Case: B2 | Market sector opportunities

*

Any pro’s and cons, anyone?

15-08-2024 301 views 0

B2 | Market sector opportunities

Influencer marketing requires a budget and only works if you have a well-thought-out plan.

Whether it is wise to use an influencer depends on many factors. Who do you want to reach? How much budget do you have? Does the influencer match your company, and does your company match the influencer?

Using macro-influencers can be quite expensive. For example, NikkiTutorials reportedly charges €25,000 for a single Instagram post. Fortunately, nano-influencers (people with 100-500 followers) are on the rise – they charge much less.

In this assignment, you will explore different market sectors to find opportunities for Influencer marketing.

What to do:

Choose at least two, and up to three, market sectors where you think Influencer marketing can be successful.
For each sector, name two example companies that could benefit from Influencer marketing.
For one of these sectors, list the pros and cons of using Influencer marketing.

Final Task: Select one market sector that you believe is the best fit. You will use this sector as the basis for your future assignments.

Tags:

influencer marketing

Share:

0

Assignments for students

What to do?

Choose at least two, and up to three, market sectors where you think Influencer Marketing can be successful.
For each sector, name two example companies that could benefit from Influencer Marketing.
For one of these sectors, list the pros and cons of using Influencer Marketing.
Final task
Select one market sector that you believe is the best fit. You will use this sector as the basis for your future assignments.

Criteria

1. Number of sectors

Pass: The student explores at least 2 market sectors where Influencer Marketing could be successful.
Merit/Distinction: The student explores 3 relevant market sectors that fit the task well.

2. Understanding of pros and cons

Pass: The student lists basic pros and cons for one of the sectors. The reasons are simple but clear.
Merit/Distinction: The student provides a detailed and well-thought-out list of pros and cons, showing a good understanding of the sector and how Influencer Marketing would work within it.

3. Clarity and structure

Pass: The student follows the structure provided in the example, making the work easy to understand.
Merit/Distinction: The student follows the structure clearly and organizes the information in a way that makes the analysis stronger and easier to follow.

The following example can be used as a guide to create work following the same structure and approach.

Airline companies

KLM-Air France
Ryanair

Pros:

Wide reach: Global audience.
Travel inspiration: Influencers can create engaging travel content.
Brand loyalty: Frequent flyer programs can be promoted.
Customer experience: Influencers can highlight superior service.

Cons:

High costs: Expensive to sponsor travel.
Logistics: Coordinating travel schedules.
Authenticity issues: Perception of paid promotions.
Limited influence: Travel decisions often driven by price, not influencers.

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.

B2 | Market sector opportunities

* required fields

Step 1 of 2

LinkedIn

This field is for validation purposes and should be left unchanged.

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

1st Market sector that presents significant opportunities for Influencer Marketing, according to you*

Text field for sector name

Describe the key opportunities within this sector*

Text field for opportunities

What are the main challenges that could impact success in this sector?*

Text field for challenges

2nd Market sector that presents significant opportunities for Influencer Marketing, according to you*

Text field for sector name

Describe the key opportunities within this sector*

Text field for opportunities

What are the main challenges that could impact success in this sector?*

Text field for challenges

3rd Market sector that presents significant opportunities for Influencer Marketing, according to you

Text field for sector name

Describe the key opportunities within this sector

Text field for opportunities

What are the main challenges that could impact success in this sector?

Text field for challenges

Analyse | Which sector is the most promising?*

Which market sector do you believe has the most potential? Explain your reasoning.

Assessment Criteria | Number of market sectors mentioned

Do you think your work meets the following criteria? (Check what applies)

Pass - Identifies 2 relevant market sectors.

Merit/Distinction - Identifies 3 relevant market sectors.

Assessment Criteria | Analysis most promising sector

Do you think your work meets the following criteria? (Check what applies)

Pass - Provides a basic explanation of the most promising sector.

Merit/Distinction - Provides a detailed and well-supported analysis of the most promising sector.

Do you want to add any other information, relevant relevant to this assignment? If so, keep it short.

Recommended by teachers

Brainstorming | Group activity

A clear problem definition marks the starting point.

In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.

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.

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

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?

Problem-based learning | Cooperative learning

Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.

Comment? Cancel reply

You must be logged in to post a comment.

Editor of content during development stage