Case: A2 | Choose your role

**

Export Consultant

24-01-2021 328 views 0

A2 | Choose your role

Before you start building an export-marketing plan, you’ll first have to decide from which perspective you’d like to carry on your work.

Therefore you’ll have to do some research so that it is perfectly clear from which perspective you are going to carry out the other activities of the program.

Difficult? Well, maybe. It is there for absolutely necessary to keep track of all the sources you’re going to use for this assignment. If you’re smart, don’t clear your browser history and do make notes. It helps you to look back at your path and strategies along the way. Cheeting? That’s not for pro’s.

Don’t copy-paste stuff from the internet. We want to hear your unique story. You’ll be in charge, so make your choices and get ready for your international adventure.

Which standards apply?

The main duties and responsibilities are mentioned.
Some personal skills are compared with the skills necessary for this specific role.
All questions are answered in Business English.
A valid source reference is included.

Tags:

export management

Share:

0

Assignments for students

1.1 Explore the internet and find out what an Export Consultant does.
Again, please keep hold of the webpages you are visiting. In the end you will be asked to share some of the most useful pages.

2.1 Once it is clear to you what duties and responsibilities an Export Consultant has, take a look in the mirror and explain if this role might be a considerable match. You do this by answering the questions. Just send the results to your teacher.

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Case: A2 | Choose your role | Export Consultant

* required fields

Step 1 of 2

Your name*

First Last

Your email*

Are you responding on own behalf or on behalf of a group (of students)?*

On my own behalf

On behalf of a group (of students)

Enter the first and last names of all group members

Recommended by teachers

Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Learning discussion (or evaluation or discussion method) | Dialogue

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Lecture method | Content-based

Suitable for the structuring information, orientation, establishing links with other subject matter, providing explanations for difficult study material.
Beware of the decrease in learning efficiency 5 minutes after starting.

Storytelling | Content-based

Presentation of poems, eye-witness reports, etc. The more authentic, the better.

Teacher-led class discussion | Dialogue

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

Word web (or mindmap) | Group activity

A topic or problem definition is written on the board.

Together in small groups, students create a word web by association. In this way, they add words which fit in with the central theme, pointing out what the relationships are (e.g. elements which link them to each other are given a specific colour). Everything is written down clearly and legibly.
After the group session, each word web is explained to the rest of the class by a representative of the group.

Edvard Spaapen

Editor of content during development stage