978-1259317224 Chapter 12 Part 2

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International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

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ENGAGEMENT & APPLICATION (FACE TO FACE & ONLINE & HYBRID)

BOXED TEXT DISCUSSION QUESTIONS WITH SUGGESTED ANSWERS

GLOBAL DEBATE: Clotaire Rapaille: Charlatan or Code Breaker Extraordinaire in

International Marketing Research?

This French market research guru and “code–breaker” operates from upstate New York and provides

businesses with psychological insight into various markets. These insights for a “code” that will help

markers better understand the market. Such archetypes capture essential, deep attitudes and values that

motivate or inform buying decisions. Rapaille claims 50 of the Fortune 100 firms as clients.

Online and Hybrid: Virtual teams work out responses to the following questions. Present to

class, either online or in face-to-face setting.

Face-to-Face: Students develop responses to the questions in class in teams/groups and report

to the class on their outcomes.

1. Is Rapaille’s code system a short-cut code to understanding the complexities in culture and a way

to make market research easier? Or is it a superficial hoax sold by a charlatan?

2. As a manager, would you hire Clotaire Rapaille or his company to assist you in assessing and

interpreting international market opportunities?

GET THAT JOB! FROM BACKPACK TO BRIEFCASE

Ronny Cheng-Ruggeberg: Risk It!

Ronny Cheng-Ruggeberg describes his early international experiences and his switch from engineering to

interntional business. His basic advice: risk international travel, risk learning, risk making mistakes.

Online and Hybrid: Virtual teams evaluate Cheng-Ruggeberg’s advice for their own career

development. Share conclusions with class, either online or in face-to-face setting.

Face-to-Face: Students evaluate their own career strategy in light of Cheng-Ruggerberg’s advice.

1. What does Cheng-Ruggeberg mean, “Risk it!”?

He means that by risking new situations and making mistakes, you learn and adapt to a new culture. The

key, in his mind, is to risk it. Seek adventure.

2. What did Cheng-Ruggeberg do to prepare for an international career and how might this work for you?

Students will have various answers to this question, depending on their readiness to take that first step (if

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

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indeed they are not already involved) into international experience. Cheng-Ruggeberg seems to have had

a head start on a global mindset and then studies abroad, traveled, and took a job in Australia on

graduating. That led to his present job in Ireland as channel marketing manager for a software company.

END OF MODULE EXERCISES

CRITICAL THINKING QUESTIONS

1. Select a country and a product that you believe your firm can market there. Make a list of the

sources of information you will use for each screening.

2. What is the logic for the order of the screenings? Can you suggest a time when the order might

change?

3. A firm’s export manager examines the UN’s International Trade Statistics Yearbook and finds

that the company’s competitors have begun to export. Is there a way the manager can learn to which

4. Do a country’s imports completely measure the market potential for a product? Why or why

not?

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

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eliminate a country from further consideration?

6. Trade missions are political junkets that get the taxpayer to fund a politician’s vacation. Do

you agree or disagree, and why?

7. What are some of the complications that researchers may face when they collect primary data

in a foreign market? Give examples.

8. Consider the market segment screening method. Take a lifestyle segment—say, people who

like do-it-yourself home decorating. How would the segment screening method suggest that you go

9. You are a consultant to the developers of the latest Spiderman computer game, responsible

for telling the Gameloft CEO where the likely international markets are. What do you do?

10. Assume that your school wants to open a campus in a foreign country and that the dean has

asked you to prepare a list of possible countries. How would you go about fulfilling the dean’s

requirement?

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This

document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

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MINICASE: Chiobani, Changing the Way We Eat

This minicase reviews how Hamidi Ulukaya, a Turkish immigrant to the U.S., introduced authentic Greek

yogurt into the U.S. market, buying a closed yogurt plant in upstate New York from Kraft. He began with

a SBA grant. Ulukaya prides himself in being close to his consumer and not doing market research, but

rather, relying on his instinct, informed by discussions with the consumer.

1. What obstacles does a foreign-born entrepreneur face in adapting a product to the U.S.

market?

2. Ask foreign students you know whether they can think of any products from home that aren’t

available in your market. How much adaptation would be needed to suit this product to the market

where you are?

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

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BONUS ACTIVITIES (additional resources not in the text)

This section provides you with support of your course above and beyond what’s found in the text. We

have developed these resources to support your course, to support your traditional, hybrid, online,

flipped class.

VIDEO SUGGESTIONS

McGraw Hill’s collection of international business videos is available on pinterest at

https://pinterest.com/mheibvideos . The Marketing board is rich and varied, updated monthly. It’s a

great resource. See /https://www.pinterest.com/pin/387591111656881815/ for some anticipated

patent issues as the U.S. normalizes relations with Cuba—“A Cuban Rum Brand.”

The U.S. International Trade Administration’s “Export Experts: Gathering International Market

Intelligence” delves into research on the exports side at

https://www.youtube.com/watch?v=6niSh7cyB_A.

View Market Research Videos’ “The Purposes of International Research” at

https://www.youtube.com/watch?v=6niSh7cyB_A/ .

TEAM EXERCISES

These may be done individually or in groups or teams, either in or out of class, for later class presentation.

Some are also appropriate for hybrid and online courses.

1. Political stability. Research areas of the world that have lagged economically behind the rest of

the world. Choose one country and further research how policy instability has affected the country’s

economic growth rates.

Small teams are appropriate for this assignment. In a face-to-face class, the reports can be presented for

feedback from the class, or the reports can be circulated using a class website. In hybrid and online

classes, teams can share their write-ups and then respond to feedback, using video chat or other

interface technologies. (Time: 15 min per report and feedback when presented; time out of class for

hybrid and online classes; preparation time 2-4 hours)

2. Key terms exercise: Meaningful paragraph. Choose five key terms from the end of the chapter

and write a paragraph using them. Your use of the terms should demonstrate your comprehension of

each term. The paragraph should not merely be a listing of the terms and their meanings. Rather, it

should show a working knowledge of each term within an integrated meaningful paragraph.

3. Screening exercise. Assign small teams (up to 5 students) a product and 3 countries to screen as

part of a market assessment. The work is done outside of class and then reported back to class, either in

written form, to be shared on a collaboration site, or as short presentations. This assignment works

with modifications for all class delivery formats.

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Instructor Guide to Module 12

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SUPPLEMENTAL ACTIVITIES

CASE STUDIES

Case studies that focus on intercultural issues and their effects in business environments are available

through Ivey Publishing and Harvard Business School. Ivey’s catalog is available for browsing (www.

iveycases.com); the cases are downloadable for review, and pricing is in the U.S. $3.50 range. Harvard

Business Publishing (https://cb.hbsp.harvard.edu/cbmp/pages/home) requires an account and offers

downloadable review copies for educators. The case prices begin in the $6 range.

“Cadim: the China and India Real Estate Market Entry Decisions” and “Cadim: China and India Real

Estate Deals” cases describe the need for assessment of investment opportunities by Canada’s largest

pension fund management firm. This is a two case series with spreadsheets available for support.

These are Ivey cases.

“Alpes S.A.: A Joint Venture Proposal,” (A) and (B) describes the proposal to invest in Mexico by Charles

River Labs, a small, family-owned animal health company. The CEO does not support the JV and it must

be funded by CRL. These are Ivey cases.

“Kentucky Fried Chicken in China” weighs the KFC investment decision and follows its progress. This 3–

case series is an Ivey case.

CONTROVERSIAL ISSUES

1. Marketing Gurus or Snake Oil Salesmen?

2. Current events for sources of culture controversy

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This

document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

BACK TO MAIN PAGE

TEACHING SUGGESTIONS

1. This module is very important to students’ understanding of the process of market assessment in

international business.

2. Focusing on the boxed material and the case study will help students achieve the objectives of the

module. Answers for both the boxed material and case studies are provided in this Instructor’s Manual.

3. The “Check Your Progress” section in the textbook will help in understanding chapter content, and

Connect offers a way to hold them accountable. These topics may be assigned as an outside class

assignment. One of the problems in giving textbook questions as outside assignments is that students

frequently do not do the assignments and wait for the instructor to give them the answers. Instructors

can avoid these problems in several ways: (1) collect assignments at random and assign a grade; (2)

occasionally give some of the same questions as a quiz, thus rewarding students who have done their

assignments; (3) have students hand in assignments and give credit for work submitted (or penalties for

work not submitted); and (4) call on students at random to present on specific questions (giving a small

number of points for correct answers or counting this as part of participation, while being unable to

deliver earns a 0 for the day).

4. Guest lecturers on international marketing are a way to underscore the importance of the

information in the market assessment module. Possible guests include

• a market researcher who has conducted market entry assessments who can present some

interesting “battle stories” of marketing entry attempts

• a manager with overseas experience would recount some interesting experiences in

implementing market entry

• a retired State Department employee who worked overseas who could describe some of the

barriers foreign governments erect to protect their domestic production

• someone who served in the Peace Corps might also have interesting observations

• faculty colleagues from other countries.

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 12

BACK TO MAIN PAGE

ASSESSEMENT OF LEARNING

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