Case: Van bier naar handgel

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Zo helpt Bavaria mee met de productie van zeep

18-06-2020 561 views 1

Van bier naar handgel

De Nederlandse bierdrinker neemt het ervan: nu hij thuiszit, schakelt hij over op speciaalbiertjes. De brouwerijen schakelen echter ook over. Met Bavaria voorop produceren ze nu hand-alcohol en vloerontsmetter.

Wietse van den Bogaard, hoofdbrouwer van Bavaria:
Dit spul heeft een alcoholpercentage van tachtig procent. Dat is heel wat anders dan de twintig waar brouwers aan gewend zijn.

Lees het volledige artikel uit De Ondernemer en bekijk de video.

Tags:

business development | marketing

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Assignments for students

1.1 How would you describe the sudden turnaround from brewing beer to the production of hand sanitizer? Use the correct jargon.

1.2 In both the article and video a few 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 are mentioned why Bavaria was able to produce hand sanitizer in such a short period of time. Which three characteristics are in favor of the sudden turnaround?

1.3 Are there any other examples of product diversification as a result from an emerging change, such as the coronacrisis? List at least two examples.

2.1 In the video mr Wietse van den Boorgaard claims that the Bavaria sanitizer needs to meet the WHO-standards. Write down a list of valid WHO-criteria, keeping this sanitizer product in mind.

2.2 Which problems will companies be facing, when a new product is being introduced in a very short period of time? Write down at least five critical issues.

2.3 Bavaria is hiring distribution partners in order to get the product to the end customers. Why is this necessary? Please explain your answer.

3.1 Can you formulate at least five potential wholesale parties, possibly interested in the Bavaria sanitizer?

3.2 Bavaria foresees that alcohol based sanitizer products will have lots of potential in the future. Could you come up with two useful sources that confirm or reject this prediction?

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

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.

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.

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.

Storytelling | Content-based

Presentation of poems, eye-witness reports, etc. The more authentic, the better.

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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Walter Baart

International Business Studies | Editorial member