Case: Influencer marketing gouden troef?

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Inspiratie is key, ook tijdens Corona

17-07-2020 367 views 1

Influencer marketing gouden troef?

Mede als gevolg van de coronacrisis zitten mensen nu massaal online, op social media en kijken naar influencers voor inspiratie, entertainment en houvast. Tegelijkertijd zitten we in een tijd van onzekerheid. Voor merken geldt: Een sterk concept mét gevoel voor de situatie is cruciaal. Je slaat al snel de plank mis... Zo moest KFC zijn 'Finger Linkin' Good'-campagne snel stoppen.

Het gaat er niet alleen om dat je de plank kunt misslaan. De consument verwacht nu zelfs dat merken hun steentje bijdragen. Maar gelukkig kan met een goed concept zowel een goede relatie met de consument worden ontwikkeld en hem of haar tot aankopen te enthousiasmeren.

> Lees het volledige artikel van John Melemans op Marketingfacts.nl, een van de meest populaire marketingblogs in Nederland.

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Assignments for students

1.1 What is meant by ‘digital shift’?

1.2 Can you recall the main reasons why influencers seem to have an increasing importance in marketing?

1.3 What examples of influencer-marketing do you know yourself? List at least two examples.

1.4 What are the main similarities between Honig and Chipotle?

2.1 How would you characterise the communication mechanism in the mentioned cases (Honig and Chipotle)?

2.2 Based on what you know, how would you explain the acclaimed success of the Honig initiative?

3.1 What do think are the main characteristics of an effective influencer-marketing approach? List the characteristics you think are most critical for success.

3.2 Can you think of an original alternative for the Finger Lickin’ Good campaign, using influencer-marketing techniques? Write down a script using keywords.

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?

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.

Peer-tutoring (or partner group activity) | Group activity

A student gives a lesson to a fellow student; this can be done in any number of ways.
Afterwards, the student-teacher receives feedback after which, if required, the roles can be reversed.
It is recommended that control questions are asked to analyse the critical parts of the lesson!

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