Case: Auto’s in de lucht?

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Porsche werkt samen met Boeing

10-11-2020 404 views 0

Auto’s in de lucht?

De doorbraak van de vliegende auto laat al jaren op zich wachten.

Porsche en Boeing willen daar verandering in brengen. De bedrijven werken aan een elektrisch vliegtuig dat verticaal kan opstijgen en landen.

Het gaat prima bij Porsche. Goed genoeg om voorbij de eigen markt te kijken. De bouwer van de iconische Porsche 911 richt de blik op de hemel. Naarmate steden verder dichtslibben, wil de rijke klanten niet alleen een fraaie en snelle auto, ze willen vooral ook tijdig op de bestemming komen.

Lees het artikel van RTL Nieuws en beantwoord de vragen.

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Assignments for students

1.1 What are the main reasons for developing a flying car?

1.2 What does Detlev von Platen mean with ‘the third dimension’?

1.3 How will Porsche involve Boeing in his plans?

1.4 Who will develop the proto-type?

2.1. Search on the internet information about Porsche and Boeing. Compare their marketing strategy and their sales strategy. Why do you think Porsche asked Boeing for cooperation?

2.2 What can Boeing do for Porsche? And how?

2.3 Search information about Aurora Flight Sciences and summarize the information you have found in approximately 200 words. Explain how Aurora Flight Sciences is involved.

3.1 Think about another possible alliance between two big concerns. Which alliance would you suggest to do? Example: Ocean Clean up – plastic processing companies.

3.2 Substantiate your choice with arguments.

3.3 Make a convincing elevator pitch of appr. 2 minutes.

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.

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.

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.

Student-led class discussion | Dialogue

A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.

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.

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Susanne Dengler

International Business Studies | Editorial member