Professional Documents
Culture Documents
About Stephen
12 years marketing and management teaching experience Range of industries engineering, telecommunications, TV&Film, gambling sector and education CIM qualified and an MA in Strategic Marketing MSc in Renewable Energy Technology Cranfield University Currently undertaking my PhD in Economics & Marketing Ex-CIM examiner and moderator for Diploma and Post-Grad Currently Examiner and Moderator for CMI (Chartered Management Institute) Currently an external examiner for Royal Holloway, University of London Mathematics & Statistics plus International Business Run my own marketing training & consultancy business
LCA/ARU/Class Guidelines
Harvard Referencing approach please Has to be your own work Research thoroughly Avoid plagiarism most serious offence Meet the deadline no extensions Be on time to class Attend class 100% of the time Question the tutor Question eachother Be respectful and polite to one another Contribute in class Participate in debate
Examiner Comments
Weaker students ignored the command words i.e. Critically evaluate, critically analyse, develop, justify Allocation of word count was not appropriate for the grades awarded in some cases New material added in report that was not justified or referenced/sourced appropriately try to avoid making unsupported comments Some material used in the report was not contextualised to the organisation
Learning Outcomes
Demonstrate a broad appreciation of the need for information in global management Describe the role of information in the overall management process Explain the concept of knowledge management and its importance in a knowledge-based and global economy
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Violence is the last refuge of the incompetent Salvor Hardin in Isaac Asimovs novel, Foundation
An organisation dedicated to predicting and reshaping the course of human history using a statistical method called psychohistory. Psychohistory - Once a reality, now a real possibility.
Researchers are now demonstrating the power of this technique in forecasting how conflicts will develop and end.
Information
Good information is the raw material used by management in deciding a companys policy and day to day operations
(Chisnell 2001)
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Information Value
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Activity
I buy mineral water. What need am I fulfilling?
Write down as many as you can think of Think about the context in which a person may buy water.
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Key information
Information on customers Information on other organisations Information on the environment
Use information in an integrated manner rather than in isolation Better informed judgement should result in better decisions What are some of the problems associated with information?
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1. Market analysis
Market size Market profitability Market growth trends Main products in the market Customer attitudes and buying behaviours Major competitors and market shares Distribution patterns Marketing strategies used in the market
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2. Product Research
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3. Pricing Decisions
Competitor product prices Consumer attitudes to price What would they expect to pay? What would they be prepared to pay? Cost/price/volume what quantities are likely to sell at different price levels?
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5. Sales decisions Sales territories Sales personnel efficiency Sales statistics Sales forecasts Sales incentives
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Types of information
Descriptive What, where, when? Comparative How? Diagnostic? Why? Predictive? What would happen?
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Knowledge Management
Knowledge information in peoples minds (tacit)
People Customers Information systems
Explicit knowledge company knows it has Tacit knowledge not documented, invisible, intangible Barriers to developing, keeping and using intellectual capital Facilitating knowledge sharing & management
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Market Research
The collection, analysis and communication of information undertaken to assist decision making in marketing (Wilson 2003)
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Activity
Choose a) A charity b) A supermarket Discuss all areas of research that may be relevant to them Identify all questions you feel might need to be answered through research in each case
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Informed Consent
Informed consent is a persons autonomous authorization to participate in research (Beauchamp & Childress, 2001). Informed assent is normally used where children are minors (under the age of 16). The elements of assent are described as information, comprehension and voluntariness (Belmont Report, 1979). It is generally agreed that children aged 7-12 years do have the cognitive capacity to judge information concerning their participation in research (Helseth & Slettebo (2004) although it is recognized that some children and adolescents may have limited capacity and decision making abilities and, as such, assent and not consent would apply in this context (Lind et al, 2003). The environment in which informed consent is given will also influence how and why consent is agreed.
Informed dissent
It is important also to remember that consent is not an event but a process (Alderson, 1998) and that even when, as a researcher, you have obtained consent this consent must be on-going Passive consent or informed assent is not the right to choose between A and B but the right not to participate (de Meyrick, 2005). Helseth & Slettebo (2004) allow participants to use yellow and red cards to express their feelings. As children often find it difficult to verbalise dissent, if they are asked about something they do not want to discuss (if they feel uncomfortable) they can give a warning by holding up a yellow card. If they do not want to discuss an issue or want to end their participation they can hold up the red card.
Covert Research
Researchers, however, can manipulate consent and this has been described as covert research by Homan (2001). Once a researcher has a signature on paper to agree to the respondent being involved in the research process the researcher (and not the participant) is protected from any risks or outcomes as a result of the study Covert research is also akin to the Pontius Pilate Plight described by Walters (1989: 958). A researcher can conform to the formal role procedures of researching but can wash his/her hands of the responsibility of what follows the research because they obtained assent/consent and, as such, were honest and open about what the research involved
Summary
Autonomous authorization Consent is not an event but a process Using pseudonyms being aware of when confidentiality should be breached Access to the data Responsibility for the participant? State role in the environment Not using data beyond the period of the project without express permission