Assessment 2 Project The lecturer's objectives for this assessment: Gain an understanding of themarketingconcept [e-book] and unit materials in section 1 and 2. Synthesise theories and concepts and...

Assessment 2 Project The lecturer's objectives for this assessment: Gain an understanding of themarketingconcept [e-book] and unit materials in section 1 and 2. Synthesise theories and concepts and develop a holistic understanding of marketing. Develop desktop publishing skills. Contribute to the collective learning of the 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 [of themarketingconcept [e-book] sections 1 and 2 and your lectures). 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. At academic conferences there is generally the opportunity to 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] - we will provide this opportunity in week 13. Students should demonstrate their knowledge of section 1 & 2. This would include 1] the marketing concept [i.e., the giga concept of marketing] and 2] the 3 mega-concepts [the buyer decision process, the total product concept, and the circle of satisfaction]. Moreover, students should ensure that all three time-zones of the buyer are reflected in the poster. To do this, students should select a product [may be an organistion, for example, Ikea] and outline the consumers' journey through the buyer decision process. Mobile phones are banned for this semester. 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. Students may re-enlist a fictional consumer as a 'typical consumer' for this product. The poster may be a B2B or B2C product or organisation. Students may select a product of personal interest [for example if you are a musician you may choose the purchase of a guitar). Importantly, the primary objective is to demonstrate knowledge of the unit material [80%] not knowledge of a product [20%].