Case: Ober, (g)één Corona graag!

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Dezelfde naam als een ziekte! Help!

18-08-2020 782 views 2

Ober, (g)één Corona graag!

Zou biermerk Corona van naam moeten veranderen, nu het kan worden geassocieerd met het virus? Interessante vraag volgens Frankwatching, het blogplatform voor iedereen die zich bezighoudt met of interesse heeft in marketing, communicatie, social media en tech. De meerderheid van de reagerende Frankwatching-lezers geeft aan dat Corona een sterk merk is dat z’n naam beter kan behouden. Naast de interessante inzichten uit die poll, is ook onderzoek gedaan naar het merk. In dit artikel lees je meer over de (wellicht verrassende) resultaten.

Lees het volledige artikel op Frankwatching.

Tags:

branding | marketing

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Assignments for students

1.1 The majority of the 550 respondents of the poll conducted by Frankwatching, would keep the Corona brand name as is. Now, the article claims this as being ‘common sense’. Is this a factBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more or an opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more? Please motivate your answer.

1.2 Some statistics are shown in the article. Have a look at figure 1. According to you, what does figure 1 point out?

2.1 Have a look at figure 2; these statistics are claimed being based on the Brand Resonance Model. You might as well study Keller’s Brand Resonance Model before you continue. Now, in what extent do you agree with the conclusions mentioned in the article?

2.2 What do you think of the quality of the evidence given, used to support the article’s conclusions? Please refer to factsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more rather than your own opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more.

3.1 In the article, Corona beer is claimed to have serious brand issues. Certainly when the Covid-19 crisis lasts a longer period of time. Summer, lemon, lime, freshness… These associations seem to have altered. Taking all the above into account, what do you think is the best brand strategy for Corona: does the brand has to change its name?

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.

Buzz groups | Group activity

Students hold a short discussion (e.g. 5 minutes) per group in a low voice so not to disturb the others.
A reporter (appointed by the teacher or students) reports back the findings and various standpoints from his/her group.

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.

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.

Three-phase interview | Group activity

The teacher formulates questions, which are answered by pairs each time. Student A interviews student B about the question. Afterwards, student B interviews student A.
A subsequent round follows in a group of four students. Each person tells the others what the outcomes of their interview were. A explains what B said, etc.
This is concluded with a class discussion.

Example: Say you wanted to live on your own: what would be involved?

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Edvard Spaapen

Editor of content during development stage