marketing reflection assignment

Strategic Marketing. A Learner's Reflection Portfolio

Essay, 2017, 7 pages, grade: 74, dr. sixbert sangwa (author).

Abstract or Introduction

The purpose of this reflective work is to focus on the academic knowledge accumulated throughout the strategic marketing module and the professional benefits received while critically analysing Amazon’s case towards marketing strategies. The University of South Wales’s Strategic marketing module aims to equip participants with skills and ability to evaluate the key concepts associated with strategic marketing in the overall business strategy and to critically evaluate the difference between a good practice of strategic marketing and a short professional practice. While marketing was a new but interesting field to me, I ensured to apply a deep learning approach in order to capture the most essentials. Interestingly, my first course assignment attempts to evaluate Amazon’s digital marketing strategy, which pertains with the recent development that led to a renewed interest in digital and rendered marketing more challenging. Amazon was used in my first assignment to primarily help understand how rewarding internet marketing is, and then appreciated customer-centric marketing strategies, a reflection that is presented in this work.

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Title: Strategic Marketing. A Learner's Reflection Portfolio

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Self Reflection: Marketing Reflective Report

What is self reflection.

Self Reflection is defined by the Cambridge Dictionary as the activity of thinking about your own feelings and behaviour, and the reasons that may lie behind them. ( Cambridge Dictionary ) and helps to develop skills and review their effectiveness, and is an important skill to have in any part of life.

“Follow effective action with quiet reflection, from the quiet reflection will come even more effective action”

Peter F. Drucker

What happened?

At the start of the year we were given an assignment and formed group on the first seminar, showing a level of organisation and planning, yet little was achieved towards the project through the next 3 weeks, however as more information was gained in various seminar’s and lectures our group begun to organise and plan, creating a whatsapp group to allow better communication. This was used this to dicuss the brief, the company to research and analyse, furthermore group roles were assigned and areas of the criteria given out. Over the weeks as a group I felt we got more confident in our abilities and helped eachother out on parts to make sure the end product was finished on time and completed to the best of our abilities.

As seen by Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D. it can be seen as ranked what the key skills needed for employment:

Communications Skills (listening, verbal, written)
Analytical/Research Skills
Computer/Technical Literacy.
Flexibility/Adaptability/Managing Multiple Priorities
Leadership/Management Skills.

Overall I feel as a group our communication skills could have been better, which would have allowed us to start earlier and meet as a group more frequantly to discuess the project and go through each section, however, research for each section was done well with everyone researching into their designated areas and were flexible enough to help each-other with sections which were causing problems. Overall the group showed good time management skills and leadership skills with Hector and Tom both suggesting options as to what to research and what to do on sections as well as when everything needed to be completed by.

From this experience I feel I have improved on the skills shown above and working with a group of different people help to increase being a teamplayer and seeing everyones ablities and weaknesses as well as how to work best in such a group and where the most important skills are needed within a workplace and using self refelction now feel next time I will be a more effective teamplayer.

Cambridge Dictionary [online] https://dictionary.cambridge.org/dictionary/english/self-reflection [Accessed 30/01/20]
Hansen, R.S. and Hansen, K., (2010) “What do employers really want? Top skills and Values employers seek from Job-seekers.” Pg 1-2 [online] http://www.physics.emory.edu/faculty/roth/careerskills/soft_skills.pdf [Accessed 30/01/20]
Monash University The Struc ture of refelective Writing [Online] https://www.monash.edu/rlo/assignment-samples/education/education-reflective-writing/reflective-writing-structure [Accessed 30/01/20]
Open University & Unison Partnership [2020] Improving eduction and learning for all [Accessed 30/01/20]
The Quotable Coach (16/06/2013) “Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” https://www.thequotablecoach.com/follow-effective-action-with-quiet-reflection-from-the-quiet-reflection-will-come-even-more-effective-action/ [Accessed 30/01/20]

How to Write a Reflection Paper

Why reflective writing, experiential reflection, reading reflection.

A note on mechanics

Reflection offers you the opportunity to consider how your personal experiences and observations shape your thinking and your acceptance of new ideas. Professors often ask students to write reading reflections. They do this to encourage you to explore your own ideas about a text, to express your opinion rather than summarize the opinions of others. Reflective writing can help you to improve your analytical skills because it requires you to express what you think, and more significantly, how and why you think that way. In addition, reflective analysis asks you to acknowledge that your thoughts are shaped by your assumptions and preconceived ideas; in doing so, you can appreciate the ideas of others, notice how their assumptions and preconceived ideas may have shaped their thoughts, and perhaps recognize how your ideas support or oppose what you read.

Types of Reflective Writing

Popular in professional programs, like business, nursing, social work, forensics and education, reflection is an important part of making connections between theory and practice. When you are asked to reflect upon experience in a placement, you do not only describe your experience, but you evaluate it based on ideas from class. You can assess a theory or approach based on your observations and practice and evaluate your own knowledge and skills within your professional field. This opportunity to take the time to think about your choices, your actions, your successes and your failures is best done within a specific framework, like course themes or work placement objectives. Abstract concepts can become concrete and real to you when considered within your own experiences, and reflection on your experiences allows you to make plans for improvement.

To encourage thoughtful and balanced assessment of readings, many interdisciplinary courses may ask you to submit a reading reflection. Often instructors will indicate to students what they expect of a reflection, but the general purpose is to elicit your informed opinions about ideas presented in the text and to consider how they affect your interpretation. Reading reflections offer an opportunity to recognize – and perhaps break down – your assumptions which may be challenged by the text(s).

Approaches to Reflective Inquiry

You may wonder how your professors assess your reflective writing. What are they looking for? How can my experiences or ideas be right or wrong? Your instructors expect you to critically engage with concepts from your course by making connections between your observations, experiences, and opinions. They expect you to explain and analyse these concepts from your own point of view, eliciting original ideas and encouraging active interest in the course material.

It can be difficult to know where to begin when writing a critical reflection. First, know that – like any other academic piece of writing – a reflection requires a narrow focus and strong analysis. The best approach for identifying a focus and for reflective analysis is interrogation. The following offers suggestions for your line of inquiry when developing a reflective response.

It is best to discuss your experiences in a work placement or practicum within the context of personal or organizational goals; doing so provides important insights and perspective for your own growth in the profession. For reflective writing, it is important to balance reporting or descriptive writing with critical reflection and analysis.

Consider these questions:

Contextualize your reflection: What are your learning goals? What are the objectives of the organization? How do these goals fit with the themes or concepts from the course?
Provide important information: What is the name of the host organization? What is their mission? Who do they serve? What was your role? What did you do?
Analytical Reflection: What did you learn from this experience? About yourself? About working in the field? About society?
Lessons from reflection: Did your experience fit with the goals or concepts of the course or organization? Why or why not? What are your lessons for the future? What was successful? Why? What would you do differently? Why? How will you prepare for a future experience in the field?

Consider the purpose of reflection: to demonstrate your learning in the course. It is important to actively and directly connect concepts from class to your personal or experiential reflection. The following example shows how a student’s observations from a classroom can be analysed using a theoretical concept and how the experience can help a student to evaluate this concept.

For Example My observations from the classroom demonstrate that the hierarchical structure of Bloom’s Taxonomy is problematic, a concept also explored by Paul (1993). The students often combined activities like application and synthesis or analysis and evaluation to build their knowledge and comprehension of unfamiliar concepts. This challenges my understanding of traditional teaching methods where knowledge is the basis for inquiry. Perhaps higher-order learning strategies like inquiry and evaluation can also be the basis for knowledge and comprehension, which are classified as lower-order skills in Bloom’s Taxonomy.

Critical reflection requires thoughtful and persistent inquiry. Although basic questions like “what is the thesis?” and “what is the evidence?” are important to demonstrate your understanding, you need to interrogate your own assumptions and knowledge to deepen your analysis and focus your assessment of the text.

Assess the text(s):

What is the main point? How is it developed? Identify the purpose, impact and/or theoretical framework of the text.
What ideas stood out to me? Why? Were they new or in opposition to existing scholarship?

Develop your ideas:

What do I know about this topic? Where does my existing knowledge come from? What are the observations or experiences that shape my understanding?
Do I agree or disagree with this argument? Why?

Make connections:

How does this text reinforce my existing ideas or assumptions? How does this text challenge my existing ideas or assumptions?
How does this text help me to better understand this topic or explore this field of study/discipline?

A Note on Mechanics

As with all written assignments or reports, it is important to have a clear focus for your writing. You do not need to discuss every experience or element of your placement. Pick a few that you can explore within the context of your learning. For reflective responses, identify the main arguments or important elements of the text to develop a stronger analysis which integrates relevant ideas from course materials.

Furthermore, your writing must be organized. Introduce your topic and the point you plan to make about your experience and learning. Develop your point through body paragraph(s), and conclude your paper by exploring the meaning you derive from your reflection. You may find the questions listed above can help you to develop an outline before you write your paper.

You should maintain a formal tone, but it is acceptable to write in the first person and to use personal pronouns. Note, however, that it is important that you maintain confidentiality and anonymity of clients, patients or students from work or volunteer placements by using pseudonyms and masking identifying factors.

The value of reflection: Critical reflection is a meaningful exercise which can require as much time and work as traditional essays and reports because it asks students to be purposeful and engaged participants, readers, and thinkers.

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Examples of Reflective Writing

Types of reflective writing assignments.

A journal requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review usually involves students showing their work to their peers for feedback.

A self-assessment task requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section), engineering design report, learning journal (weekly reflection).

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required.

Essay and assignment writing guide

Essay writing basics
Essay and assignment planning
Answering assignment questions
Editing checklist
Writing a critical review
Annotated bibliography
How do I write reflectively?
Examples of reflective writing
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Introducing reflection as an assignment

Using reflective assignments can be a great way of synthesising learning and challenging the status quo. This page outlines some of the things to keep in mind when posing reflective assignments.

In higher education or professional develop initiatives it is very common to have some sort of assignment. These are typically written but can also take other forms. This page will go through the main considerations for posing reflective assignments.

The main points covered are:

finding and communicating the purpose of your assignment
being clear both to yourself and to reflector what you want in the assignment
the difference between ‘reflection’ and ‘evidence of reflection’
choosing your criteria
providing students support and spending time practicing can be valuable as most students are new to reflection.

Back to alignment – find the purpose of the assignment and communicate it

It should be clear to participants or students what the purpose of the assignment is. Why are you asking them to do this particular assignment? You will have had to think about the value of it.

This value can be described in the guidelines of the reflective assignment where you communicate how it will help reflectors either evidence their learning or obtain learning outcomes. From the guidelines it should be clear to students what the value of completing and doing well on the assignment is.

Be clear what you are asking

When posing a reflective assignment it is very important that you know from the beginning exactly what you are asking. Reflective writing/responses can typically take on two distinct forms:

reflection,
evidence of reflection.

The distinction between the two is vital when deciding the type of assignment you want to pose. These are outlined below.

Reflection - the actual process of examining thoughts

If you want to see the detailed aspects of reflectors’ thought processes, and want to follow each step in their reasoning, concerns, and learnings, ask the reflectors to submit their actual reflections.

The benefits is that you ensure that reflectors go through the process themselves and you can directly assess the quality. As this is the actual process we want the reflectors to complete, asking for raw reflections is the easiest way to ensure or get evidence that the process is happening.

One challenge when posing this kind of assignment is that some people might find it too personal to share this intimate process – it can become self-disclosure. A personal reflective account can be uncomfortable to show to anyone, and even more so to someone who is in a position of authority.

Evidence of reflection

In contrast, ‘evidence of reflection’ is documenting the effects of reflection, but does not require documenting the process explicitly.

Hence, rather than writing the thoughts and feelings of a situation, the reflector will state the context and what learning they found in the experience. In the purest form, there is no need to document any challenging or self-disclosing feelings. It is more akin to describing the effects of a reflection and rationally, in contrast to emotionally, explaining why the learning is valuable.

The benefit of this is that reflectors are less likely to feel that they are self-disclosing. However, when we are looking at evidence of reflection rather than reflection itself, it is more difficult to assess the reflectors ability to actually reflect. Therefore, good evidence of reflection is when learning is explicitly stated and it is highlighted how the learning will be used in the future.

It is important to be aware that there is a risk, albeit minimal, that a reflector can produce good evidence of reflection, without having done any reflection. For example, a reflector may write that they learned to start assignments earlier and will do so in the future, without actually having engaged with reflection at all – they might just guess that ‘starting assignments earlier’ is a possible conclusion you want to see.

Most assignments are a balance of ‘reflection’ and ‘evidence of reflection’

In reality, very few assignments will be a either pure ‘reflection’ or ‘evidence of reflection’. The goal for you is to find the right balance. Once you know what you want, you should be clear to reflectors about what being successful in the assignment looks like.

The easiest way to demonstrate what good looks like is to provide the reflectors with clear guidelines and examples of the type of reflections you are looking for. You can either write examples yourself or have a look through the Reflectors’ Toolkit, where each of the models have at least one example. You will likely find an example there that can be helpful for you.

List of tools for reflection (in Reflectors’ Toolkit) (LINK)

Reflection is just like any other assignment – avoid vagueness

The need for clear assignment directions is essential in all areas of higher education, however having the discussion specifically for reflection is important. This is because when posing a reflective assignment it can feel easy to consider reflection as ‘special’ and separate from common ‘good academic practice’ and therefore that it does not require the same levels of direction as a general assignment. Reflection should be considered on equal terms with general academic practice and will often require more support as many reflectors are new to the concept.

One reason vague reflection assignments are easy to pose is that they do not seem to restrict the reflectors’ freedom about how to reflect. In contrast, if we provide them with clear requirements and directions it might seem that we do restrict reflection. There is an element of truth in that. If we require as written assignment using a specific model of reflection, we do take some freedom away from the reflectors, at least in how they present their reflections to us. In practice, they can easily produce a private reflection and restructure it according to your question and requirements.

If we do not give the reflectors the structure they need, one challenge is that a high proportion of them might produce reflections not meeting our ideas of sufficient or good.

Posing a reflective assignment saying ‘Reflect on your development and learning in the course in 1000 words’ might seem like a fair question to ask. But compare that to asking them to ‘write an academic essay about the concepts you learned in this course in 1000 words’ and it should be clear why guidelines are important. It is easy to imagine how students would struggle to prioritise and produce an essay with relevant content from the vague essay prompt. This is similar for a vaguely posed reflective assignment without accompanying clear guidelines. How are the reflectors going to guess what we expect from them?

Most people are new to structured reflection

In higher education, most people have an idea of what an essay is supposed to look like because we are taught essay writing from an early age in school. In contrast, most people have never done structured reflection before university, and then are not likely to be thoroughly instructed in how to do or present it. It follows that if we are vague in our instructions we may receive assignments of very varying qualities.

Thus, to be fair to the reflectors and to us as facilitators, be clear and have clear guidelines available. You can ask very broad reflective questions, but you should be ready to support the reflectors and both your criteria and rubrics (if you chose to assess) should be extremely robust.

Providing training/introductions to students is useful

As most people are new to reflection starting in university, when you introduce reflection it can helpful to: provide a thorough written guide of what reflection is, provide people with resources (for example the Reflectors’ Toolkit), and/or spend time in person introducing reflectors to structured reflection and what you expect from reflections.

Find your criteria and your rubric

Once you have a clear assignment, it is important you think about what you want to measure it against, i.e. the criteria. This discussion is also highlighted in the ‘Assessing reflection’ section of the Facilitators’ Toolkit with specific criteria as suggestions.

Moreover, if you decide to use summative assessment for the assignments, you will need to have a clear rubric (criteria broken down into levels of performance). It is good practice to publish both the criteria and rubric to the reflectors prior to assessing them.

To see at what point criteria and rubrics become essential, see ‘Should I assess?’

Assessing reflection (within the Facilitators’ Toolkit)

Should I assess? (within the Facilitators’ Toolkit)

Back to 'How do I introduce reflection?'

Personal Reflection Sample on International Marketing Class and Skills Obtained

Learning gained and contribution to analytical and behavioural skills.

I found this module informative and motivating and I believe that my knowledge and skills have increased after I attended it and done my assignment. My knowledge of marketing has been significantly expanded as a result of attending classes, to include global approach to the marketing issues. In fact, I found out that the practice of marketing for businesses has become much more complicated due to the influence of globalisation to it.

I updated my knowledge in such areas of international marketing as the impact of global factors to company management decision-making, strategies of choosing and entering new markets, developing new products for international markets, the characteristics of marketing research for international markets, international marketing mix elements etc.

Our group was able to find during international marketing classes that the rules of games have changed in the business world in many aspects because of opportunities and threats globalisation presents. I understood that global marketplace has become much more competitive due to the increasing forces of globalisation, technological advancements, and the increasing role of Internet in professional and private lives of people. And all of this have affected the ways decisions are taken in companies, including decisions taken by marketing executives.

I started to appreciate the importance of developing global mindset for modern marketing executives as a result of becoming closely familiar with the differences of marketing in it’s traditional meaning, and international marketing. The main differences turned out to be the increasing number of factors modern markers need to take into account the speed of decision-making and requirement for modern marketing executives to be more creative.

The importance of creativeness and “thinking out of box” was especially highlighted during the classes as one of the necessary attributes of modern marketers. The valuable these skills were found to be in finding efficient and innovative marketing methods that were cost efficient at the same time. For example viral marketing, and marketing by posting clips on YouTube web-site are the results of creative thinking.

Traditional strategic tools for decision making like SWOT and PESTEL analysis took a new meaning when looked at from the point of view of global perspectives. To be more specific, considerably more amount of various factors needs to be taken into account in global SWOT and PESTEL analysis than the traditional one.

I must also state here that tutor had a good communication and teaching style, was encouraging and motivating us, and that factor has positively contributed to the amount of interest I formed towards the subject. Moreover, all the teaching materials were comprehensive and informational as well.

I was shown during classes how to spot global marketing opportunities by referring to real-life case studies in a global business world. Moreover, I was surprised to realise that traditional marketing mix elements have become too complicated when trying to implement in the global settings. This is because when a company operates in home country only it’s marketing mix elements will be the one for the whole country which makes life easier for the marketer. International marketing mix elements, on the other hand, were found to be different in each Market the company operates in.

I understood during international marketing classes that Internet has transformed the way businesses are done, and also it has affected the marketing aspect of businesses as well. For instance students were shown that such a popular Internet marketing methods like Facebook, viral marketing, blogging, marketing through YouTube and others were not around only 10 years ago. Nevertheless, they are very popular marketing methods today. In this way I understood international marketing to be very dynamic, and companies needed to be proactive, rather than reactive in order to gain benefits through Innovational advertising methods.

I found frequent discussions that took place during classes very motivating and encouraging. And, although at first I was reluctant to participate in them, gradually I started to contribute to classroom discussions as well which has developed my self-confidence and communication skills. I became familiar with the foundations of a marketing research in international marketing, appreciated the importance of international market intelligence and became more comfortable dealing with primary and secondary sources of data.

Another difference between marketing in its traditional meaning and marketing management that I was able to spot consists from the fact that much more analytical skills are required from the marketing manager when he is faced with the issues of global marketing. This conclusion was made after becoming familiar trying to solve several real-life case studies involving the issues of global marketing that were part of the program.

I have to confess that I was not very comfortable with case studies at the beginning of the program because thought that they were very long to read. However, once I realised that case studies mainly consisted from real-life business situations that I might face in my future career, I changed my attitude towards case studies dramatically, and started approaching them more seriously, and even found them encouraging and motivating towards the end of the course.

Also, I found the new product development for international markets more challenging than new product development for domestic markets, because product life cycle was found to be considerably shorter in international markets due to increased level of competition.

Moreover, before attending international marketing classes I never knew that cultural issue were so important in marketing. The issues of cross-cultural awareness were addressed during classes in a way that, the lack of cross-cultural knowledge could result in marketing messages aimed at international markets being misunderstood or misinterpreted by the target audiences. Therefore, international managers need to possess a good knowledge about cultures of their markets in order to eliminate the possibility of such problems.

Contribution of the class to future employability

I believe that skills and knowledge I gained in international marketing classes will positively contribute to the level of my future employability. The main skills and knowledge obtained during classes can be summarised as forming a global mindset, ability to spot global marketing opportunities, communication skills, creative thinking, analytical skills, a comprehensive knowledge about Internet marketing, and marketing research skills in international scope.

I will definitely benefit from the global mindset that I had formed towards the issues of International business i in general, and international marketing in particular.

This is a valid statement taking into account the fact that the forces of globalisation are ever increasing and traditional decision making mindset of managers would not suffice to meet the challenges globalisation presents for businesses.

As a part of my formed global mindset I also believe that during the classes I have obtained necessary knowledge to help me to spot and utilise global marketing opportunities in a most efficient manner. This knowledge would benefit me as a professional business manager as well because I would be able to utilise global marketing opportunities in a cost effective manner.

There is no argument about the importance of communication skills for business managers. Now that my communication skills have been improved as a result of engaging in group discussions I have a competitive edge in the work market as a business graduate over most of other business graduates.

I also believed that the level of my personal creativeness has increased and nowadays I tend to think ” outside of box” in order to find solutions to the complex problems. This particular skill was improved due to studying case studies relevant to the module and learning about and analysing business cases where marketing and business innovations were achieved as a result of creative thinking.

Another point where skills and knowledge I have obtained during the classes will help me for my future employability relates to the fact that I started to appreciate more the role of Internet in various business processes in general, and in marketing activities in particular. During interviews for the job I can mention this fact by bringing specific examples of how I will use my advanced knowledge about potential of Internet to help to achieve aims and objectives of that particular organisation.

My marketing research skills can be applied in various settings and circumstances to assist decision making processes. Moreover, now that I am familiar with the principles of primary and secondary sources of data, how to collect them and analyse them my future employability perspectives have been greatly enhanced.

I can say that the level of my self-confidence has improved as well, along my communication skills, as a result of engaging in group activities and discussions. My increased level of self confidence will help me throughout my career starting from the point where I participate in job interviews until I became a senior level executive. Because only self-confident managers are in a position of communicating their vision for the future of the company to the stakeholders in an efficient way, and also gather people around himself to make this vision happen.

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Reflection on marketing assignment

From Assignment:

I think I am very lucky to have a wonderful marketing group. All the members in my group are hardworking, creative and responsible people, I would not love marketing if I did not work with those people. Well, before I took marketing course. I always thought marketing is not important, because people in Sauder are fighting to get in to either Finance or Accounting, not many people are really into marketing. My friend even warned me thing like marketing means no job offer. I already had prejudice against markting course at the beginning of the term. Yet, after be in the class,I gradually feel that marketing is actually the core of the whole business.

The company that my group is doing is La Senza, which was a canadian based lingerie brand. We did lots of research about the company, including history of the company , sales data, promotion strategy, website display etc. I found I actually learn lots of things through conducting company research. I do not know that Victoria’s secret and La Senza are actually owned by the same company-Limited Brands. Another thing I learnt from the project is the importance of marketing. All the products we see selling in store is based a group of people’s market research, positioning and segmentation. It is a reflection of knowledge. All the accounting or finance knowledge will be useless if their is no sophisticated marketing strategy, so do not diminish the importance role that marketing is playing!

From the overall course

After taking the course, I am quite determined to be major in marketing in my third year. Marketing is fun, it allows me to be myself, to be creative and flexible. Yet, only being creative is not enough, I think in order to be a good marketing person. I also need to learn to do things step by step, it is like you must know your target market and what your target consumers’ objectives before you can provide a anything “Creative”. The process is complicated. Marketing I guess is the most difficult thing because it includes a limitless of knowledge! Anyway, I love marketing and I am going to study a lot to gain knowledge in different field to become a successful marketing person.