Case: B3 | WaterCamp

*

WaterCamp | Profit out of inflation

31-03-2022 258 views 0

B3 | WaterCamp

WaterCamp is a brand of MIXED Industries, a company based in The Netherlands and currently exporting products to 50+ countries. The brand for this specific businesscase is named WaterCamp.

WaterCamp creates unique inflatable water parks with separate components that can be combined to a complete water park. Just watch this video, showing the WaterCamp experience at De Kempervennen.

WaterCamp offers the possibility to create unique modules. As a result, possibilities are endless. WaterCamp is able to offer a water park tailored to almost any situation. WaterCamp can change colours, design special shapes, unique components or letters.

WaterCamp also offers complete parks ranging in difficulty and challenge. The layout, flow and crowd management has been designed by WaterCamp.

Jos van Dal, COO of MIXED Industries, would like you to investigate new export opportunities to countries where MIXED Industries and/or WaterCamp are not yet active. As volume is an important factor for success, the company management suspects that South Africa, New Zealand or Australia could offer interesting export opportunities. Entering these markets in the same period of time is not an option.

The company’s culture is very much hands-on. So at the end, the management expects you to come up with a crystal clear export-marketing plan, focusing on the country of which you think chances are at its best.

Tags:

export management

Share:

0

Assignments for students

First of all, do some proper research. Discover what the company is about. Have a look at the activities around the WaterCamp brand and get to know the product specifics of the car cleaning product line. Don’t stare to just one product; have a look at the whole range of products.

Second, put together a debrief by answering the questions. This technique, originated in the military, is designed to prove that you’ve understood the business case.

Which standards apply?

The debrief should be concise and to the point.
The product line itself is described in its bare essentials: the valid range of product(s) are mentioned.
Answers should demonstrate the value and benefits the project possibly brings to the company.
Answers should demonstrate personal motives to opt (or not opt) for this specific business case.

You can do all of the above by answering the questions. Just click the Core-tab above and 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: B3 | WaterCamp

* 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