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PART I
SUPPLEMENTAL TEACHING AIDS
Contents Part
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A. USEFUL INTERNET LINKS
1. Indiana University Ciber’s web link
2. Global Edge MSU: http://www.globaledge.msu.edu/ibrd/ibrd.asp . This site links together
3. Vanderbilt University: http://tvnews.vanderbilt.edu . This site provides an archive of television
4. The Case Centre (formerly the European Case Clearing House (ECCH):
http://www.thecasecentre.org/educators/
6. CIBER Texas A&M University provides links to all the Cibers around the U.S.:
http://cibs.tamu.edu –select “International Web Resources.”. The Center for International
7. Lanic – Latin American Network Information Center: WWW.LANIC.UTEXAS.EDU.
This site of The University of Texas provides an extensive source of information on Latin
8. UNESCO (UNITED NATINONS EDUCATIONAL, SCIENFITIC AND CULTURAL
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B. COURSE ORGANIZATION PLANS
International Marketing is designed for an introductory course in international marketing. The
Assignment Schedule
For 15 Weeks
Assignment Schedule
For 10 Weeks
Week
Chapter(s)
Week
Chapter(s)
1
1, 2
1
1, 2
2
3
2
3
3
4
3
4, 5
4
5
4
6, 7
5
6
5
8, 9
6
7, 8
6
10, 11
7
9, 10
7
12, 13
8
11
8
14, 15
9
12
9
16, 17
10
13
10
18
11
14, 15
19
12
16
13
17
14
18
15
19
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C. SAMPLE SYLLABUS FOR A 15-WEEK SEMESTER MEETING TWO DAYS PER
WEEK
This syllabus includes both the country notebook project. (See “The Country Notebook—A Guide for
Developing a Marketing Plan,”-Part VI, text p. 584) and the “Current Readings and Class Reports,”
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NOTE:
A. AN EXAMINATION WILL BE GIVEN EACH FRIDAY. No make-up exam will be given. If an
exam is missed for a reason acceptable to the professor, the final exam value will be increased to
receive a grade of Pass to earn the 50 points for this assignment. All papers graded FAIL can be
resubmitted until a grade of PASS is received. In other words, do your assignment and receive 50
points toward your final grade.
SUGGESTED BUSINESS JOURNALS
GRADES:
Two-hour exams 300 pts.; term project 350 pts.; class participation 100 pts.; five briefs of current
Advertising Age International
Financial Times
Business America
Forbes
Business Asia
Fortune
Business China
Harvard Business Review
Business Eastern Europe
International Management
Business Europe
Journal of Int’l Business Studies
Business Horizons
Journal of International Marketing
Business International
Wall Street Journal
Business Latin America
Trade & Culture
Bloomberg Business Week
International Business
Europe
and others.
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D. CLASSROOM PROJECTS
A few general comments about various types of classroom activities, which may be applied to the
1. Outside speakers, judiciously used, often can add spice and realism to an international course.
It is suggested that excessive reliance not be placed on outside speakers because, in general, the
2. Foreign students add a strong cultural note and can also provide specific information about
their country and its business involvements. An ambassador or other diplomatic representative
of a foreign country can often be counted on for a visit. If foreign students are enrolled in the
3. Student participation. Reports and other types of student contributions in the classroom can
increase involvement significantly and can provide discussion information and materials to
supplement those given by the instructor. We have had considerable success in using students
4. Country specialization calls for the student to absorb all the material he /she can about a given
assigned country. Various students will then be in a position to provide information relative to
marketing in different parts of the world. Thus, when a discussion of advertising, say, is in
progress, one student can tell what he knows about advertising in Australia; another,
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E. STUDENT PROJECTS
1. Current Reading and Class Reports
An important objective when we teach a basic course is to introduce and encourage students to
The Assignment
The assignment is simple to do. Each student is asked to find an article in a current periodical
student’s assignment is due at the beginning of class period on the day the topic is assigned.
Frequency of Assignment
To make the assignments worthwhile we believe each student should read no fewer than six
the starting and ending of the assignments, each student will do from 6 to 9 articles.
Topic Assignment
The topics assigned to each group parallel the topics of the text reading assignment and lecture.
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is added benefits to having them begin searching for articles at the beginning of the term.
Source of Articles
The students are permitted to find articles to summarize in any current periodical but not in a
book. Textbooks or other books are excluded because there are one or two books from which they
Grading
These assignments are not graded. Instead, the assignment is a requirement of the course, i.e.,
they must complete it when assigned in order to fulfill the requirements of the course. Grading
Using the Assignments in Class
It is helpful to use the papers in class. This is done in two ways. Students are invited to volunteer
international topics relevant to the current class discussion. They are also asked to give a brief
Advantages of Assignment
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• A hidden benefit is that the students read or at least scan many more topics than just the
2. Student Organizations and Field Trips
Before the establishment of our international business or international marketing club, we
interjected international elements into the student marketing club program. These were well
being inspected.
3. Developing Cultural Awareness
The following student project, developed by James McCullough, is an effective way of getting
students to examine other cultures.
EXAMINING CULTURAL DIFFERENCES THROUGH FOREIGN
STUDENTINVOLVEMENT IN INTERNATIONAL MARKETING PROJECTS
James McCullough, Department of Marketing, Washington State University
Design of the Project
After discussion of previous research and consideration of problems, a research project using
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Conduct of the Study
In order to obtain as much information as possible and to identify problems and constraints
activities.
Learning Results and Conclusions
American students conducting the interviews were surprised at the high level of cooperation since
they believed that foreigners would be apprehensive about answering questions regarding their
difficult to execute their ideas.
4. Case Development
Another beneficial activity, which we have employed, is requiring the students to visit firms with
Some Notes on Case Development as an
Educational Method
PURPOSE
Case analysis and presentation has become an almost standard tool of business education. It is
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debate the conventional use of cases; but rather to suggest an extension of the conventional
technique to include the development of cases by undergraduate students.
SOURCES
Business cases can be developed from a variety of sources; common ones follow:
1. Business firms. Direct contact with business is by far the best source. Every type of
business can provide case materials; and the nature and size of the business usually makes
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2. Published accounts of business problems. Careful readership of business periodicals can
3. Business client service firms such as management consultants, lawyers, advertising
4. Governmental and associations sources. Administrators in the small business
PROCEDURE
Two basic approaches may be used in seeking business cases. The first pinpoints a specific type
2. Undertake pre-research on the company and industry in question so the student will be
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6. Probe into all the possible case ideas that develop and determine which is the most
promising.
7. Zero in on the idea with the most case potential. Attempt to secure all the information
9. Draft the case.
11. Make any necessary modifications and secure the businessman’s permission to use the
case either in disguise or actual form.
General Search Case Hunting
The cold search or open-minded seeking of some type of business case within a functional area
would seem to be the easiest approach but often it is the most difficult. In this situation the case
INFORMATION THAT SHOULD BE INCLUDED IN THE WRITTEN CASE. When written
for classroom presentation, the case should include company background, product information,
industry background, the problem situation itself and the facts bearing on the problem and
questions.
Company Background
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where the company fits in the competitive picture. It is often beneficial to indicate some of the
competitors’ advantages and disadvantages.
Market Structure
Basic information should be provided relative to the size, relative structure, and composition of
the market for the product.
Problem Situation Background
The case writer should indicate how the problem arose, how important it is, and should provide a
specific and precise definition of the problem or problems. The problem must have two or more
sides or alternative solutions which are quite practicable. If a problem does not have two or more
sides, it is not a problem but a foregone conclusion. Often a problem will have sub-problems, and
these may or may not be identified in the case. In most cases they probably should be, but in
some situations it is preferable to let the students discover the sub problem alternatives.
Presentation of Facts Bearing on the Problem
As much pertinent information as is possible should be given without giving away the solution.
The facts may be drawn from the company itself or from the library research and other outside
research on the problem. In many situations the facts provided by the company are not adequate
and others should be marshaled for classroom use. Some presumptions on speculation may be
included when absolutely necessary but such fiction must be clearly identified in the student’s
original paper. Double underlining such as this will be employed.
Questions
The case writer should provide questions which identify the main problem areas and sub– or
related problem areas and may want to include questions related to the effects of possible
solutions on other areas of the company’s business operation.
SOLUTION
The case writer will benefit rather substantially if he is required to develop his own solution to the
5. Student Research
We always use student term papers to supplement class work. They permit students experience,
give them opportunity to develop their own thinking, and make a good presentation. Generally,
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student export a product from a foreign country into the United States, analyzing U.S. customs,
market barriers, pricing policies, as they would strike a foreigner.
6. Student Debates*
Staged student debates can be a good way to encourage students to do further research on a
specific international marketing topic, while also enhancing communication skills and
encouraging class involvement in major issues. Students can be divided into teams assigned to a
point or counterpoint position on one of a selected group of international marketing controversial
3 minutes – counterpoint introduction
15 minutes – open debate between the two teams
15 minutes – structured questioning from the rest of the class, alternating between the teams
2 minutes – counterpoint conclusion
3 minutes – point conclusion
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It is also useful to start the next class period with discussion of the pros and cons of each of the
positions and the class’s resulting point of view. Generally, middle ground is called for, and there
is rarely agreement on an “obvious” position.
Some possible debate topics with suggested background case readings and chapter tie ins include:
Cultural Impact on Marketing
Chapters 1, 3, 4,
5
Case 1-2, 1-3, 1-4,
2-2, 2-8
To Bribe or Not To Bribe?
Chapters 5, 6, 7
Case 2-3, 2-5
Global Ads vs. Localized Ads
Chapter 16
Case 2-1, 2-7
Social Responsibility and Ethical Behavior
Chapters 4, 5, 7
Case 4-6, 1-2, 2-4,
2-8, 4-9
Following are suggestions for evaluation forms (Exhibits 1 and 2) that can be used with the
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Exhibit 1
EVALUATION OF GROUP DEBATES
YOUR NAME: _____________________________________________
DEBATE TOPIC:___________________________________________________________
POSITION:_____________________________________
OVERALL GRADE (1-100):_______________________
OPPOSITE POSITION:___________________________
OVERALL GRADE (1-100):_____________________