The Unit Guide supports delivery of this unit of competency. It: 1. Provides teachers with advice to facilitate learning, and to collect and assess evidence for reporting achievement of the unit of competency; 2. Supports Institute and teacher compliance with AQTF standards; 3. Informs course planning, monitoring and continuous improvement, and outcome reporting; 4. Provides learning and assessment information for students through the Student Assessment Guide(SAG).
Teachers and other users may select and print one or more sections, or select and print the whole unit.
Part Contents You will find information, such as: 1 Introduction • Unit Purpose • Grading • Nominal delivery hours • Early warning(“key alerts”) of issues important for delivery of training and evidence collection 2 Unit of Competency information • The complete text of the unit of competency. This may be from a training package or be a locally developed unit by TAFE NSW or other RTO. The definitive source of training package units is the National Training Information Service database www. ntis. gov. au 3 Assessment Information
Web links to generic “Policy & Guidelines”. • Guidelines for the collection of sufficient evidence for the learner’s achievement of the unit of competency • Suggested tools for evidence collection in different training and assessment contexts • How to record and report the outcomes of assessment of a learner’s evidence 4 Delivery Information • Web links to generic “Policy & Guidelines”. • Strategies for learning facilitation for students in different training contexts, including strategies for integrated delivery • OH & S and Environmental protection issues
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Delivery in specific contexts 5 Resources • Teaching and learning resources: books, electronic media, Internet and Intranet resources • Teacher and assessor requirements • Physical resources • Student purchases 6 Administrative Data • Data for program planning, monitoring and outcome reporting • Copyright 1. INTRODUCTION 1. 1 Unit Purpose On successful completion of this unit you should be able to: 1. Identify market research needs 2. Define market research objectives 3. Define data gathering approaches 4. Develop marker research plan.
Hours Nominal Student Teacher Hours: 30 Nominal Student Hours: 30 Duration Comments 1. 4 Key Alerts 1. 5 Enrolment Requirements 2. UNIT OF COMPETENCY INFORMATION 2. 1 Unit Descriptor 2. 2 Elements of Competency and Performance Criteria 2. 3 Range Statement 2. 4 Evidence Guide 2. 5 Pre-requisites Combiner Unit Code Name 2. 6 Co-requisites Combiner Unit Code Name 2. 7 AQF Unit Level Level: 2. 8 Unit Weighting Weight: 0 2. 9 Additional Information from the Training Package 3. ASSESSMENT INFORMATION
Teachers are required to be aware of all policies and guidelines, AQTF standards and legislative requirements for assessment of this unit of competency. These policies and guidelines can be accessed from the Policies & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide (Writer’s Manual) website at: //detwww. det. nsw. edu. au/tsss/edusyssupport/cis/unitguide/poliguid/index. htm This unit can be delivered and assessed with any of the core units in the Diploma of Marketing BSB51207, i. e.
BSBMKG501B Identify and evaluate marketing opportunities; BSBMKG502B Establish and adjust the marketing mix; BSBMKG507A Interpret market trends and developments; BSBMKG514A Implement and monitor marketing activities; BSBMKG515A Conduct a marketing audit. Each of these use marketing research as an input. To assess this unit the learner and trainer should have access to a workplace or simulated workplace as well as appropriate documentation and resources normally used in the workplace. This unit could be assessed on its own or in combination with other units relevant to the job function (see above for co-assessment opportunities).
... illegal photocopying of textbooks and any other materials by students. Students are forewarned of the consequences and the penalty that ... system document for detailed usage. Fieldwork Clause (where applicable)Students are reminded of the importance to consider their personal ... they are "caught in the act". Mode of Referencing Students are advised to incorporate proper academic modes of referencing. ...
Assessment tasks may be designed to include more than one unit however completion of each unit must be reported individually. Assessor judgement and holistic assessment are emphasised in this unit. The focus is the clustering and integration of areas of knowledge, skills and attitude against the unit purpose, rather than on a checklist or atomistic approach. Teachers, trainers and assessors should be mindful of the background and needs of individuals of any target group when preparing students for assessment and during assessment activities.
In particular, the teacher, trainer and/or assessor should ensure that assessment practice is gender inclusive, does not disadvantage students of non-English speaking background and does not disadvantage students with disabilities. Assessment practices should also cater for the particular workplace characteristics and needs of worker students. An assessment plan should be developed for this unit that specifies the assessment strategies that will be used and how these strategies link to this unit of competency. Additionally, recognition strategies should be specified when planning assessment.
Reasonable Adjustment The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat people with a disability less fairly than people without a disability. In the context of this unit, the principle of Reasonable Adjustment is applied to ensure that participants with a disability have equitable access to all aspects of the learning situation. For assessment, this means that artificial barriers to their demonstrating competence are removed. Examples of reasonable adjustment in assessment include: – provision of an oral assessment, rather than a written assessment – provision of extra time
– use of an interpreter – use of adaptive technology. The focus of the adjusted assessment should be on enabling the participants to demonstrate that they have achieved the unit purpose, rather than on the method used. 3. 1 Guidelines for the collection of sufficient evidence The gathering, collection and recording of all evidence must meet the Australian Quality Training Framework requirements. Sufficient evidence must be collected to determine a student’s competence (i. e. to the standard expected in the workplace).
... -Baker, F. and Holm, A. Engaging faculty and students in classroom assessment of leraning. New Directions for Community Colleges, (126), ... ; Holm, 2004). The full engagement of faculty and students in the assessment process is vital, and through CATs, the faculty are ... can move from mere academic discourse to an authentic assessment of student learning. Best illustrated by the steps taken at Parkland ...
This should be made up of direct, indirect and supplementary evidence that is collected in a workplace or simulated workplace environment. Assessment of this unit requires the assessor to make a judgement that the unit of competency has been achieved in accordance with the specifications shown in this document. To fully comply with the Australian Quality Training Framework (AQTF) the assessor needs to compare a student’s evidence with the elements of competency, the associated performance criteria, the range of variables statement and the evidence guide from the unit of competency.
See Section 2 of this Unit Guide for details. 3. 2 Suggested Assessment Strategies Strategies used must ensure that assessment is fair, valid, reliable and consistent and should be gathered on a number of occasions, in a variety of contexts and situations. The strategies chosen should suit particular workplaces and student needs. Sufficient evidence must be collected to determine a student’s competence. This should be made up of direct, indirect and supplementary evidence that is collected in an appropriate workplace or simulated workplace environment.
Evidence collection should occur in a workplace wherever possible. Suggested assessment strategies should include: Direct Evidence Sources: An observation of the student in a workplace, a simulated workplace or both (eg. practical demonstrations, practical tests, skills challenges, role plays).
Indirect Evidence Sources: Other evidence students provide from a workplace – (eg. third party reports, work projects, workplace documents, skills books/journals) Supplementary Evidence Sources: Other evidence students provide to verify their ability – (eg.oral questioning, interviews, written questions, assignments, projects, case studies, video, photos, personal statements).
... David Rothenberg when he says that the web is ruining student's research papers. If I was a collage professor and I ... them from learning what is required. If two students were to do a research paper and debate each other, would you think ... loss of originality, laziness, and students reading less. While students are in collage, they do many research papers on certain topics. Most of ...
Note that the three evidence sources shown above can also be used when developing a recognition strategy. The strategy developed should be structured to minimise time and cost for both assessors and students while ensuring that competence is currently held regardless of how, when or where the learning occurred. Assessment resources provide a means of collecting the evidence that assessors use in making judgements about whether students have achieved competency.
In some cases, assessors may use prepared assessment materials or alternatively, may develop their own assessment materials to meet the needs of their clients. If using prepared assessment materials, assessors should ensure that the materials are benchmarked, or mapped, against the current version of this Unit of Competency. This can be done by checking that the materials are listed on the National Training Information Service (//www. ntis. gov. au).
When developing their own assessment materials, assessors must ensure that:
The materials are benchmarked against the selected Unit(s) of Competency in the Business Services Training Package (BSB07); the materials are appropriate to the assessment needs of the client/s; the materials are validated to ensure that assessors can gather sufficient, valid and reliable information to make assessment decisions against the Competency Standards; the materials and processes meet the AQTF Assessment Requirements for RTOs. Where assessors develop their own assessment tools, they need to decide whether to base tools around individual units of competency or the requirements of a job role or task as the focus.
Where the job is used to structure assessment the assessment tool/s covers multiple units. The option of multiple unit assessments is relevant where the tools are being developed for a given workplace. In this case it is essential to identify how competencies are combined and applied to work activities. The intent and content of assessment tasks must relate to the requirements of this unit. Individual assessment tasks should be constructed to ensure the evidence a student provides is a measure of several aspects of competence, ie, task, contingency management and work environment skills as well as simple skill performance.
The assessment tasks should then be administered and marked using consistent criteria that take into account any grading requirements. To meet the requirements of the Australian Quality Training Framework, Registered Training Organisations are required to ensure that assessment tasks are designed and administered, and subsequently reviewed as part of quality improvement processes to ensure that assessment events are manageable, efficient and economical, and that assessment items are fair, valid, reliable and consistent.
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... legislation and a theoretical perspective which supports this research and legislation Planning to meet the care and learning needs of all children ... guidelines help support and allow practitioners to know how to meet and plan for children’s learning and care needs to give ... them the best possible start in life. Care needs have been researched ...
The teacher, trainer and/or assessor should ensure he/she knows the Institute’s policies and practices regarding assessment validation processes. They should also comply with policies relating to assessment records required for internal and external auditing. Communicating Assessment Requirements to Students Teachers must ensure that students are: 1 provided with the Student Assessment Guide for this unit 2 advised of assessment tasks and the assessment timetable for this unit 3 advised of recognition opportunities 4 provided with information pertaining to their rights and responsibilities, including reporting and appeals mechanisms
For this unit it is recommended that learners, for a real product or service, be required to: Use existing documents (such as a marketing plan) and/or exploratory research to identify a market research problem. Define marketing research objectives for this problem Evaluate and select appropriate research approaches to meet the research objectives Develop and present a marketing research plan to meet the research objectives A report is required to be submitted for each of the first two stages. These are then integrated into the third component – a formal research plan, which is to be presented to the learner’s peers.
Discussion, individual feedback and formative assessment should form part of the above. 3. 3 Recording and Reporting of Assessment The following assessment table is a suggested assessment strategy for in class/off job delivery. Teachers can vary this assessment strategy to best meet the needs of the learners, while ensuring that the Unit Purpose is met. Assessment Table Assessment Method/Tool No Assessment Method/Tool Aspect of Evidence Weighting % 1 Report on identifying a marketing research need and define the research objectives Element.
... of company’s marketing environ, objectives, and strats to determine problem areas and opps and recommend a plan of action to improve ... the company’s marketing performance b. Are ... strategies, including both growth strategies and marketing tactics Budgets a. Formal statement of plan in financial terms i. Operating- pro ...
Report on evaluating and selecting appropriate research approaches Element 250 3 Develop and present a marketing research plan to meet the research objectives Element 3 30 3. 3. 1 Criteria for performance level grading To receive a PASS grade the learner must accurately identify a research problem/opportunity and determine research objectives provide sufficient information to support the selection of the research approaches develop a marketing research plan which will deliver the research objectives provide a simple timing schedule on how they research plan will be implemented prepare a written research plan report and present it to his/her peers.
To receive a CREDIT grade the learner must meet all the criteria of a pass grade consult a more extensive number of secondary sources, including some that are difficult to locate and that give greater insight into the research problem/opportunity conduct some primary exploratory research demonstrate superior analytical ability in defining the research problem and objectives and evaluating the research approaches provide a timing schedule on how the research plan will be implemented with an allocation of resources to the project and tasks to personnel prepare a report which demonstrates high level presentation techniques and is accompanied by visual/audio aids
To receive a DISTINCTION grade the learner must meet all the criteria of a credit grade conduct more extensive primary exploratory research not only to define the research problem but to evaluate research approaches. produce clearly superior analysis of the strengths and weaknesses of alternative research approaches and justification of how the selected ones will better meet the research objectives utilise probability theory to estimate the value of the research information present a comprehensive report, complete with contingency plans, of desk-top publishing quality with professional quality audio/visual support for the presentation. 3.
Recognition Recognition of Prior Learning (RPL) is the appraisal of sufficient, valid, and authentic evidence of a person’s existing skills and knowledge to enable judgements to be made on whether competence in the unit has been achieved. RPL is a form of assessment used to determine whether a person has achieved the required level of competence through formal learning, informal learning, work experience or life experience. Students who wish to apply for RPL of this unit of competency must produce evidence that they have satisfied the assessment requirements for this unit, either by previous completion of study or by work based experience.
Applicants for RPL may be required to complete the assessment for this unit. To grant RPL, an assessor must be confident that the person is currently competent in the endorsed industry competency standard. The minimum granted by recognition of prior experience and learning will be the whole unit of competence. Partial recognition of a unit cannot be granted. Teachers should consult with their Head Teacher before proceeding with requests for RPL. 3. 4. 1 Unit Equivalence Arrangements 3. 4. 2 Pre-arranged RPL 3.
Assessment in specific contexts 3. 6 Assessment Requirements for Students Introduction Assessment is a process that will require you to provide evidence that you have achieved the knowledge and skills required in this unit of competency. Successful completion of this unit is based on the assessment of your demonstrated competence in a workplace or simulated workplace environment. How do you complete this unit? You can complete this unit by demonstrating competence. To do this you must provide evidence that you can:
Use existing documents (such as a marketing plan) and/or exploratory research to identify a market research problem. Define marketing research objectives for this problem Evaluate and select appropriate research approaches to meet the research objectives Develop and present a marketing research plan to meet the research objectives. A report is required to be submitted for each of the first two stages. These are then integrated into the third component – a formal research plan, which is to be presented to your peers.
What evidence will you be asked to supply? You may be requested to develop and present a marketing research plan to meet the research objectives. This plan is to contain a statement of the research problem and how it was identified, a statement of the research objectives, the research approaches to be used for collecting the required data and the reasons why these approaches were chosen and a detailed timing schedule for implementation of the research, collection and presentation of the findings.
Your teacher will advise you of the specific assessment requirements for this unit. To receive a PASS grade the learner must accurately identify a research problem/opportunity and determine research objectives provide sufficient information to support the selection of the research approaches develop a marketing research plan which will deliver the research objectives prepare a written research plan report and present it to his/her peers.
To receive a PASS grade the learner must accurately identify a research problem/opportunity and determine research objectives provide sufficient information to support the selection of the research approaches develop a marketing research plan which will deliver the research objectives provide a simple timing schedule on how they research plan will be implemented prepare a written research plan report and present it to his/her peers.
To receive a CREDIT grade the learner must meet all the criteria of a pass grade consult a more extensive number of secondary sources, including some that are difficult to locate and that give greater insight into the research problem/opportunity conduct some primary exploratory research demonstrate superior analytical ability in defining the research problem and objectives and evaluating the research approaches provide a timing schedule on how the research plan will be implemented with an allocation of resources to the project and tasks to personnel prepare a report which demonstrates high level presentation techniques and is accompanied by visual/audio aids.
To receive a DISTINCTION grade the learner must meet all the criteria of a credit grade conduct more extensive primary exploratory research not only to define the research problem but to evaluate research approaches. produce clearly superior analysis of the strengths and weaknesses of alternative research approaches and justification of how the selected ones will better meet the research objectives prepare an analysis outlining the costs of conducting the research versus the benefits of the improved decision making with the research information present a comprehensive report, complete with contingency plans, of desk-top publishing quality with professional quality audio/visual support for the presentation.
DELIVERY INFORMATION Teachers are required to be aware of all policies and guidelines, AQTF standards and legislative requirements for delivery of this unit of competency. These policies and guidelines can be accessed from the Policies & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide (Writer’s Manual) website at: //detwww.det. nsw. edu. au/tsss/edusyssupport/cis/unitguide/poliguid/index. htm .
This section should be read in conjunction with Section 3, Assessment and Section 5, Resources. A range of learning strategies should be used to cater for differences in learning styles. These may include brief modified lectures, group discussions, practical demonstration and student exercises, group work, peer assessment, completion of student work-books and learner demonstration. This unit lends itself to experiential learning. There should be ongoing discussion on the assessment tasks, allowing learners to share their experiences.
Brainstorming sessions on commonly experienced problems may also be worthwhile. It is important that learners receive feedback from each task they complete to enhance learner achievement. Learners should demonstrate by answering questions and participating in discussion that they have the required underpinning knowledge required in this unit. Regardless of the delivery strategy every effort must be made to relate training to the student’s workplace in order to strengthen the connection between the acquisition and application of knowledge and skills.
In particular the delivery strategy should: cater for the needs and circumstances of the learners provide access to recognition processes to allow the current skills of students to be recognised. identify any required gap training that flows from the recognition process adjust delivery strategies according to the outcomes of the recognition process foster the development and assessment of Key Competencies. provide opportunities for students to practice the required skills and gain feedback on their performance. provide opportunities for students to gather evidence of their competence.
arrange for workplace skills development and assessment where applicable. Teachers should also familiarise themselves with the special requirements of particular target groups of students and adjust learning and assessment strategies accordingly. These target groups may include: TVET students existing workers the disabled Centrelink referred people disadvantaged youth Aboriginal and Torres Strait Islanders LBOTE students other disadvantaged groups or individuals The delivery of this unit can be integrated with other units (see below for details).
When this is appropriate, delivery strategies should be adapted to the scope of all units selected, providing that the requirements of any individual unit of competency are achieved. In such integrated approaches the Institute must ensure that records of delivery and assessment are carefully maintained and secured for each unit of competency, so that AQTF compliance requirements can be met in any internal and external auditing processes that may occur. This unit can be delivered and assessed with any of the core units in the Diploma of Marketing BSB51207; i. e.
BSBMKG501B Identify and evaluate marketing opportunities; BSBMKG502B Establish and adjust the marketing mix; BSBMKG507A Interpret market trends and developments; BSBMKG514A Implement and monitor marketing activities; BSBMKG515A Conduct a marketing audit. 4. 1 Delivery Strategies The following tables will assist teachers in planning the delivery of this unit and ensuring that the critical aspects of Plan Market Research content are consistently applied. This has been structured into six topic areas with content coverage. Teachers are advised to use this topic list to plan lesson delivery.
Planning marketing research is a critical aspect of marketing practice. Research needs to clearly focussed on the problem at hand, have clear and achievable objectives and use the most appropriate research approaches to deliver the required data. The research plan should be clearly and comprehensively documented in a research plan. In order to deliver this unit in a logical, sequential and appropriate format for learners, teachers should use the following implementation advice and strategies to plan their delivery sessions.
Also included are some critical methods of collecting data to illustrate that market research is more than desk research and surveys. The following tables will assist teachers in planning to deliver this unit and ensure that the critical aspects of plan market research content are consistently applied. This has been structured into five (5) topic areas with content coverage. Teachers are advised to use this topic list to plan lesson delivery. Topic Coverage 1. The role of marketing research in decision making Examples of use of marketing research in a variety of areas eg.
Market segmentation, product, pricing, advertising and promotion, distribution, Decision support systems/marketing management information system 2. Problem definition Types of decisions Strategic Tactical Types of research Problem identification Problem solving Problem definition Consult with stakeholders Collect background information Consider the environmental context of problem Management decision Marketing research problem 3. Research objectives Determine information requirements Set decision criteria 4. Research design Definition of target population Identify and evaluate information sources
Secondary Primary (quantitative and qualitative) Sampling method and sample size Measurement and scaling procedures Questionnaire design Data collection approach Data preparation and analysis approach Costing research Estimate value of research Set budget Evaluate research suppliers 5. Research plan Components Executive summary Introduction/background Management decision problem Marketing research problem Marketing research objectives Management decision criteria Research design rationale Proposed research design Field work/data collection Data analysis Reporting
Contractual requirements Timing Project Management Budget Appendices Delivery strategies for this unit Delivery strategies should provide learners with the opportunity to develop the skills and knowledge listed in the unit purpose through a blend of theory and practical activities. Delivery strategies should complement the assessment events. Modified lectures followed by group discussion can be used to introduce the concepts in this unit such as decision support systems/marketing management information system; problem definition, research objectives, estimating the value of research.
It is important that learners are made to realise the importance of marketing research to all areas of marketing and that research has to be properly planned. Learners should be asked to provide as many examples as they can from current marketing practice. Case studies should be used to supplement these examples. Each stage of the assessment process can be used to discuss problems and to clarify concepts. The work that is required to be done for the three reports required for assessment can either be done individually or in groups. Learners should be encouraged to share and discuss their findings. Constructive feedback should be given
Environmental Responsibilities Teachers and trainers should consider any impact on the environment that teaching of this unit could cause. Learning and assessment events should be designed to avoid excessive consumption of materials and resources, and to recycle materials whenever possible. Wastes should be disposed of in accordance with current legislation and enterprise practice. Materials used should be stored safely and in accordance with enterprise practice. The usage and recording of any chemicals or medicines used in this unit should be carried out within the relevant legislative requirements. 4.
Occupational Health and Safety Teachers are required to be aware of OHS policies and guidelines, and legislative requirements. These policies and guidelines can be accessed from the Policy & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide (Writer’s Manual) website at: //detwww. det. nsw. edu. au/tsss/edusyssupport/cis/unitguide/poliguid/index. htm 4. 4 Associated Legislation and Policy Information 4. 5 Delivery in specific contexts 5. RESOURCES 5. 1 Teaching and Learning Resources Before developing resources teachers should check with their supervisor for current material.
Recommended Text Hair Jr, J. , Lukas B. , Miller, K. , Bush, R. , Ortinau, D. , (2008), Marketing Research, 2nd Ed, McGraw Hill. The following resources may assist sourcing/developing delivery materials for this unit: (a) Useful Websites Australian Bureau of Statistics (ABS) www. abs. gov. au Provides information about a large variety of areas, most at both national and regioanl levels including census data (population demographics), economic indicators, consumer price index, labour force statistics, national accounts data, trade and balance of payments data, social trends, special reports and surveys
Australian Competition and Consumer Commission (ACCC) www. accc. gov. au Provides information about consumer rights, business rights and obligations and anti competition conduct Australian Marketing Institute (AMI) www. ami. org. au Provides information about codes of conduct etc and access to topical articles Australian Market and Social Research Society (AMSRS) www. amsrs. com. au/ Provides information about policies and codes of practice regarding market research Marketing Teacher www. marketingteacher. com This is a FREE Lesson store. All of the key marketing topics from many marketing courses are here.
Note: examples are not Australian National Training Information Service (NTIS) www. ntis. gov. au provides information about the units of competency and the national training agenda (b) Books Boyce, J. ; (2004) 2nd Ed, Market Research in Practice, McGraw-Hill. The second edition of Boyce Marketing Research keeps its practical focus and easy readability but is updated to include diversifying market needs and new technologies. Marketing Research covers the design of research projects and surveys, focus groups, interviewing, research analysis, reporting and ethics.
Each chapter includes learning objectives, examples, key terms, technology updates, critical thinking questions and case-studies, capped off with up to 30 end-of-chapter review questions. Solutions to all questions and case-study tasks are provided to teachers via an Instructors Manual, featuring a range of classroom support tools. Churchill, G. A. ; Brown, T. J. ; (2007), Basic Marketing Research; 6th Ed. ; Thompson, Cengage Learning (formerly Thompson) A comprehensive text which covers most of the material contained in all the marketing research units in the BSB training package.
Supplements include Instructor’s Resource CD-Rom, a text web site which has resources both for the instructor and students eg quizzes, cross-word puzzles, book resources etc. Hair Jr, J. , Lukas B. , Miller, K. , Bush, R. , Ortinau, D. , (2008), Marketing Research, 2nd Ed, McGraw Hill. Marketing Research comprehensively reviews, dissects and applies key concepts and theories to real-world situations, emphasising marketing research in its larger managerial and strategic context, and not just its principles and statistical methodologies.
This is the only textbook to fully address the cross-disciplinary nature of marketing research and its relationship to marketing strategy, customer relationship management and decision-making (larger contextual issues that are often omitted from other books).
It has a well written section (3 chapters) on data analysis. This edition is further enhanced by all-new Australian cases, examples and exercises, and an expanded debate section that delves into the reasons behind marketing research successes, failures and formulas An instructor’s resource is also available.
Malhotra, N. K. ; Hall, J. ; Shaw, M. ; Oppenheim, P. P. ; (2008) Essentials of Marketing Research; 2nd Ed. ; Pearson Malhotra has the reputation of being the leading authority in marketing research textbooks (as has Kotler in marketing).
This text is the Australian edition of Malhotra. The examples and case studies are Australian. It is easy to read and understand and has many tables, diagrams, illustrations, real life examples etc. It is supported by an instructor’s manua