Semana 1

Criteria for Accrediting Engineering Programs
Effective for Reviews During the
2012-2013 Accreditation Cycle
Daina Briedis
Definitions
While ABET recognizes and supports the prerogative of institutions to adopt and use the
terminology of their choice, it is necessary for ABET volunteers and staff to have a consistent
understanding of terminology. With that purpose in mind, the commissions will use the following
basic definitions:
Program Educational Objectives – Program educational objectives are broad statements that
describe what graduates are expected to attain within a few years of graduation. Program
educational objectives are based on the needs of the program’s constituencies.
Student Outcomes – Student outcomes describe what students are expected to know and be able
to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students
acquire as they progress through the program.
Assessment – Assessment is one or more processes that identify, collect, and prepare data to
evaluate the attainment of student outcomes and program educational objectives. Effective
assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to
the objective or outcome being measured. Appropriate sampling methods may be used as part of
an assessment process.
Evaluation – Evaluation is one or more processes for interpreting the data and evidence
accumulated through assessment processes. Evaluation determines the extent to which student
outcomes and program educational objectives are being attained. Evaluation results in decisions
and actions regarding program improvement.
This document contains three sections:
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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The first section includes important definitions used by all ABET commissions.
The second section contains the General Criteria for Baccalaureate Level Programs that must
be satisfied by all programs accredited by the Engineering Accreditation Commission of ABET
and the General Criteria for Masters Level Programs that must be satisfied by those programs
seeking advanced level accreditation.
The third section contains the Program Criteria that must be satisfied by certain programs. The
applicable Program Criteria are determined by the technical specialties indicated by the title of the
program. Overlapping requirements need to be satisfied only once.
These criteria are intended to assure quality and to foster the systematic pursuit of improvement
in the quality of engineering education that satisfies the needs of constituencies in a dynamic and
competitive environment. It is the responsibility of the institution seeking accreditation of an
engineering program to demonstrate clearly that the program meets the following criteria.
I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
All programs seeking accreditation from the Engineering Accreditation Commission of ABET
must demonstrate that they satisfy all of the following General Criteria for Baccalaureate Level
Programs.
Criterion 1. Students
Student performance must be evaluated. Student progress must be monitored to foster success
in attaining student outcomes, thereby enabling graduates to attain program educational
objectives.
Students must be advised regarding curriculum and career matters.
The program must have and enforce policies for accepting both new and transfer students,
awarding appropriate academic credit for courses taken at other institutions, and awarding
appropriate academic credit for work in lieu of courses taken at the institution. The program
must have and enforce procedures to ensure and document that students who graduate meet
all graduation requirements.
Criterion 2. Program Educational Objectives
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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The program must have published program educational objectives that are consistent with the
mission of the institution, the needs of the program’s various constituencies, and these criteria.
There must be a documented and effective process, involving program constituencies, for the
periodic review and revision of these program educational objectives.
Criterion 3. Student Outcomes
The program must have documented student outcomes that prepare graduates to attain the
program educational objectives.
Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be
articulated by the program.
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Criterion 4. Continuous Improvement
The program must regularly use appropriate, documented processes for assessing and
evaluating the extent to which both the program educational objectives and the student
outcomes are being attained.
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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The results of these evaluations must be systematically utilized as input for the continuous
improvement of the program. Other available information may also be used to assist in the
continuous improvement of the program.
Criterion 5. Curriculum
The curriculum requirements specify subject areas appropriate to engineering but do not
prescribe specific courses. The faculty must ensure that the program curriculum devotes
adequate attention and time to each component, consistent with the outcomes and objectives
of the program and institution. The professional component must include:
(a) one year of a combination of college level mathematics and basic sciences (some with
experimental experience) appropriate to the discipline. Basic sciences are defined as biological,
chemical, and physical sciences.
(b) one and one-half years of engineering topics, consisting of engineering sciences and
engineering design appropriate to the student's field of study. The engineering sciences have
their roots in mathematics and basic sciences but carry knowledge further toward creative
application. These studies provide a bridge between mathematics and basic sciences on the one
hand and engineering practice on the other. Engineering design is the process of devising a
system, component, or process to meet desired needs. It is a decision-making process (often
iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to
convert resources optimally to meet these stated needs.
(c) a general education component that complements the technical content of the curriculum
and is consistent with the program and institution objectives.
Students must be prepared for engineering practice through a curriculum culminating in a
major design experience based on the knowledge and skills acquired in earlier course work and
incorporating appropriate engineering standards and multiple realistic constraints.
One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits
required for graduation.
Criterion 6. Faculty
The faculty must be of sufficient number and must have the competencies to cover all of the
curricular areas of the program. There must be sufficient faculty to accommodate adequate
levels of studentfaculty interaction, student advising and counseling, university service
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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activities, professional development, and interactions with industrial and professional
practitioners, as well as employers of students.
The program faculty must have appropriate qualifications and must have and demonstrate
sufficient authority to ensure the proper guidance of the program and to develop and
implement processes for the evaluation, assessment, and continuing improvement of the
program, its educational objectives and outcomes. The overall competence of the faculty may
be judged by such factors as education, diversity of backgrounds, engineering experience,
teaching effectiveness and experience, ability to communicate, enthusiasm for developing more
effective programs, level of scholarship, participation in professional societies, and licensure as
Professional Engineers.
Criterion 7. Facilities
Classrooms, offices, laboratories, and associated equipment must be adequate to support
attainment of the student outcomes and to provide an atmosphere conducive to learning.
Modern tools, equipment, computing resources, and laboratories appropriate to the program
must be available, accessible, and systematically maintained and upgraded to enable students to
attain the student outcomes and to support program needs. Students must be provided
appropriate guidance regarding the use of the tools, equipment, computing resources, and
laboratories available to the program.
The library services and the computing and information infrastructure must be adequate to
support the scholarly and professional activities of the students and faculty.
Criterion 8. Institutional Support
Institutional support and leadership must be adequate to ensure the quality and continuity of
the program.
Resources including institutional services, financial support, and staff (both administrative and
technical) provided to the program must be adequate to meet program needs. The resources
available to the program must be sufficient to attract, retain, and provide for the continued
professional development of a qualified faculty. The resources available to the program must
be sufficient to acquire, maintain, and operate infrastructures, facilities, and equipment
appropriate for the program, and to provide an environment in which student outcomes can
be attained.
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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II. GENERAL CRITERIA FOR MASTERS LEVEL PROGRAMS
Masters level programs must develop, publish, and periodically review, educational objectives
and student outcomes. The criteria for masters level programs are fulfillment of the
baccalaureate level general criteria, fulfillment of program criteria appropriate to the masters
level specialization area, and one academic year of study beyond the baccalaureate level. The
program must demonstrate that graduates have an ability to apply masters level knowledge in a
specialized area of engineering related to the program area.
Criteria for Accrediting Engineering Programs – Daina Bredis – UNAL – Julio 2012
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Exercise #1-2: D, W, C Exercise
Daina Bredis
Using the ABET Criteria as a basis for judgment, determine whether the following
shortcomings should be rated as a deficiency (D), weakness (W), or concern (C).
Criterion 3
Criterion 3 requires that the program must demonstrate that the desired student outcomes are
being achieved. The program has presented some assessment results, but these deal largely
with course satisfaction and student self-assessment (opinion) surveys. These tools do not
demonstrate that outcomes (a)-(k) have been achieved.
Shortcoming
Your Rating
Deficiency
Weakness
Concern
Criterion 8
At present it appears that resources are adequate to support the program. However, the college
has required large reductions in the operating budget. If these budget reductions continue, the
program may not be able to hire additional faculty needed to teach the required courses.
Shortcoming
Your Rating
Deficiency
Weakness
Concern
Criterion 2
The program has reached the preliminary phases of implementation of a system of ongoing
evaluation that demonstrates the achievement of the program’s educational objectives. Some
survey instruments have been implemented, but the results of these data have not been used in
Exercise #1-2: D, W, C – Daina Bredis – UNAL – Julio 2012
1
any systematic way for the purposes of program improvement or to demonstrate that the
objectives have been achieved.
The program has published educational objectives, but several of the program’s stated
constituencies have not been involved in the process of establishing these objectives.
Even though considered constituencies, no direct or indirect feedback has been sought from
employers and graduate programs that admit program graduates.
Shortcoming
Your Rating
Deficiency
Weakness
Concern
Criterion 2
There is no evidence that the program has a systematic process to evaluate the achievement of
its educational objectives. The objectives have been established by the advisory board with no
input from any other program constituencies.
Shortcoming
Your Rating
Deficiency
Weakness
Concern
Criterion 3. (W or D)
The assessment processes to measure the (a)-(k) specified in Criterion 3 are not systematic and
depend heavily on ad hoc data. While some program improvements have been made based on
these ad hoc data, the assurance of outcomes should be derived from a well-designed system of
measures, which is currently not in place.
Additionally, there is inadequate evidence to demonstrate that graduates have achieved the
knowledge and skills required in outcomes (h), (i), and ( j).
Shortcoming
Your Rating
Deficiency
Weakness
Exercise #1-2: D, W, C – Daina Bredis – UNAL – Julio 2012
Concern
2
Exercise #1‐3: Mapping CDIO Standards to
ABET Criteria
Daina Bredis
CDIO Standards
1. Context
1. Learning Outcomes
3. Integrated Curriculum
4. Introduction to Engineering
5. Design‐Implement Experiences
6. Engineering Workspaces
7. Integrated Learning Experiences
8. Active Learning
9. Enhancement of Faculty Competence
10.Enhancement of Faculty Teaching
Competence
11.Learning Assessment
12.Program Evaluation
ABET Criteria
1. Students
2. Program Educational Objectives
3. Student Outcomes
4. Continuous Improvement
5. Curriculum
6. Faculty
7. Facilities
8. Institutional Support
Mapping CDIO Standards to ABET Criteria
Highlight those cells in which ABET Criteria support CDIO Standards
Exercise #1-2: D, W, C – Daina Bredis – UNAL – Julio 2012
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Oriented Question Construction Wheel Base
on Bloom’s Taxonomy
Daina Briedis
Oriented Question Construction Wheel Base on Bloom’s Taxonomy – Daina Bredis – 1
UNAL – Julio 2012
Oriented An ability to identify, formulate, and
solve engineering problems Performance
Criteria Scoring Rubics
Daina Briedis
Handout 2-2 – Daina Bredis – UNAL – Julio 2012
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Handout 2-2 – Daina Bredis – UNAL – Julio 2012
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Exercise 2-3 Rubic Grid
Daina Briedis
Exercise2-3 – Daina Bredis – UNAL – Julio 2012
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Outcomes Assessment
Daina Briedis
Outcomes assessment – Daina Bredis – UNAL – Julio 2012
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Glossary of Terms: (Return to Form)
Program Outcome: Program outcomes describe what students are expected to know and able to
do by the time of graduation. These relate to the knowledge, skills, and behaviors that students
acquire as they progress through the program.
Performance criteria: Performance criteria are measurable statements and indicate the specific
characteristics students should exhibit in order to demonstrate desired attainmentt of the learning
outcomes.
Strategies: The courses or activities that are designed to provide opportunities for students to
learn, practice, demonstrate and/or get feedback on their performance on the performance criteria.
This identifies how the curriculum is aligned with the projected outcome.
Assessment Method: The assessment instrument(s) that are used to assess student learning.
Context for assessment: The course or other setting in which the assessment data will be
collected. For program assessment it is not necessary—or even desirable—to collect data from
every course or setting in which the performance criteria are addressed, nor are data needed from
every student. Sampling strategies can be used where appropriate.
Time of data collection: Identifies when the assessment data will be collected.
Assessment Coordinator: The person responsible for being sure that the assessment data are
collected.
Evaluation of Results: The person/group responsible for determining the meaning of the
assessment results and making recommendations for action.
Results: Report of the data collection and analysis process.
Actions: Based on the findings, the actions taken which have been recommended to improve
student performance.
Second- Cycle Results: The results based on assessment after taking action on earlier
recommendations.
Outcomes assessment – Daina Bredis – UNAL – Julio 2012
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Return to Form
Results 2010: A sample of 56 students (52% of cohort) was assessed. The percent of the sample that
demonstrated each indicator were as follows: Indicator 1 - 72%; Indicator 2 - 65%; Indicator 3 62%; Indicator 4 - 89%.
Actions 2011: Based on the analysis of the results, the department asked faculty to provide the
teaming evaluation rubrics to students with the course assignments where the students were
provided opportunities to demonstrate their teaming skills as defined by the criteria. A subcommittee of the department Curriculum Committee met to review the performance criteria. It was
decided not to make any changes at this time. Faculty decided that they would review their
assignments to be sure that students were given adequate opportunities to demonstrate the
performance identified for teaming. Faculty also agreed to make students performance on the criteria
a part of their grade for the activity. The Teaching/Learning Center will also provide a seminar for
faculty on how to integrate effective teaming into the classroom.
Outcomes assessment – Daina Bredis – UNAL – Julio 2012
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Second-Cycle Results (2012): A sample of 59 students (51% of cohort) were assessed. Based on
changes made, the following improvements were seen: Indicator 1 – +12% (84%); Indicator 2 +7% (72%); Indicator 3 - +13% (75%); Indicator 4 - +2%(91%).
Actions 2012: Although progress was made on all indicators, the Curriculum Committee
recommended that the Department take another look at all the performance criteria related to
teaming. The Teaching/Learning Center was asked to provide the Department some feedback on
the criteria and also provide other examples of teaming performance criteria. This will be one of the
issues that will be discussed at the department retreat for possible revisions for the 2013 academic
year.
Outcomes assessment – Daina Bredis – UNAL – Julio 2012
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Program Continuous Improvement
Daina Briedis
Program Continuous Improvement – Daina Bredis – UNAL – Julio 2012
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Exercise 3-3: Program Educational Objectives
Exercise
Daina Briedis
The Electrical and Computer Engineering Program’s alumni will demonstrate:
An ability to enter professional careers or pursue graduate studies in electrical or computer
engineering or related fields.
An ability to advance in their professional careers through completion of engineering projects
that utilize teamwork and communication skills, lifelong learning, independent and creative
thinking, and leadership, with the highest principle of ethical conduct.
‐or‐
An ability to advance in their careers by completing graduate coursework, earning graduate
degrees, and conducting, presenting and publishing original research, with the highest principle of
ethical conduct.
An ability to work beyond their primary responsibilities by providing service through active
membership in professional societies and/or by being a productive member of their community.
________________________________
PEOs University #2
The Program Educational Objectives (PEO) are as follows:
A demonstrated ability to practice engineering design and analysis.
A broad background in the liberal arts and sciences.
The ability to enter and advance in the field of engineering.
Effective oral and written communication skills.
The ability to pursue advanced studies.
Program Educational Objectives – Daina Bredis – UNAL – Julio 2012
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Program Educational Objectives – Daina Bredis – UNAL – Julio 2012
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Exercise 3-4 Assessment Method for
Outcomes, July 2012
Daina Briedis
#3‐4 Exercise: Assessment Method for Outcomes
July, 2012
Outcome 1: Ability to function on multidisciplinary teams
Outcome 2: Ability to engage in life‐long learning
Outcome 3: Ability to handle ethical questions or circumstances
1. Please select two outcomes per group from the three above!
2. Given the list of assessment methods below, select two assessment methods per outcome.
3. Report out in a large‐group discussion
Assessment Methods
Written survey or questionnaire
Student
Employer
Alumni
Exit or other interview
Classroom exam or quiz
Oral examination
Focus group
Performance appraisal (homework, project, exam)
Behavioral observations
Portfolios
Simulations
Assessment Method for Outcomes – Daina Bredis – UNAL – Julio 2012
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INFORMES DE AVANCE
Detección de dificultades y soluciones
Evaluación del avance
INFORMES FINALES
Presentación de los resultados obtenidos.
Análisis del cumplimiento de los objetivos
Documentación de los procedimientos
Documentación de uso de los resultados
Especificaciones de los resultados obtenidos.
Contrastación con cronograma
Reformulación de cronogramas y recursos.
Rúbrica en escritura
Experto
5 Puntos
Idea principal
Se identifica una idea principal clara
y un desarrollo completo.
Ideas, soporte y
desarrollo
(Evidencia)
Evidencia consistente con
originalidad y profundidad en las
ideas. Los puntos principales están
suficientemente soportados con
evidencia (ejemplos, estadísticas,
analogías). Las ideas de soporte son
válidas y específicas.
La organización es secuencial y
apropiada. Los párrafos están bien
desarrollados y divididos
adecuadamente. Las ideas están
unidas con transiciones suaves y
efectivas.
Diferenciación clara de la audiencia.
El tono y el punto de vista son
apropiados (formal, directo, simple,
sin clichés o exageraciones).
Estructura,
Organización
Audiencia, Tono y
Punto de vista
Estructura de las
oraciones
(Gramática)
Cada oración está estructurada
efectivamente. Las oraciones son
ricas en variedades, estilos y
longitudes.
Mecánica y
presentación
Prácticamente sin errores de
puntuación, ortografía y
mayúsculas.
Formato
El formato es adecuado para el tipo
de documento solicitado.
Vocabulario y uso
de las palabras
Rango de vocabulario excepcional.
Uso efectivo, preciso y correcto de
las palabras.
Ética
(Uso de
referencias)
Las referencias son completas,
precisas y correctamente
presentadas.
Experto
Competente
4 Puntos
En desarrollo
3 Puntos
Contiene una idea principal clara,
aunque no es suficientemente
concreta y su desarrollo está
incompleto.
Las ideas están sustentadas
suficientemente. Los soportes son
sólidos, válidos y lógicos. Sin
embargo, las ideas no funcionan
como un conjunto unificado.
La idea principal es apenas
distinguible y su desarrollo es
precario.
La organización es competente sin
sofisticación. La estructura del
párrafo es adecuada, pero carece
de transiciones efectivas.
Los intentos de organizar el texto
alrededor de la idea principal son
limitados. La mayoría de los
párrafos no tienen conexión entre
ellos, sin transiciones evidentes.
Identifica de forma efectiva y
precisa la audiencia. Tono y punto
de vista satisfactorios, aunque poco
refinados.
Poco o inconsistente sentido de la
audiencia. Tono y punto de vista
poco refinados o inconsistentes.
Las oraciones son efectivas y
variadas. Si hay errores se debe a
falta de revisión detallada. Si
existen errores de sintaxis refleja el
uso de coloquialismos.
Contiene solo errores ocasionales
de puntuación, ortografía y
mayúsculas (la mayoría comunes).
Las oraciones están escritas en
patrones tediosos o repetitivos.
Muestra algunos errores en la
construcción de las oraciones. Uso
no estándar de la sintaxis.
Contiene algunos errores de
puntuación, ortografía y mayúsculas
(la mayoría comunes).
Pocos errores en el formato. Los
errores probablemente se deben a
falta de revisión.
Buen rango de vocabulario y
precisión en su uso.
Hay algunos errores en el formato o
el formato es inconsistente.
Las referencias utilizadas son
precisas y completas. Hay algunos
errores en la forma de
presentación.
Competente
Las ideas de soporte no son
suficientes o específicas, o son
poco relevantes a los puntos
principales.
Rango de vocabulario corriente,
mayormente preciso. Algunos
términos son de uso únicamente
local.
Aunque reconoce la necesidad de
las referencias y las utiliza, su
presentación no permite identificar
la fuente bibliográfica.
En desarrollo
Principiante
2 Puntos
Inaceptable
0 - 1 Puntos
La idea principal es débil, poco
clara, demasiado amplia o
únicamente soportada de forma
indirecta.
Las ideas están soportadas sólo
indirectamente. Frecuentes
generalizaciones sin soporte o
ilógicas.
La idea principal está ausente o no
se identifica.
Aunque se percibe alguna
organización, no es exitosa. La
organización es confusa y dispersa.
La estructura del párrafo es débil;
no hay transiciones, son
inapropiadas o ilógicas
No muestra casi ningún
reconocimiento de la audiencia.
Revela un tono y punto de vista no
apropiado para la tarea
encomendada.
Oraciones simples se usan de forma
excesiva y casi exclusivamente.
Frecuentes errores en la estructura
de la oración.
El párrafo no tiene estructura o es
incoherente. El documento es una
serie de párrafos aislados.
Contiene muchos y serios errores
de puntuación, ortografía y
mayúsculas. Los errores interfieren
con el significado en algunos
lugares.
El formato es incorrecto en la
mayoría del texto.
Vocabulario extremadamente
limitado. La selección carece de
sentido, su uso es impreciso
Presenta referencias sólo
eventualmente. La información
presentada es insuficiente para
determinar la fuente bibliográfica.
Principiante
Presenta una ausencia clara de
soporte para los puntos principales.
No identifica la audiencia. El tono es
completamente inapropiado.
Contiene problemas múltiples y
serios en la estructura de la
oración: por ejemplo, fragmentos.
Incapaz de escribir oraciones
simples.
Errores frecuentes de ortografía y
mayúsculas. Puntuación imprecisa.
La comunicación se entorpece.
El formato no es apropiado y
obstaculiza la lectura del texto.
La sintaxis y la selección de las
palabras hacen que el documento
no tenga sentido o sea muy
confuso.
No reconoce la voz de otros. No
presenta referencias bibliográficas
Inaceptable
Formulación de Alternativas de
Mercadeo, Prácticas e Integrales
Encaminadas al posicionamiento de la
xxxxx como zzzz en diferentes industrias
colombianas
RESUMEN
El presente trabajo tiene como objetivo principal evaluar la introducción de alternativas
efectivas y seguras para el mercadeo de XXXXXXX de YYYYYYY Para ello, en primer lugar,
se decidió dar a conocer los elementos que componen la mezcla de mercadeo en la compañía y
la forma como estos se relacionan con las otras áreas funcionales. A partir de ello se pudo
comprender en forma integral la orientación de las estrategias de la empresa y por tanto
concluir qué ventajas competitivas sostenibles tiene XXXXXXX dentro del marco empresarial,
así como entender el flujo de mercadeo de un producto dentro de YYYYYYY para
comprender como el producto podría desenvolverse dentro del flujo de operaciones de la
compañía.
Para el estudio de mercadeo se realizaron inicialmente todas las pruebas fisicoquímicas de la
XXXXXXX que permitieron la caracterización del producto y compararlo con algunos
productos que son sustitutos o complementarios dentro del portafolio de productos del sector
al que va dirigido. Se encontró que aproximadamente hay cuatro productos que representan
competencia directa como sustitutos y dos como complementarios. De igual manera se
analizaron los productos que pueden ser contrabandeados. A partir de los resultados del
estudio de contrabando se encontró que la XXXXXXX, en caso de ser comercializada en el
país, sería muy fácilmente contrabandeada. Por esta razón se muestran algunas estrategias para
el cambio de empaque del producto y posiblemente una modificación de su logo.
A partir de métodos variados de investigación del cliente, se realizó una clasificación de los
mismos de acuerdo con sus percepciones y expectativas de los productos del tipo XXXXXXX.
Además, con la aplicación de la ley del Pareto 80/x se encontró el nicho que se impactaría en
caso de comercializar XXXXXXX en Colombia. De esta manera, fue posible segmentar el
mercado a impactar, el cual estará enfocado en un consumidor que busca un producto más
económico que los otros que ofrece la división de mercados del sector RRRRRR, personas del
sector RRRRRR en general, pequeñas y grandes contratistas, comercio del sector RRRRRR
pero sobre todo construcción de vivienda.
Formulación de Alternativas de Mercadeo – Daina Briedis – UNAL – Julio 2012
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La investigación del cliente potencial también permite determinar la demanda y la oferta del
producto. Las conclusiones de dicha demanda y oferta potenciales conllevaron la fijación del
precio del mismo en $HHHH por rollo aproximadamente.
A partir de las conclusiones del estudio de mercadeo se comprobó la factibilidad de vender el
producto dentro del segmento de mercado escogido. Lo anterior conlleva por tanto a plantear
finalmente el plan de mercadeo para incursionar XXXXXXX en Colombia.
El plan de mercadeo incluye todas las estrategias de venta para incursionar el producto en el
mercado de la construcción en Colombia, estrategias, que se ven influenciadas por las
experiencias de diversos países como Chile, México y Perú, adaptadas favorablemente al
contexto colombiano. Estas prácticas van encaminadas al posicionamiento de la XXXXXXX
como ZZZZZZ en diferentes industrias colombianas. Las alternativas incluyen estrategias de
comunicación, publicidad, eventos, muestreos, relaciones públicas, imagen de marca,
mejoramiento de la identidad corporativa, productos POP entre otros.
De la misma manera se incluyó un análisis de los factores determinantes del entorno que nos
brinda un panorama sobre la incursión de nuevos productos en el país que incluyen factores
sociales, culturales, políticos y regulatorios.
Por último la realización de los estudios de costos de las alternativas para la importación del
producto por diferentes vías de transporte, así como los costos de almacenamiento conllevan a
concluir que la vía más factible y económica de transporte es la vía marítima, traslado que se
lleva a cabo desde YYYYYY en China que es el lugar de fabricación de la XXXXXXX.
Formulación de Alternativas de Mercadeo – Daina Briedis – UNAL – Julio 2012
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