Running Head UNIT 6 ASSIGNMENT 1 .docx

Running Head: UNIT 6 ASSIGNMENT 1
1
UNIT 6 ASSIGNMENT 1
9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In
this engineering course, I will teach the learners about water
resource engineering. They will learn Integrated Water
Resources Development (IWRD) and Integrated Water
Resources Management (IWRM) as a general framework for

Water Resources Engineering. The students will mention water
challenges experienced in their locality. This will be done in
groups of five students with the aim of stating challenges of
water and how to solve them. At the end of each lesson the
teacher will lead in demonstration of various water resources
and how water from the sources can be harnessed. The
following will be the student learning goals; Learners will be
able to understand elements integrated water resources
management. Learners will be able to know erosion and
deposition in rivers, Learners will be able to learn laws
governing water in their country and internationally, Learners
will be able to know erosion and deposition in rivers, Learners
will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to
conduct a practical experience. Learners play an active role and
engage more during practical exercises than in theoretical
practices. During practical exercises, students get a chance to
utilize what they learnt in class and build confidence while at it
to deal with real world situations. Allowing students to have
discussions in groups’ plays a great role in learning experience
by enhancing democratic learning, complements reflective
learning and accommodates individual difference. Therefore, I
aim to mix the low-ability learners with the high ability learners
and help in leading discussions to ensure achievement of
learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to
achieve as a result of a successful completion of the teaching
experience. It could be at the end of a program, a course or
learning experience. A course learning goal explains what the
students will be capable to perform at the end of a course while
program goal is what the student is capable of achieving at the
end of their degree or diploma certificate. A well state learning
goals should state the outcomes (Marzano, 2010). This is

basically what the student will be in a position to do after they
successfully complete the course. They should be simple and
clear such that everyone comprehends them. They should focus
more on skills rather than knowledge. This is because the
employers of today look for thinking and performance skills
when hiring. They should be relevant and focus more on what
the students are to learn. They should not be too many. More
than five learning goals may reduce the efficiency of learning
and may lose focus. The learning goals should fit within the
scope of the course content. Most importantly they should help
the learners to achieve broader learning goals (Marzano, 2010).
I aim that my students will be in a position to define integrated
resources management by the end of the course. They student
should be in a position to understand different sources of water
and to be able to list causes of erosion and deposition. Lastly by
the end of this course, students will be able to mention different
laws and acts related to water an assignment.
Rationale of learning goals.
The learning goals are important in terms of student
development. There are different levels of objectives. Students
should be in a position to reach objectives from various
stipulated levels. They should demonstrate knowledge and
understanding of integrated water resources as well as the
ability to analyze, apply, synthesize and evaluate the provided
learning content. (Ennis, et al 2012). In this course, students
will acquire knowledge by identifying water resources and
learning laws governing water resources. The students will
analyze by comparing different water sources and how to
harness water from these sources. They synthesize by doing
experiments in the labs and through group discussion.
Assessment instruments.
An assessment instrument is part of an assessment tool that
includes instructions or a checklist needed to conduct an
assessment of a learning outcome. An assessment instrument
can either be a test, form or a rubric and it is used to collect
data for each outcome. It is the actual product that is handed out

to students for the purpose of gauging whether they have
achieved a particular learning outcome (Suskie, 2018).
Assessment tools measures fluency, skills and abilities of a
student. Assessments can either be formal or informal. Formal
tools are objective measurements of a students’ skills and
abilities using monitoring, screening, evaluation and diagnosis.
Informal assessment are inferences a teacher receives from
observations. Assessment tools are used by teachers to make
informed decisions.
Rationale for learning instruments
An appropriate assessment instrument will help a tutor to
measure achievement of the outcomes. It also shows whether the
desired performance for a particular outcome was achieved.
Assessment instruments are important since they help to
produce results that can be used to make decisions that would
improve student learning techniques. Assessment can either be
direct or indirect assessment. A direct assessment is achieved
by observing a learner’s performance or examining of products
that demonstrate mastery of specific skills or course contents. It
can also be done when a learner demonstrates work quality such
as innovativeness or creativity. Indirect assessment is based on
the knowledge and abilities reported by external sources such as
supervisors, alumni, fieldwork or a faculty.
Setting standards.
Setting meaningful assessment standards, benchmarks or targets
for student learning assessments is a huge challenge for
educators. The first challenge is that the assessment community
has limited glossary to define different terms that refer
assessment such as goals, thresholds, benchmarks or targets. I
settled to use standards to describe minimal acceptable student
performance. The other challenge is use of standard and target.
Standard described minimal acceptable performance while
target describe proportion of students to reach the standard
mark. There are four ways that help in setting achievable
standards. A students’ standard can be established from their
peers (Norcini, 2003). This is done by ensuring they perform as

well or better than their peers. Standard can also be set by an
external body such as passing a license exam. History records
can also be used in that the current students should perform
better than the former students. However, most times the three
options aren’t available. In this case teachers can set their own
standards. This is called a local standard.
The following steps are used when establishing a local standard;
a teacher should settle on a standard that does not embarrass
him or her. It would look ugly if people noticed a student that
passed your course did so because you had a low assessment
standard. A relative harm should be considered when setting an
assessment to high or too low. A very high standard means a
teacher is identifying shortcomings of a student that may not be
important or scarce resources and time are used to address them.
On the other hand, a very low assessment standard may mean
that a teacher is risking students to graduate without being
ready or capable to thrive in what comes next such as a job
market (Norcini, 2003). Before setting a standard, the
assignment being assessed should be considered. This is
because a test done in a three-hour class will not be as polished
as a three-week assignment. If an external source can be used to
set the assessment standards the better. This could be a faculty
from another college or a disciplinary committee. Lastly, use
previous performance of the students to inform your thinking.
Student assessment aims at fulfilling to interpret and use
performance results effectively and appropriately to enhance
accountability and improvement of teaching as a profession. A
good assessment should yield results that are used to improve
teaching and learning practices. Improvement helps
stakeholders to have a self-reflection of the institutional goals
and figure out if the performance conforms to the vision,
mission and objectives therefore improving achievement (Ervin,
1988). The steps involved in setting a good quality assessment
standard, is to first know the purpose of the assessment results
which ca be to maintain a status quo or to enhance
improvement. One should also know who will use the results

and what they will inform. The second step is to state the
consequence of setting a standard bar too high or too low.
Lastly the standard to be set should be grounded to the data
which is subjected to discussion in order to be aware if they
have achieved the set standards.
In this integrated water resource course I intend to use the
following as my assessment standards. They include written
exams that may be in form of short answer questions, essays and
multiple choice questions. I will also use written assignments
such as reports, work logs, portfolios, literature reviews and
essays. Student will be required to do practical assignments that
will test students’ abilities to cope with real world situations.
Lastly, I will assess my students by how they participate in
class.
Rationale of assessment standards
The assessment rationale for the students will be to confirm and
measure students’ performance and achievement in relation to a
students’ stipulated learning objectives. The rationale will also
be to promote, improve and enhance the quality of learning
through a clear feedback that is timely, informative and relevant
to student needs. It will also reward the student achievements
and efforts with an appropriate grading system. Lastly, it will
provide relevant information that will help to continuously
improve and evaluate quality of the curriculum and the
effectiveness of the teaching methods.
Evaluation of learning plan.
As a teacher, one is always working to improve the learning
curriculum, organization and instruction. Evaluating lesson
plans helps teachers to improve their practice, meet the
learner’s needs and develop strong reflective habits. Part of
evaluating a lesson plan results from evaluating lesson design.
When preparing a learning plan the following questions should

be considered; what is the purpose of the plan. This could be to
know whether learning goals have been achieved. A teacher
should also have an ability to foresee learning plan challenges
and to know whether the learning plan is effective or not. To
evaluate a lesson plan one should evaluate the preparation
process, the lesson itself and the students (Knowles, 1975). The
following questions can be used when evaluating the
preparation process; How hard was it to plan the lesson and
what made it hard to plan, how efficient were you in following
the lesson plan, was it difficult to gather the materials required,
how useful were the materials used in delivering the lesson. To
evaluate the lesson itself a teacher should check if the goals set
at the start of the class, which activity was well executed,
whether all the students were engaged, were lesson goal
successes confirmed after the lesson and finally if there was an
assignment at the end of the lesson.
References
Ennis, C. D., Ross, J., & Chen, A. (2012). The role of value
orientations in curricular decision
making: A rationale for teachers' goals and expectations.
Research Quarterly for Exercise and Sport, 63(1), 38-47.
Ervin, R. F. (1988). Outcomes Assessment: The Rationale and
the Implementation.
Knowles, M. S. (1975). Self-directed learning: A guide for
learners and teachers.Mayer, R. E.
(2011). Applying the science of learning. Boston, MA:
Pearson/Allyn & Bacon.
Marzano, R. J. (2010). Designing & teaching learning goals &
objectives.
Solution

Tree Press,
22-33
Norcini, J. J. (2003). Setting standards on educational tests.
Medical education, 37(5), 464-469.
Suskie, L. (2018, May 27). What are the characteristics of a
well stated learning goals? Retrieved
from https://www.lindasuskie.com/apps/blog/show/45689916-
what-are-the-characteristics-of-well-stated-learning-goals.
Facing Some ‘Home’ Truths: Brand Backlash and the
Case of Qantas
Case
Author: Chris Baumann, Tanya Bretherton, Troy Sarina & Lucy
Taksa
Online Pub Date: January 04, 2017 | Original Pub. Date: 2017
Subject: Brand Management & Strategy, Organization Studies,
Strategic Management & Business Policy
Level: Intermediate | Type: Indirect case | Length: 3235 words

Copyright: © Chris Baumann, Tanya Bretherton, Troy Sarina, &
Lucy Taksa 2017
Organization: Qantas Airways Limited | Organization size:
Large
Region: Australia and New Zealand | State:
Industry: Air transport
Originally Published in:
Publisher: SAGE Publications: SAGE Business Cases Originals
DOI: http://dx.doi.org/10.4135/9781473999022 | Online ISBN:
9781473999022
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© Chris Baumann, Tanya Bretherton, Troy Sarina, & Lucy
Taksa 2017

This case was prepared for inclusion in SAGE Business Cases
primarily as a basis for classroom discussion
or self-study, and is not meant to illustrate either effective or
ineffective management styles. Nothing herein
shall be deemed to be an endorsement of any kind. This case is
for scholarly, educational, or personal use
only within your university, and cannot be forwarded outside
the university or used for other commercial
purposes. 2020 SAGE Publications Ltd. All Rights Reserved.
This content may only be distributed for use within Embry
Riddle Aeronautical Univ.
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Facing Some ‘Home’ Truths: Brand Backlash and the Case of
Qantas

Abstract
This case study explores the complex challenges associated with
building and maintaining a
national and iconic brand. Stakeholder perceptions of
organizational behaviour can have signif-
icant implications for the success or failure of a brand
campaign. In this case study, the authors
examine qualitative commentaries on the Qantas “Feels Like
Home” television advertisement
campaign in order to shine light on how different industry
stakeholders perceive and construct
meanings of brand. This case study also demonstrates how
qualitative analysis and techniques
can be used to provide expository insights on the differences
between brand identity and brand
image.
Case
Learning Outcomes

This case will help students to:
• understand the challenge of effective brand management in the
aviation industry;
• undertake a systematic branding analysis and understand the
role of qualitative (narrative) analysis;
• highlight and evaluate the integral role of effective media
management;
• analyse the Country of Origin effect on emotional attachment
to brands; and
• understand the role branding can play within an organization’s
overall marketing strategy.
Identifying the Context: Is Qantas Experiencing Some
Turbulence?
A range of commercial, industrial and political events have
created challenging times for Australia’s most icon-
ic airline—Qantas. Since 2010 the airline has taken radical
steps in an attempt to protect its market position.
Due to increased deregulation of the aviation sector, Australia
has been subject to an “open skies” policy,
with an influx of international competitors as well as resurgence
in competition between a small number of
domestic airlines. This trend towards “deregulated skies” is

global due to bilateral aviation agreements forged
between countries. As shown in Figure 1, the competitive
pressure has reduced Qantas’s market share from
28.6% in 2005 to 15.7% in 2015. There is also evidence that
internal management strategies adopted by the
organization in response to these pressures have weakened the
positive reputation the airline previously had
with its Australian customer base.
Figure 1: International passengers by major airlines 2014–2015.
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Qantas
Source: Aviation: International airline activity 2014–15,
Statistical report, Department of infrastructure and

Regional Development. Retrieved from
https://bitre.gov.au/publications/ongoing/files/International_airl
ine_ac-
tivity_FY2015_m.pdf
Figure 2 provides a summary of key events in the Qantas
timeline since 2011 including: large-scale job cuts
and redundancies; industrial turmoil and lockouts of employees;
restructuring of the organization away from
domestic maintenance and operations towards offshore
operations; the posting of significant financial losses;
and the airline’s call for legislative reform which would allow
Qantas greater access to international capital
and investment. Figure 3 shows the values and attributes
propagated by key stakeholder groups.
Figure 2: Timeline of major events 2011–2014.
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Qantas
ine_activity_FY2015_m.pdf
ine_activity_FY2015_m.pdf
Figure 3: Narratives on Qantas as a “national” airline brand:
values and attrib-
utes propagated by key stakeholder groups.
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Qantas

The Qantas “Feels Like Home” Campaign: Identifying Key
Elements
As a response to challenges faced in maintaining market share,
Qantas launched a new television-based
advertising campaign, “Feels Like Home,” in November 2014.
Initial reactions to the campaign were mixed:
some viewers said that the campaign “felt like a coma” while
others felt the campaign was, “The best ad I’ve
seen in ages. Beautifully made” (Campaign brief, 2014).
The campaign itself comprises a series of five two-minute
commercials which chronicle the journeys and emo-
tional reunions of Australians flying home from remote and
overseas locations to family and friends. Cinematic
scenes of emotional travellers include images of a fly-in fly-out
miner commuting from a shift in the Pilbara, a
mother travelling to Australia from Hong Kong, a backpacker
returning from South America, a granddaughter
leaving Los Angeles, and a young woman departing London to
board a flight to Australia. Emotional vocals
represent a strong feature of the campaign, as a young female
Australian singer (Martha Marlow) provides the
narrative for the advertisement through a sentimental acoustic
rendition of the Randy Newman song “Feels

Like Home”
(https://www.youtube.com/watch?v=x7XFafi4IGo&list=RDx7X
Fafi4IGo).
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Qantas
https://www.youtube.com/watch?v=x7XFafi4IGo&list=RDx7XF
afi4IGo
Key Stakeholder Commentaries on the Qantas Brand
All organizations must understand the role of the stakeholder,
but the stakeholder has particular importance
for airlines. Researchers examining aviation have identified that
the “point to point” nature of aviation requires

a high level of “relational coordination” between stakeholders
such as workers, management, and institutional
representatives (Gittel, von Nordenflycht, Kochan, McKersie, &
Bamber, 2009). Without creating high-trust,
highly effective work processes, attracting, retaining, and
meeting the expectations of customers will be diffi-
cult to achieve. It is this desire to understand the perceptions of
stakeholders which has guided the qualitative
analysis undertaken in this study.
Understanding how various stakeholders perceive a campaign
can highlight the difficulties organizations ex-
perience when they roll out a new branding strategy. In this
section we examine a sampling of qualitative
comments, where stakeholders discuss Qantas and the television
advertisement which forms the basis of
the “Feels Like Home” campaign. Stakeholders include
customers, workers, marketing directors, and trade
unions, as well as the CEO of Qantas.
The Role of Qualitative Analysis
Undertaking a qualitative analysis of stakeholder commentary
provides an effective process of analysis. Qual-
itative data is often rich in information, providing insights to

readers that would otherwise not have been cap-
tured by more quantitative based research including surveys
(Collis & Hussey, 2009, p. 63). Qualitative analy-
sis allows for the study of social events and phenomena from
the perspective of the individual actors them-
selves, thereby minimizing the risk of the researcher imposing
their own bias on the study (Jupp, 2006, p.
249). Qualitative analysis also allows you to gather more
powerful data that supports propositions.
This case study is supported by the findings of a narrative
analysis of key aviation industry stakeholder com-
mentaries on the “Feels Like Home” campaign, including
commentaries and statements made by Qantas ex-
ecutive and organizational representatives; worker and
employee observations shared through online forums
and social media applications; and customer and consumer
statements from formal critiques and editorials
through to more informal (reactive) remarks.
The period of data collection spanned six weeks from the launch
of the “Feels Like Home” television ad-
vertisement (November 7) through to December 19, 2014.
During the period of observation, over 150 com-
mentaries—ranging from short commentary strings of a few

lines through to extended prose (consolidated
articles)—were gathered, and categorized by author
(stakeholder). These commentaries were thematically
analysed to identify key issues raised about the content and
approach of the campaign.
Qantas Corporate Representations and Commentaries on Brand
Two important goals for the “Feels Like Home” campaign are
revealed in an analysis of statements by Qantas
executive staff. First, Qantas hoped the Australian public would
form an enduring, emotive, and patriotic con-
nection to the Qantas brand as a national airline. Second,
Qantas viewed the campaign as a creative or artis-
tic re-interpretation of these nationalistic sentiments.
Our hope from the [new] ads is it is all about rekindling that
emotional connection with Qantas that
we all know Australians have for the airline… The airline has
run the ad past a lot of focus groups
and received an emotional response… We have been having to
provide tissues to our focus groups.
(Olivia Wirth, cited in Freed, 2014)
We know that we’re the spirit of Australia. (Neil Lawrence,

cited in Ironside, 2014), 2014)
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Qantas
We often hear that seeing the Qantas red tail at the airport, or
stepping on board of a Qantas aircraft
makes Australians feel like they are halfway home already. That
is the spirit that we want to capture.
(Alan Joyce, cited in Freed, 2014)
In launching the campaign, Mr Joyce said now was the right
time to invest in reinforcing what makes
Qantas special. (Qantas, 2014)
The stories we’re telling through this campaign are repeated

everyday across our network. They re-
flect the special pull of home, the love of family and friends,
and the way Qantas helps bring Aus-
tralians together around the country and around the globe. (Alan
Joyce, cited in Campaign Brief
Australia, 2014)
Consumer–Stakeholder Commentaries on and Perceptions of the
Qantas
Brand
At first, many consumers reacted with overwhelmingly positive
responses to the “Feels Like Home” campaign,
which highlights how consumers have historically connected to
the Qantas brand and how the message could
ignite a sense of nationalistic pride.
Just a great ad…. very biased, but there is nothing like seeing
that red kangaroo which is going to
take you back home…. great stuff. (Starman, in Flynn, 2014)
Wow, fantastic!! I must admit to being converted already as l
flew CX and SQ whilst living in Asia
for 7 years but always boarded a QF flight home for that exact
reason. A great job to capture that.

(Burgo, in Flynn, 2014)
What a great ad. The line about how people see those “red tails”
and how they feel walking onto a
Qantas plane on the way home is so true. Very clever of Qantas
to tap into it. (Al, in Flynn, 2014)
In the beginning, the campaign generated some negative
responses as well:
I think this is really bland and dated. It’s depressing and has no
real idea. The pictures are nice but
lack any real story telling and the ending is so overdone. Sorry
but not my cup of tea. (Sorry, in Cam-
paign Brief Australia, 2014)
Employee–Stakeholder Commentaries on and perceptions of the
Qantas
Brand
Trade unions, such as Australian Workers Union (AWU), also
seized upon the Qantas branding campaign to
voice their position. The AWU represents a number of
occupational and worker groups at Qantas. Qantas has
been facing increased competition from new international

competitors on key routes, and these international
competitors are not subject to the same ownership and capital
investment restrictions that Qantas faces. The
AWU took the opportunity to advocate for removing
international investment restrictions, launching the “Fair
Go 4 Qantas” petition to protect and sustain Qantas and address
its erosion in market share. The campaign
fostered strong nationalistic, loyalist and proud sentiments
about Qantas as the “national airline,” the “national
carrier,” and an important “national provider” of both skills
development and jobs.
The Australian Workers’ Union is encouraging members to sign
the ”Fair Go 4 Qantas” petition,
which calls on the federal government to level the playing field
for the national carrier so that it can
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Qantas
compete fairly against Virgin Australia… For the better part of
a century Qantas has been a massive
contributor to our national employment, skills base and
economy. Allowing this important role to be
chipped away by the current unbalanced situation is not in the
interest of Australian workers or the
Australian economy. (AWU, 2014)
Insights from Customer and Worker Commentaries on the
Qantas Brand and
the “Feels Like Home” Campaign
Despite initial positive reactions, it soon became clear that
stakeholder reactions to nationalistic elements of
the campaign had some adverse consequences. Critics gave a
range of reasons for disparaging the Qantas
brand, such as the perceived failure of the airline to reward the
loyalty of long-standing customers (changes to
the frequent flyer program) or to maintain high standards of
customer service during travel, as well as shifting
market emphasis away from domestic customers and towards

overseas interests.
How to trash your Corporate brand for Dummies. Written by
Qantas management, based on true
events. (Williams, 2014)
Joyce seems to relish his relentless mission to damage the
Qantas brand and prepare it for sale at
bargain price. (Jack, 2014)
I love Qantas and have no desire to avoid it – but I want it to
deserve my loyalty and to have a CEO
who’s worthy of the brand. (Schadenfrieda, 2014)
Sickly sweet and laced with cliches. I’m surprised it wasn’t
released the same day that Alan Joyce
announced he had fixed everything and the airline was back in
the black. No mention of sacking
over 5,000 people to achieve it not to mention the knock-on
effect to the severed relationships with a
multitude of Australian companies resulting in further job
losses. Surly staff with a “I can’t help you…
next” attitude quickly make you realise that this is the Qantas
welcome home. That annoying cough
that Qantas has with customer service is likely to be a chest

infection and no amount of incredibly
expensive sweet TV syrup is going to fix it. (Mumbrella, 2014a)
Whatever you think of the ad campaign, it’s like putting a new
frock on a damaged body. Qantas’
problems lie in their mistreatment of Frequent Flyers, whose
loyalty has been repaid by slaps in the
face for the past decade. When you treat customers with
disrespect, they move away. It’s really a
very simple formula, and equally simple to fix. But no – Qantas
will go down in flames before they
admit that mistake. (Mumbrella, 2014b)
Employee–Stakeholder Commentaries
Qantas workers also had negative reactions about the campaign.
This was in part due to timing. The cam-
paign was rolled out as the company implemented a number of
managerial strategies aimed at restructuring
the business to compete more effectively, such as downsizing
the workforce (as outlined in Figure 1). The
comments made by workers reveal that these stakeholders
believe a national airline has the responsibility
to deliver ongoing and stable employment to Australians and
exhibit non-combative leadership and manage-

ment qualities. Workers perceive that Qantas has failed to
deliver on these responsibilities, and therefore they
view with cynicism company representations that exalt the
values of nationalism and national spirit and use
emotive themes such as homecoming and reunion.
By the end of Qantas’ current “transformation”, 5000
hardworking Australians will have lost their
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Qantas
jobs. (Phillips, 2014)
Qantas workers are the backbone of our national carrier and the
reason the airline enjoys the excel-

lent reputation that it has. They deserve better than being
buffeted by a series of horror announce-
ments from the airline’s management and an uncertain future.
(Blue Mountains Union News, 2014)
Alan Joyce, should resign with head in hand and very ashamed
of the way he has ran Qantas into
the ground. This is our heritage not yours. The whole board
should be on notice. Do you think any
other company would still have these people running the show?
I just hope that they rethink top level
and start with new management. (Rosemary, cited in Phillips,
2014)
One could be excused for thinking that Joyce’s brief on joining
Qantas was to run it into the ground
to make it ripe for takeover by its competitors or foreign
“investors” who will then strip it of its cash
and infrastructure assets and laugh all the way to their banks
leaving the Australian government with
the problem of the wreckage of people’s lives. If that is not the
case Joyce has a peculiar way of
showing it! (Cassandra, cited in Phillips, 2014)
Similar negative sentiments were expressed by the Australian

Council of Trade Unions (ACTU):
For over 90 years Qantas has been the spirit of Australia
employing tens of thousands of Australians,
training thousands of apprentices, keeping regional communities
connected and playing a key role
in national crises such as the Bali Bombings and Boxing Day
Tsunami… Australians rightly expect
the flying kangaroo to be in the skies for the years to come…
(ACTU, 2013)
Conclusion
Examining the responses to Qantas and its re-branding
campaign through qualitative thematic (narrative)
analysis can permit a deeper examination of constructed
meanings of brand. For employee–stakeholders the
emotive images of travelers presented in “Feels Like Home”
evoked strong reactions to and criticism of the ad
campaign, seemingly calling into question the credibility and
authenticity of an emotional narrative. Numerous
stakeholders even perceived Qantas as combative and less
customer-focused than in the past, which led to
an increase in negative comments about the campaign.

There is considerable complexity associated with constructing
and maintaining a national brand. In the case
of the “Feels Like Home” campaign, Qantas struggled with
changing public perceptions of the airline, shaped
by the turbulent financial, political, and industrial challenges it
has faced since 2010. Criticism of the campaign
spread quickly across internet-based forums. The “Feels Like
Home” campaign shows that although the emo-
tional and nostalgic themes of “homecoming” and “nationalism”
formed a longstanding part of Qantas’s brand
profile in Australia, effectively managing stakeholder
perceptions and meanings of key concepts underpinning
a brand requires more than a single brand campaign.
Discussion Questions
1. Three key stakeholder groups—Qantas corporate interests,
workers and cus-
tomers—provide qualitative commentary about Qantas and its
recent marketing. How do
their perceptions differ? Are there any areas of shared
understanding or perception of the
Qantas brand held by all stakeholders?
2. While the sentimental narratives of homecoming and family

reunion have been long-
standing features of Qantas branding since the 1980s, based on
the stakeholder com-
mentaries presented here, the “Feels Like Home” campaign has
failed to connect with
SAGE
Taksa 2017
SAGE Business Cases
Page 10 of 11
Qantas
many key aviation industry stakeholders. Why has this
disconnect occurred?
3. A gap appears between corporate representations and
understandings of a brand (the
brand “identity” held by a company) and diverging stakeholder
perceptions of brand

(brand image) that can have significant implications for the
success of an advertising
campaign. In the context of this case study, how can qualitative
analysis of these different
commentaries help to shed light on the gap between “brand
identity” and “brand image”?
4. Identify some strengths and weaknesses in the “Feels Like
Home” television campaign
approach used by Qantas to re-invigorate the brand.
5. How might Qantas have approached its advertising campaign
differently? Is it possible
for organizations to effectively re-brand in the face of
widespread “bad press”?
References
Australian Council of Trade Unions. (2013). Unions call for a
string Australian aviation industry, Retrieved at
http://www.actu.org.au/actu-media/media-releases/2013/unions-
call-for-a-strong-australian-aviation-industry
Australian Workers Union (2014). Fair go for Qantas campaign.
Australian Workers Union. Retrieved at
http://www.awu.net.au/fair-go-qantas
Blue Mountains Union News (2014). ACTU: Qantas

mismanagement owes answers. Retrieved from
http://bmuc.blogspot.com.au/2014/08/actu-qantas-
mismanagement-owes-answers.html
Campaign Brief Australia (2014, November 7). Qantas launches
campaign to make brand “feel like home”:
Brand campaign comes after a tough year for the Australian
airline. Retrieved from http://www.campaign-
brief.com/2014/11/qantas-launches-new-feels-like.html.
Collis, J. & Hussey, R. (2009). Business research. Sydney:
Palgrave Macmillan.
Flynn, D (2014). Qantas launches new ad campaign: “Feels like
home” in Australian Business Traveller, Re-
trieved at http://www.ausbt.com.au/qantas-launches-new-ad-
campaign-feels-like-home.
Freed, J. (2014, November 7). Qantas launches “Feels Like
Home” ad campaign. Sydney Morning Herald.
Retrieved from
http://www.smh.com.au/business/aviation/qantas-launches-
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Gittell J. H. , von Nordenflycht, A. , Kochan, T. A. , McKersie.
R., & Bamber, G. J. (2009). Labor relations and
human resource management in the airline industry. In P.
Belobaba , A. Odoni , & C. Barnhart C (Eds.) The
global airline industry (pp. 275–312). Chichester: John Wiley

and Sons.
Ironside, R (2014). Qantas launches new “Feel like home’ brand
campaign, retrieved from
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like-home-brand-campaign/news-story/
0c1dd63534b5b78f4fd982af58e3d5e9
Jack (2014). Twitter feed, 9 December. Retrieved at
https://twitter.com/mojmarineman
Jupp, V. (2006). The Sage dictionary of social research
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Mumbrella (2014a, November 7). Sweet TV cough syrup for a
chest infection. Mumbrella. Retrieved from
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paign-261235
Phillips, M. (2014, August 29). How does this man still have a
job? Working Life. Retrieved from http://work-
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brand campaign—”Feels Like Home.”. Re-
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releases/qantas-unveils-new-brand-campaign-feels-
like-home
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from https://twitter.com/Schadenfrieda
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Qantas
http://www.actu.org.au/actu-media/media-releases/2013/unions-
call-for-a-strong-australian-aviation-industry
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mismanagement-owes-answers.html
http://www.campaignbrief.com/2014/11/qantas-launches-new-
feels-like.html
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feels-like.html
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feels-like-home
feels-like-home-ad-campaign-20141107-11ij4l.html
feels-like-home-ad-campaign-20141107-11ij4l.html
like-home-brand-campaign/news-
story/0c1dd63534b5b78f4fd982af58e3d5e9
like-home-brand-campaign/news-
story/0c1dd63534b5b78f4fd982af58e3d5e9
https://twitter.com/mojmarineman
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have-a-job/
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have-a-job/
http://www.qantasnewsroom.com.au/media-releases/qantas-
unveils-new-brand-campaign-feels-like-home
http://www.qantasnewsroom.com.au/media-releases/qantas-
unveils-new-brand-campaign-feels-like-home
https://twitter.com/Schadenfrieda
https://twitter.com/windbagfff

http://dx.doi.org/10.4135/9781473999022Facing Some ‘Home’
Truths: Brand Backlash and the Case of QantasCaseAbstract

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