Purpose: To allow students to develop a critical analysis approach to the development of a…

Purpose: To allow students to develop a critical analysis approach to the development of a…

Purpose:

To allow students to develop a critical analysis approach to the development of a business model and business strategy. This assessment relates to Learning

Task Details:

Using the case scenario as a focus, students are to analyse the situation presented by the case study incorporating content based on researched found in academic journal articles, theory from texts and models. An evaluation of the business and the issue should be strongly supported through answering the questions related to the case study.

While you are expected to answer the questions, your need to construct your answers into a professionally presented report as would be expected in today’s modern business environment.

Research Requirements:

Students need to support their analysis with reference from the text and a minimum of eight (8) suitable, reliable, current and academically acceptable sources – check with your tutor if unsure of the validity of sources.

Presentation: Report format – 2000+10% Word .doc or.docx

Responses should have a title page attached reflecting the content and the author, executive summary, table of contents, introduction, suitable headings and sub-headings to cover the relevant content and elements of analysis, conclusion, recommendations, reference list/bibliography and appendices (if relevant).

Harvard referencing (Harvard Anglia version) is to be used.

Marking Guide:

Marking Rubric for Assessment Case study

Fail

Pass

Credit

Distinction

High Distinction

Research and analysis of Company information

30%

Very limited use and/or insufficient ranges of sources used

Few or no key issues identified

Limited use of sources of data

Some key issues identified

Used a wide range of sources, most of which were relevant

Most key issues identified

Scholarly use of a wide range of sources of data

All key issues identified

Highly proficient and scholarly use of a wide range of relevant sources of data

All key issues expertly identified

Application of relevant theories of business and entrepreneurship 40%

Little application of theories and models to set task

Critical analysis poorly demonstrated if at all

Application of some theories and models to set task

Critical analysis somewhat demonstrated

Application of theories and models relevant to set task

Critical analysis demonstrated generally

Competent application of relevant theories and models

Considerable demonstration of critical analysis

Scholarly application of relevant theories and models

Scholarly demonstration of critical analysis

Development of report, conclusion argument/ responses recommendations 10%

Argument, if evidenced, not developed or supported

Poor, if any conclusions and recommendations

Argument is not well developed and supported

Conclusion and recommendations evident but not well supported

Logically developed argument supported by evidence

Effective conclusion and logical recommendations

Logically developed argument clearly supported by evidence

Comprehensive conclusion & well supported recommendations

Logical argument developed in a scholarly fashion supported by evidence

Recommendations draw arguments together in an influential and scholarly manner

Written communication and referencing 10 %

Referencing is either insufficient or contains significant inaccuracies

Quotations over-used and/or used when irrelevant

Presentation poorly set out

Poor use of language, grammar and spelling

Some inaccuracies in use of correct referencing style (AGPS)

Quotations used frequently

Presentation set out in fair manner

Reasonably correct use of language generally

Reasonable skill in use of correct referencing style (AGPS)

Direct quotations used sparingly

Presentation well set out

Correct use of language

Skill demonstrated in use of correct referencing style (AGPS)

Paraphrased key comments and used direct quotations very sparingly

Presentation expertly set out

Correct use of language

Superior skill demonstrated in use of correct referencing style (AGPS)

Proficient in paraphrasing key comments and sparing use of direct quotations

Report expertly, scholarly set out

Scholarly use of correct language throughout

Case Study to analyse:

New Zealand and kiwifruit

There are at least three things named ‘kiwi’. There’s the flightless endangered ground dwelling bird in the New Zealand forest. There is the fruit, a relative of the Chinese gooseberry. And there are the people of New Zealand, who are often referred to as Kiwis.

The 100th year that the Chinese gooseberry (aka kiwifruit) arrived on New Zealand shores from China was marked in 2004. For years, New Zealand dominated the production of the fruit, but since the early 1990s it lost ground to foreign producers and lost control of the intellectual property related to its production.

While New Zealand was one of the first to export kiwifruit, its history began in China. In 1904, girl’s college headmistress Isabel Fraser brought kiwifruit from the Yangtze valley to New Zealand and called it ‘Chinese gooseberries’. By the mid-1920s horticulturalist Hayward Wright had developed its shape, colour, fuzzy skin and cool-lime taste. American sailors who landed during the Second World War were hooked on this exotic fruit and carried its reputation back home. By the 1950s New Zealand was supplying kiwifruit to the British market and was penetrating the American market through San Francisco. Branding advice suggested calling it the kiwifruit after the small national bird’s brown fur. As to the fruit’s parentage, one Chinese diplomat generously labelled the kiwifruit a ‘crystallisation of the profound friendship between two people’. Surprisingly, the world’s second largest production comes from Italy, followed by France, Japan and the US. This increased production led to a decline of kiwifruit prices between 1982 and 1988.

Enter ‘Zespri’. Kiwifruit growers, with the support of the New Zealand Kiwifruit Marketing Board, re-engineered the fruit to have a golden colour and a soft honey-like taste. This led to huge growth of Zespri gold kiwifruit during the early 2000s. More importantly, they protected everything to do with its marketing including its ‘trade dress’ (everything that distinguishes it, the ‘total image’): ZESPRI Group Limited is the owner of all intellectual property rights connected with the ZESPRIäbrand and its associated visual identity and trade dress including ZESPRIä, ZESPRIälogo, D’LISHä, D’LISHäLogo, ZESPRIäGREEN Kiwifruit, ZESPRIäGOLD Kiwifruit, ZESPRIäBRIGHT GREEN Colour and combinations of the ZESPRIäBRIGHT GREEN and DARK GREEN Colours of the ZESPRIäVisual Identity, ZESPRIäRED Colour, ZESPRIäGOLD Colour and a combination of the ZESPRIäRED and GOLD Colours of the ZESPRIäVisual Identity, zespri.com and related domain names in relation to kiwifruit and related products.

Source: Rewritten from Shinyoung Yun, ‘New Zealand & kiwifruit’, TED Case Studies Number 758, 2004, http:// www.american.edu/TED/kiwi.htm

QUESTIONS

. 1 What lessons did New Zealand kiwifruit growers learn from their experience?

. 2 What remedies did they seek in developing a new variety of the fruit?

(FYI: I just don’t want you to answer these questions straight away but include the idea in the report. For eg, table of contents can beIntroduction; Kiwi fruit and New Zealand’s competition with the rest of the world; New Zealand kiwi fruit grower experience from the origin of the fruit; Remedies New Zealand seek in developing new variety of kiwi; Zespri as an intellectual property, Conclusion, Recommendation and so on. This is just an idea of topics. Plz feel free to modify or add up your own.)

Attachments:

Purpose: To allow students to develop a critical analysis approach to the development of a…

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