Case: Dit is toch niets voor jongens?

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Van slachtoffer van pestgedrag tot grote winnaar

14-01-2021 196 views 0

Dit is toch niets voor jongens?

Stef Smits loopt al sinds zijn vijfde graag op hakken.

Iets wat niet iedereen begrijpt en waar hij soms mee wordt gepest. Gelukkig trekt de 9-jarige zich er weinig van aan. Sterker nog: hij is dolgelukkig, want hij is door schoenenmerk Feraggio benaderd om zijn eigen paar hakken te ontwerpen. “Een droom die uitkomt.”

Lees meer in dit artikel van RTL Nieuws.

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Assignments for students

1.1 First, describe the steps that Stef has taken since his first encounter with heels till his current age. Write these down or make a scheme; it is essential to make a summary.

1.1.1 What was Stef’s first source of inspiration?

1.1.2 What role did his mother have in this?

1.1.3 According to you, what does that say about Stef’s upbringing?

Please motivate all answers with arguments.

1.2 How did the Feraggio company get to know Stef? And why is Stef a person of interest to this company?

1.3 How did Stef come by his fame?

2.1 Look at this photo, published by RTL Nieuws. What is your first impression of Stef? What are the first feelings that come to mind while seeing the photo? Discuss these in a small group and write them down.

2.2 How does Stef’s story relate to bullying? Discuss this in the group and write down your findings and conclusions.

2.3 List an example of prejudice in business, f.e. in case a company selling or promoting a product that is seen as strange or extraordinary.

2.4 Analyse Stef’s Instagram profile. Based on this, what can you tell about:

The structure of the site
The content, such as photo’s and other media
Its information
The marketing principle

2.5 Now, find information about Fred van Leer, a personality Stef really would like to meet.

2.5.1 Why did Stef want contact with Fred explicitly?
2.5.2 Why is Fred van Leer a personal brand?
2.5.3 Describe the Fred van Leer brand and briefly explain what the brand is selling to the public.

2.6 Overall, do you think Stef is doing well as a young entrepreneur? Based on your research so far, what could he do better?

2.7 Stef says: “I want a TV-program about boys wearing heels.”
According to you, how realistic is this ambition? Motivate your answer with clear arguments.

3.1 Go to AliExpres and/or Wish and list at least five products that you would personally qualify as ‘bizarre’. What is the target audience for the listed products? In other words: Who are the people that will buy these products?

3.2 Make a draft for a TV-show “Boys in heels, girls in handyman suits.”

3.2.1 According to you, what would the main target audience for this TV-show?

3.2.2 Come up with a format for the TV-show, titled “Boys in heels, girls in handyman suits.” According to you, how would the program be structured? You are free to use examples from existing programs founds on social media and television.

3.2.3 Record a short advertisement video / trailer for this new show.

3.3 Stef is now designing his own heels. What product would you like to design yourself? Please explain why this product suits you, explain the target market and list methods to promote the product.

Core assignments for students

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?

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.

Simulation game | Cooperative learning

Role play with a well-defined structure. Conditions and requirements are attached to the roles. Because of its more theme-related nature, students feel less inhibited; more targets are attained with a cognitive focus.
For example: training for sales techniques, telephone enquiries, etc.

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