I. Course orientation and overall design thinking
The course “planning and implementation of marketing projects” is an integrated practice course designed for students in the third and third semesters of the marketing profession. It is designed as a continuous course of specialization, taking into account the mental, physical and developmental characteristics of the students, and participating in practical training within and outside the classroom in the form of a project team. It promotes the integration of marketing expertise into the marketing of the enterprise's survival and development phase, with the aim of improving the overall quality of students and achieving a seamless interface between completion, entrepreneurship and employment. Broadly speaking, it is the new paradigm of popular entrepreneurship and innovation promoted by the central government. In terms of student education, students at this stage, while relatively vague, have a broad vision, a spirit of innovation and a greater ability to learn autonomously, develop their marketing skills to “discover problems, analyse problems and solve problems” by means of a mission-driven approach, overcome the agitated and low-key diseases of students at this stage and improve their overall quality. In terms of course design, the course has a total of 112 hours, based on the main course in marketing, but not limited to marketing. After all, project planning and implementation, as well as project strategy, team-building, business culture, etc. It has designed 14 learning modules for marketing project identification, marketing strategy tactics, team building and management, and management and marketing tactics。
Ii. Marketing project planning and principles
The first module of the course is the search for and identification of marketing projects, in which the principle of “teacher guidance, student leadership” is applied. In order to develop students' thinking, teachers use the “project taskbook” to direct students to project scenarios using the `headstorm' method, without preconditions, to encourage students to think open-mindedly, fully mobilize their personal resources, target marketing targets and systematically plan and implement marketing projects. During the identification phase of the marketing project, student motivation can be described as “blasting”, with initial thinking and planning by individuals or teams, completing the first steps identified in the project. The second step identified by the project is the primary selection, which takes the form of a “sea selection”: students with projects present their projects and visions through first drafts, and students and teachers vote. Recreational sea-selections, which combine student autonomy with enhanced teacher-student interaction, provide the basis for potential team formation for the project. The third step identified by the project was to consult with senior staff in the faculty and industry on all successful sea-selection projects. All project choices adhere to the principles of “low investment, short-term equity, age” and effectively avoid the financial, legal and other risks that the project may encounter once it is implemented, protecting students to the greatest extent possible and enhancing their success experience. During the preparation of the project business paper, we required students to sharpen, innovate, spiral up the integrated quality of the project, communicate marketing expertise and exercise the combined competencies of the core members of the project, according to the three elements of marketing planning. In the course of the course, we are actively implementing the qingtao institute of vocational technology's “waste, reality, entity” model of talent development, which is based on self-learning and a combination of learning models, such as the “new dry fruit tea” project, in which students use the resource advantage of relatives to distribute dried fruit in xinjiang, grouping with tea and making “honey time” for good chinese friends; and the “show technology network” project, which provides skills exchange and social platforms for school skills. At the same time, students are guided by trends in economic development and fully understand contemporary supply-side structural reforms and policies such as the internet “+” policy, such as the “yowu island business department for automotive supplies” project, where students network their family products operating in the car wholesale market. In order to validate the operationalization of the project, teachers and students have been re-engineered in both positive and negative ways, starting with business models, business models and profit models. Project teams also conduct multi-dimensional market research for target consumer groups and routers。
Iii. Market project implementation and purpose
Once the business model has been established, the implementation chain is faced with team formation and marketing promotion. Team formation is based on a two-way choice (taking into account managerial competencies, with appropriate control over the number of teams), project teams plan their own team vows and, in accordance with the principle of targeted resource allocation, undertake project crowd-building (the level of control is equal to signing a “offer statement”), and members are self-restrainted and motivated, largely for the purpose of team-building. In terms of marketing promotion, it is more difficult to go out first, and it is critical to the mindset that we follow up on targeted training in due course, such as “eight steps for customer visits”; students' reactions are more natural when they come to the second round of customer visits. We have designed targeted training at key marketing points, such as customer relations, bio-conformity, security of stocks, logistics distribution, promotion of marketing, etc., with students learning by doing and doing well (with feedback from later-term employment firms of team members, the combined quality advantage of students is clear). The project strategy, the project technology has been resolved, and the most critical is project team culture. After 90, there was a greater emotional ups and downs for the student group, and the key was the project manager. Individual project managers, first half project planning, research and team formation are better, but when they reach the stage of implementation, they are exposed to problems such as premature mentalities and lack of capacity. To this end, we have designed the “four thursday coffee” class, which will focus on face-to-face psychological guidance and professional training for project team leaders, building a team culture similar to “confident, inclusive, aggressive, aggressive” and must be implemented at every stage of the project's advancement. This is why the teaching of the project has been the most rewarding and the project leaders. Students have reaped significant gains through targeted mission-driven, modular planning, rolling implementation, technical support, and impact quantification. In order to test the results of the teaching, we recommend individual projects to participate in the social creation competition, which is highly valued by the experts involved. Among them, the “technology network” won the “blue cup” grand prix on the west coast of qingdao, adding the words “to teach”, “to teach” and “to teach”, which further enriches the course of teaching。
Iv. Pedagogical reflections and gains of the project
Because of the influence of premature pupils ' mentalities and overdependence on the school environment, projects are now largely at the stage of product trial or technical introspection, with relatively slow progress and no real economic benefits. Finally, i conclude with a report on the completion of a class with a fellow student: this course has strengthened my self-confidence to be able to speak to you from the podium, without tension, and to really go out and present our products to clients. In general, thanks to this class, which has changed me so much, i have learned so much, such as the ability to think independently about how to solve problems, the ability to react to mistakes, and so on, it has benefited so much that it will be of great help to future work and learning. Knowledge gains are important, but spiritual harvests are more welcome, frustration is an asset, experience is a possession, and learning this course will certainly be a very good memory on the journey of our lives。
