..."Experiential Marketing in Contemporary Retailing" Experiential Marketing is the process of identifying and satisfying customers’ needs and also the process of building relationships and push forward manufacturers and customers together for long term. It is a technique which always involves the focused audiences through two way interaction, Shaz Smilansky (2009). It`s a new system of promotion which includes cross media campaigns, huge campaigns, live item experience, and travelling display and function to advertise the item. Experiential marketing is the technique of promotion which is directly connected to consumers in mass and events which allows to allow further stage of feelings, gets to know much more personally, results better interaction and all at relatively small budget. Through these encounters of experiential marketing activities will makes a long term impression on audiences and also the way of getting more precise result. It is the ace in the hole of manufacturers and suppliers by offering focused clients a chance to communicate and gain knowledge about the items which allows to raise attention of the items, engage, create remembrances, improve commitment, makes item desire, change the mind of dissatisfied consumers, and allows in the improve return on promotion investment, studymode.com (2011). This hopefully results in a positive reaction of the item by the customer. It is about one on one interaction, unique method to link customers directly to the item, and...
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...to learn not only subject matter through traditional methods in a classroom, but foundational learning through experiences obtained directly in the workplace. The terminology used today for this student experience is referred to as experiential learning. This experiential learning comes in two forms, either (1) learning by yourself or (2) through experiential education (learning through programs established by others). You can kindly refer to learning by yourself as “nature’s way of learning” as it occurs as a direct participation in the life cycle. However experiential education can be defined more succinctly as a structured approach, using experiences and the direction of others to create the learning curve. The issue at hand is simple - does participatory (experiential) education create critical thinkers among our students and make them more aware of and able to more easily solve the problem(s) at hand? Our diligence has focused on two distinctly different courses in two different semesters (fall 2011 and spring 2012) in two different business disciplines (business marketing and entrepreneurship) at two distinctly different universities (Wagner College and Monmouth University) with one similar problem, is there a significant benefit to experiential learning over traditional classroom pedagogy? Our findings are profound in the respect that both the participating subjects (students) and the participating businesses achieved significant benefits when this...
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...▪ August 2012–March 2013 STP ▪ faculty of Engineering. Cairo University Moderating 6 Management sessions “ HR & OB” with college students with designing Business simulation ح ا ج ةF o u n d er ▪ July 2012 – May 2014 It works in different lines the main objective is how to develop your skills and yourself in order to develop the community Adults line : Creating street campaigns for development Children line : Making sessions to express themselves through active learning Academic Management Head ▪ J u n e 2 0 1 3 -M a r c h 2 0 1 4 IST ▪ faculty of Engineering. Cairo University Preparation 15 different Moderators to moderate 5 management workshops “ E-commerce ,Project Management, Marketing, Entrepreneurship , Human resources “ and prepare their curriculum which depends on active and experiential Learning. Conference and Juniors Project Manager ▪ J u l y 2 0 1 4 - Ap r i l 2 0 1 5 STP ▪ faculty of Engineering. Cairo University Conference Project: Putting Management plan for conference project and...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...of the major corporate flops like eVilla Sony Corp’s $500 internet appliance and General Motors crossover SUV. This case also quotes leading business school academics on how failure is important to the experimental process. It outlines how companies can learn from failure and suggests that the challenge is knowing how to balance organizational performance and learning cultures. Moreover it describes how some companies are tackling the issue for example how Corning examined its successes and failures spanning its 150 year history. It also highlights how being involved in learning from failure can impress present and future employers and presents best-practice ideas for getting the most out of failures. Case Analysis Experiential learning process Experiential learning involves learning from experience. According to Kolb, concrete experience provides the information that serves as a basis for reflection. From these reflections, we assimilate the information and form abstract concepts. We then use these concepts to develop new theories about the world, which we then actively test. Through the testing of our ideas, we once again gather information through experience, cycling back to the beginning of the process. The process does not necessarily begin with experience, however. Instead, each person must choose which learning mode will work best based upon the specific situation (Kolb, 2014, para. 5). The same way it is very important for companies to learn from their past failure...
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...* slideshare * Upload * Login * Signup * * ------------------------------------------------- Top of Form Bottom of Form * Home * Leadership * Technology * Education * Marketing * Design * More Topics * Email * Embed * Like * Save 1 of 87 * ------------------------------------------------- Recommended ------------------------------------------------- * ------------------------------------------------- More from User * Factors that affect the on the-job training ofSunjay Taladtad35,054 views * Narrative report in ojtFate Capa157,951 views * Factors that affect the on the-job training ofSunjay Taladtad4,407 views * On the-job-trainee (NARRATiVE REPORT) Sheenbie PaladoSheenbie Palado20,403 views * My thesis proposalPolytechnic University of the Philippines137,851 views * Ojt final documentationAr-jay de Guzman15,180 views * Thesis elaineCarie Justine Estrellado15,613 views * Final na final thesisjennilynbalbalosa90,807 views * Ojt narrative report - an exampleRenz Aldaine Engada2,453 views * Ojt report final2Rajen...
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...Table of Contents Section Page # Introduction………………………… …………………………………………………….2 Discerning the Context……………………………………………………………………3 Building a Solid Base of Support…………………………………………………………4 Identifying and Prioritizing Program Ideas……………………………………………….5 Developing Objectives……………………………………………………………………9 Devising Transfer of Learning…………………………………………………………...10 Designing Instruction…………………………………………………………………….11 Formulating Evaluations…………………………………………………………………13 Making Recommendations………………………………………………………………15 Format of Internship Program …………………………………………………………....16 Identifying Programming Staff…………………………………………………………..17 Budgets and Marketing…………………………………………………………………..18 Facilities………………………………………………………………………………….20 Appendices: Appendix A: Caffarella’s Interactive Model of Program Planning……………...22 Appendix B: Needs Assessment…………………………………………………23 Appendix C: Faculty Survey……………………………………………………..29 Appendix D: Student Survey…………………………………………………….30 Appendix E: List of Graduate Programs with Internship Components………….31 Appendix F: Internship Learning Agreement ……………………………………32 Appendix G: Possible Internship Sites for HALE Master’s Program…………...35 Appendix H: Sample Brochure…………………………………………………..36 Introduction The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business...
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...International Journal on New Trends in Education and Their Implications January, February, March 2012 Volume: 3 Issue: 1 Article: 13 ISSN 1309-6249 THE POTENTIAL BENEFITS AND CHALLENGES OF INTERNSHIP PROGRAMMES IN AN ODL INSTITUTION: A CASE FOR THE ZIMBABWE OPEN UNIVERSITY Richard BUKALIYA Zimbabwe Open University, Mashonaland East Region, Marondera, ZIMBABWE ABSTRACT Several studies done elsewhere have indicated and concluded that a gap really exists between the quality of graduates produced and what the market demands (Mpairwe, 2010). For this and other reasons, training institutions and employers have accepted the need to seek mitigatory steps to bridge the gap. Among other steps, institutions of learning have introduced internship programmes also referred to as field attachment in some of their degree and non-degree programmes. There has also been the realisation that imparting the relevant practical skills is a partnership between the training institution and the prospective employers through student internships. However, despite these positive intentions, interns on field attachment have faced serious challenges among which are insufficient time and lack of funding for the programmes. It is behind this background that the present study sought to establish the benefits and challenges faced by student interns at the Zimbabwe Open University. The study focussed on two of the university`s faculties: the Faculty of Science and technology and that of Applied Social Sciences...
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...flcfReflection Paper #1 Inez Burrell March 19, 2013 The Experiential Learning Activity served as a significant tool to put the process of conflict mapping into perspective. Conflict mapping is a type of model that simplifies a complex social conflict such as the ones taking place in Voinjama, Liberia. It emphasizes the most important elements and systematically asks questions about issues, parties, strategies, and key components. When developing a conflict map, it is also important to focus on the parties’ grievances, trigger events, and root causes of the conflict. Although conflict mapping is used to facilitate the analysis of the conflict, it can actually make the process harder since there are so many possible answers. Each person analyzing the conflict may have different viewpoints for the components that make up that specific conflict as a whole. There are no right or wrong answers because each idea could be vital in solving the specific problems in that conflict. The reality of this became applicable during the Experiential Learning Activity because each group felt differently about the specific issues going on in Liberia. During the Experiential Learning Activity, the class was split into teams in order to analyze the conflict through the use of conflict mapping. As a group, it was decided that the parties involved in the conflict were the Mandingo and Loma. However, looking at the conflict in a broader sense it was decided...
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...Developing Criminological Skills 40205/01 “People learn in different ways” Different people have different style of learning, David a. Kolb explored into the development of different learning styles. Kolb created his famous learning style model “Experiential Learning Theory” (Kolb 1984) based on four elements: concrete experience, observation and reflection, abstract conceptualization and active experimentation. Concrete experience and abstract conceptualization are ways of how we think and transform experiences through the emotional responses. The concrete experience type emotionally converts the experiences through experiencing the feeling and concrete during the process. Whereas, abstract conceptualization type through planning, analyzing and thinking. Active experimentation and observation and reflection are methods of how we approach to the tasks and how we do. Active experimentation type, approach to tasks by actively doing the actual experiments. While observation and reflection approach to experiences by watching others throughout the tasks, and reflect on the situation. Based on the four elements, Kolb defined four distinct definitions of learning styles: diverging, assimilating, converging and accommodating (Kolb 1984). Diverging type has the elements of concrete experience and observation and reflection. Diverging type of people performs better in situations where creation of ideas needed, and collecting information. They look at things...
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...[pic] Australian School of Business School of Banking and Finance FINS 5516 International Corporate Finance Course Outline Session 1, 2010 1. Course Staff 3 1.1 Communication with Staff 3 2. Information about the course 3 2.1 Teaching Times and Locations 3 2.2 Units of Credit 3 2.3 Parallel Teaching in the Course 3 2.4 Relationship of This Course to Other Course Offerings 3 3. Course Aims and Learning Outcomes 3 3.1 Course Aims 3 3.2 Student Learning Outcomes 4 3.3 Approach to Learning and Teaching 5 3.4 Teaching Strategies 5 4. Continual Course evaluation and Improvement 5 5. Learning Assessment 5 5.1 Formal Requirements 5 5.2 Assessment Details 5 5.3 Assignment Format 6 5.4 Assignment Submission Procedure 6 5.5 Late Submission 6 5.6 Special Consideration and Supplementary Examinations 6 6. Academic Honesty and Plagiarism 7 7. Student responsibilities and conduct 7 7.1 Workload 8 7.2 Attendance 8 7.3 General Conduct and Behaviour 8 7.4 Keeping Informed 8 8. Student Resources 9 8.1 Course Resources 9 8.2 Other Resources, Support and Information 9 9. Course Schedule 12 1. Course Staff A/PROF. DONGHUI LI Office: ASB 342 Email: donghui@unsw.edu.au Tel: 9385 5873 1.1 Communication with Staff Consultation Hours: Friday 9:00 –11:00 Outside these times, meetings are by prior appointment only. E-mail the staff in question and arrange a mutually convenient time. Teaching staff will only respond to...
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...Introduction TRA is an acronym that means Transfer, Retention and Application. TRA could be done using ADVISE model. ADVISE is an acronym that means: • A for analytical learning. • D for Descriptive learning. • V for Visualization of ideas. • I for Interactive assessment. • S for Split testing. • E for Experiential learning. TRA Transfer Knowledge is being transfer to the student using different methods as video and case studies and presentations. Presentations and videos are powerful tools that helped me in the past to gain the knowledge I need. Retention Group discussion in my opinion is useful method that helps retaining knowledge and information. Application I found through practice the best way to retain knowledge is to apply it in real situation or teaching it to others. ADVICE Model I recently encountered at work an incident that I had to investigate the reason for failing proficiency. Using Root cause analysis method (RCA) I first analyze the steps being involved in processing the proficiency samples starting from receiving to reporting the results to NYSDOH. I also had to interact with the people who handled the specimens. I found out the specimens was stored correctly upon receiving than was ordered in the system and labeled correctly. I looked at all variables that could affect testing process, from temperature, human error, reagents and quality controls. I questioned the technologist who ran the specimen on the steps he did to analyze the specimen...
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...curiosity, creativity and self-discovery. Students are learning through whole group lessons in the direct instruction strategy, encouraged to observe and problem solve through indirect instruction and are stimulated to engage themselves in the active learning experiences of experiential instruction. Teachers are challenged to incorporate the most beneficial means of instruction for each lesson so that the students in their classes become higher-order thinkers, able to apply all they have learned to each new experience in their life. Direct Instruction: Teacher-initiated and directed whole class learning (Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., Brown, A. H., & Miller, D. E., 2013, 348). The direct instruction strategy is a common method of delivering content, usually fundamental knowledge, to the whole class at one time. The learning objectives are typically built upon sequentially, moving through a set path of steps in order to get to the final objective. This method of instruction is beneficial to the teacher because it requires less preparation time, the teacher maintains the attention of the class and the objectives are reached in a timelier manner than that of the indirect or experiential instruction, where students are encouraged to take their time discovering the different aspects of the lesson. Indirect Instruction: Students are drawn to learn, seeking information and knowledge for themselves through significant, functional, and thorough means...
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...I. Student Information Student Name (include Maiden): ___________________________________________________________ Student ID #: ______________________ Mailing Address: __________________________________________ City__________________________ State___________ Zip_______________ Phone: ______________________________________ Liberty Email: Major: ____________________________ Class Year (JR/SR): _____________ Have you ever been convicted of a felony (yes or no)? : __________ Internship Semester: ______________________ Course: ____________________ Credit Hours: __________ Required Work Hours: ____________ II. Department Information Department: _________________________________________________ Email: III. Internship Organization Information Organization: _____________________________________________________________________ Website: _______________________________ Organization’s Mailing Address: ____________________________________ City______________________ State_________ Zip_______________ Supervisor: _________________________________________________________________ Title: ________________________________________ Phone: ___________________________________ Email: _________________________________________________________________________ Internship Start Date: _________________________ Internship End Date: _________________________ Total Hours: ______________________ Is this position (please check one): Unpaid Paid If paid, what is the amount of your compensation? $____________________________ ...
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