in many ways. One important way is that many people are now working/going to school from home and generally having to physically/socially distance themselves from each other.
When the pandemic ends (assuming there is a vaccine or a good anti-viral medication so that the risk of infection is negligible and thus no longer a driving motivation), what might have changed compared to prior to the pandemic? Utilize your understanding of norms as well as your understanding for our need for belongingness, affiliation, and social connection (along with other relevant research and processes) to defend your argument. You may also want to use the ideas presented in question 2 to help inform your answer.
Question 2
Some recent research has examined what is being called ‘Zoom fatigue’ or ‘online video exhaustion’, in which being on a video call requires more focus and cognitive resources than a normal ‘in- person’ conversation, subsequently leaving people feeling more mentally exhausted.
2a. Using your knowledge about cognitive load, ego depletion, motivation, ability, opportunity, and the Elaboration Likelihood Model, explain what you might expect from people trying to learn, meet, or even view an advertisement after having been in a number of online meetings or lectures. Be sure to discuss how they will process information, comparing and contrasting how they would process that information differently before the Zoom/online meetings and after all the Zoom/online meetings.
2b. If you could get access to data indicating whether someone had spent the day in a number of these online meetings or not in these meetings and could then target them with two different advertisements (one advertisement for people who had been in online meetings, and a different advertisement for people who had not), how would you change these advertisements depending on this information? Explain why you’ve made these choices.
Question 3
Research has demonstrated that, on average, ‘upper-class’ people are more likely to visit museums and attend live theatre, ‘middle-class’ people are more likely to go camping and fishing, and ‘lower-class’ people are more likely to attend monster truck rallies and attend wrestling events (e.g. WWE). Using your knowledge regarding associative learning, norms, identity, cognitive consistency and other relevant research and processes, explain why there are differences in how people spend their leisure time (please note this has little to do with money as museums are often free and wrestling events can be expensive).
Question 4
In some Asian countries, having white or pale skin is an important beauty factor, with people spending time and money whitening their skin. On the other hand, in North America and Europe, the opposite is true, where being suntanned is an important beauty factor, with people spending time and money tanning their skin. Using your knowledge regarding associative learning, desire for status, culture, and other relevant research and processes, explain this interesting difference.
Question 5
In this course, we discussed the many ways in which our decisions are shaped by some relatively unconscious processes and not necessarily ‘rational’ (at least not in the way we normally think of rational decision making). Pick a consumption decision you made prior to this course and explain how your understanding of that decision has changed since taking the course. At the end, discuss whether your decision would have changed if you had to make it now, and explain why.
Question 6
6a. Imagine you have a magic ball and are able to learn about all the possible psychographics (this includes identity, personality traits, and values) or all demographics of a customer (ignore geography and behavioral variables for this question). Which one would you choose? Explain why.
6b. Explain how a focus on your non-chosen option (e.g. psychographics or demographics – the one you did not choose) could lead to some bad assumptions or difficulties. You should also explain whether there’s some important information or advantage that having access to both psychographics and demographics would provide over just one.
Question 7
Marketing campaigns often target or support a specific group identity (e.g. women, men, LGBTQ, Australians, etc.), irrespective of whether the product can/is used exclusively by that identity? (e.g. Apple developed a campaign supporting International Women’s Day, Pantene Shampoo has a campaign supporting LGBTQ).
7a. Explain why campaigns would specifically target a specific group identity.
7b. Explain the possible negative consequences of targeting a specific group identity.
You will want to draw from you understanding of associative learning, cognitive
consistency/cognitive dissonance, identity and dissociative outgroups, along with other relevant research and processes to inform your answer.
Question 8.
8a. John values being a smart guy. However, he recently had an experience where he felt relatively stupid. Explain what you expect John to do in this situation and why.
8b. Jerry values being a guy with high status. However, he recently had an experience where he felt relatively low in status. Briefly explain whether/how Jerry’s reaction will differ from John. Then, explain what you could do / could have done as a marketer to make it more likely that Jerry would buy your product.
Utilize your understanding surrounding motivation, compensatory consumption, associative learning, individual differences and values, along with other relevant research and processes to inform your answer.
Question 9.
People often take to social media to talk about and/or complain about brands.
9a. Explain why people are motivated to complain about brands that have done something wrong either to them or others. You will want to utilize your knowledge on groups, morality, and justice along with your knowledge on identity and dissociative outgroups.
9b. In class, we discussed six reasons that people share things subsequently leading them to go viral (STEPPS). Find a Tweet, Facebook Post, or any other viral image, and explain why you think it went viral. Note that something can be shared for more than one reason and there are some other reasons people share beyond those six.
You should paste the image/post/tweet into the document to provide the marker with some context but you may need to provide a bit of written context as well. Do not use videos.
Question 10.
The same message can be differentially persuasive, depending on who it is coming from.
10a. Explain why a celebrity endorsement can be an effective source. Be sure to explain under what conditions they would be effective and under what conditions they would less effective or even counterproductive.
10b. Explain why similar ‘everyday’ people can be an effective source. Be sure to explain under what conditions they would be effective and under what conditions they would less effective or even counterproductive.
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