Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Part I - Supplemental Teaching Aids
STA-18
Exhibit 2
EVALUATION OF DEBATES
DEBATE TOPIC: _______________________________________
POSITION:____________________________________
OVERALL GRADE (1-100):___________________________
Please grade the debaters for this position on a scale of 50 (F) to 100 (A+) for each of the characteristics
shown, using the descriptions at either end as a guide. Please give this careful consideration, as 5% of
each person's grade will depend largely on your evaluations. Please provide comments to the group in the
comment blanks provided.
Very dull
50
55
60
65
70
75
80
85
90
95
100
Very interesting
Not at all persuasive
50
55
60
65
70
75
80
85
90
95
100
Very persuasive
Poorly organized
50
55
60
65
70
75
80
85
90
95
100
Well organized
Poorly informed
50
55
60
65
70
75
80
85
90
95
100
Very well informed
Poor analysis
50
55
60
65
70
75
80
85
90
95
100
Excellent analysis
Poor question responses
50
55
60
65
70
75
80
85
90
95
100
Excellent question responses
Bad overall debate
50
55
60
65
70
75
80
85
90
95
100
Terrific overall debate
COMMENTS: ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
THANK YOU.
PLEASE FOLD AND TURN IN ON THE DAY OF THE PRESENTATION.
Part I - Supplemental Teaching Aids
STA-19
F. NOTES ON “THE COUNTRY NOTEBOOK—A GUIDE FOR DEVELOPING A
MARKETING PLAN”*
Part I - Supplemental Teaching Aids
E X H I B I T I
ASSIGNMENT SCHEDULE*
Week 2
(a) Students select countries subject to review and approval by the instructor.
(b) Assignment I—Guideline for a Cultural Analysis and Assignment II—Guideline
for an Economic Analysis. (See Part VI in Text for these guidelines)
Week 6
Culture Paper Due
Week 7
Return Culture Paper with comments, suggestions, etc.
Week 10
Economics Paper due
Week 11
(a) Return Economics Paper with comments, suggestions, etc.
(b) Provide information about the two products to be studied.
(c) Assignment III—Guideline for a Market Audit and Competitive Analysis and
Assignment IV— Guideline for Preliminary Marketing Guide. (See Part VI in
Text for these guidelines)
Week 14
International Marketing Term Project due; Culture and Economics papers with
or 15
revisions and the Market Audit and Marketing Plan as on consolidated paper.
Week 16
Complete grading of term projects.
*Assuming a sixteen-week semester.
COUNTRY AND PRODUCT SELECTION
Prior to assigning the project, the professor must take two important decisions. First, to what extent
will the students be guided or constrained in the selection of their country. Second, which products
are to be made available for marketing consideration?
Selecting a Country
objectives of the project.
Selecting a Product
While industrial products currently account for more than 50 percent of international trade, and their
Part I - Supplemental Teaching Aids
STA-21
while the second product should be of interest to consumers in industrialized countries. Meeting this
requirement does not preclude either product from consideration for marketing in industrialized or
developing nations.
analysis.
Alternatively, the instructor might select a product and assign this product to all the students. Given
the diversity of countries typically selected, the one product alternative has some serious limitations.
First, it makes product selection critical to the project and increases the possibility that students will
decide they did not have a viable product to work with. Second, given the work involved, the option
basis for comparison across completed projects.
This can be an important ingredient in evaluating and grading the project, a topic that will be
discussed in detail below.
Once the instructor has selected the products, it is necessary to provide information sheets to the
students. Exhibit II is an example of product information presented to the students in the past
Part I - Supplemental Teaching Aids
STA-22
PROJECT COMPONENTS*
The international marketing term project is designed to provide the students with experience in
Guideline for Cultural Analysis—Part I
The approach taken in many international marketing courses is that of environmental adjustment.
EXHIBIT II
Product Fact Sheet
___________________________________________________________________________
THE PRODUCT—XO COMPUTER
A nonprofit group called “One Laptop per Child”, organized by Nicholas Negroponte, co-founder and director of the
somewhat ‘disposable’ computer system as gifts for children.
SPECIFICATIONS
The proposed design of the machines calls for a 500MHz processor, 1GB of memory and an innovative dual-mode
display that can be used in full-color mode, or in a black-and-white sunlight-readable mode. The display makes the
Part I - Supplemental Teaching Aids
STA-23
The machine is built of heavy-duty plastic and has antennas to communicate with nearby laptops. The rubber
membrane keyboard is, of course, resistant to water and dirty hands. It is also designed to be easily swapped out
to account for different languages and character sets.
Currently the XO can use two different battery technologies: a classic nickel metal hydride battery or a newer style
lithium iron phosphate battery. The batteries are designed to last over five years or 2,000 to 3,000 recharges. With
____________________________________________________________________________________
While students frequently encounter difficulties in obtaining cultural information, the problems
almost always can be overcome in a satisfactory manner. The information suggested in the outline
is to force the students to reflect on the country's culture as a whole and to draw together their
observations.
While completion of this part of the project does not constitute a complete job of acculturation, it
does reinforce in the minds of the students the necessity of understanding the culture of the country in
which they will be marketing products and the difficulty associated with attaining this understanding.
Guideline for Economic Analysis—Part II
The information asked for in the outline of the economics paper is contained in, “The Country
Part I - Supplemental Teaching Aids
STA-24
subject, but, to have the student demonstrate an understanding of the material and highlight those
Part III and Part IV below may be assigned as one paper. If this is done, the maximum length should
be limited to 25 pages.
Guideline for a Market Audit and Competitive Analysis—Part III
Of the guidelines presented, this is the most product or brand specific. Information in the other
guidelines is general in nature focusing on product categories, whereas the data in this one is brand
Guideline for a Preliminary Marketing Plan—Part IV*
In earlier presentations of this project, there were only three parts. What is now Part III, “A Guideline
for a Market Audit and Competitive Analysis” was divided between Part II, “An Economic Analysis”
and Part III, “The Marketing Plan.” In the author's experience, students did not do an effective market
audit and competitive analysis when the two papers were combined. Since creating a separate paper
that focuses on a market audit and competitive analysis, the quality of the marketing plan has
improved. Instead of having them submit four different papers, I have assigned the last two guidelines
at the same time, which seems to work well.
After the students have completed the culture, economics and market audit papers, the emphasis of
Part I - Supplemental Teaching Aids
STA-25
needed information is a substantial problem in the domestic market, and the problems intensify when
trying to identify needed information for a foreign market. Since the sources of information available
to students are primarily secondary, it is typically necessary to modify the requirements of the
still required. In developing a marketing plan for a product in an international market, it is necessary
to have the necessary information or make an assumption about what the information would be in
order to complete the situation analysis. Thus, some of the critical elements of the situation analysis
are still included.
The remaining information that is a part of the situation analysis is information about the firm. Since
of marketing a product in the country they have selected. It should not be interpreted to mean that the
approach taken in this project is product oriented. As noted above, the selection of the product
involves a number of issues which are critical to the success of the project. Further, it is not
uncommon for a United States firm to face the situation in which it has an established product and
wishes to determine if there is a profitable opportunity to market the product in a foreign country.
QUESTIONS
1. Why in "II Guideline for an Economic Analysis” and in "IV Guideline for A Preliminary
Market Plan” is information on media and channels of distribution requested in both
guidelines?
Part I - Supplemental Teaching Aids
STA-26
when they develop a marketing plan, their promotional plan (Mix) will have to be developed from
the media available. Media information in IV reflects the actual media plan you will use to
achieve your marketing objectives. Guideline II is a macro approach to media whereas Guideline
IV is a micro approach to media. The same is true for distribution channels, Guideline II reflects
the entire distribution system (macro) whereas Guideline IV reflects the specific distribution plan
(micro) your company will use to achieve your marketing goals and objectives.
2. Should you assign the paper in three parts as suggested above or one paper to be submitted
at the end of the term?
STA-27
3. How do you grade the paper?
4. Do we have to market the product in the country?
5. How do you set the price for the student?
6. Do you have the students import the product?
STA-28
7. What if there are import restrictions against the product in the country?
8. Is information available?
SUMMARY AND CONCLUSIONS
Clearly many issues are involved in the use of a project of this length and magnitude. Several of the
key issues have been discussed in this paper. Performance expectations for both students and faculty
are demanding. Yet, when everything is considered, it is our strong opinion that this project gives
students a very worthwhile learning experience and an appreciation of international marketing which
is increasingly essential for managers in today's international environment.
G. SIMULATIONS
(1) CANADPLAN–An Advertising & Sales Promotion Simulation Game This simulation is
appropriate for a senior level international marketing course or a master’s level international
marketing course. For information and to order contact: jjenkins@miis.edu.
Basic Information
1. The game is set in Canada and features a medium-size food company.
Part I - Supplemental Teaching Aids
STA-29
8. Because of the fact that Canada is the United States' biggest trading partner at present, and
because it is now a fellow member of the North American Free Trade area, it is vitally
(2) Company Readiness to Export (CORE V) CORE is a computer program for assessment of
company readiness to export.
What does the CORE program do?
How can the CORE program be used?
Second, the CORE Program can be used as an educational tool in college/university classes and
seminars/workshops designed for potential exporters. Users learn about factors pertinent to
successful exporting in the process of completing the assessment exercise.
The CORE Program has been developed on the basis of substantial research into those characteristics
Part I - Supplemental Teaching Aids
STA-30
(3) Simulated international business negotiations can be quite useful in achieving a number of
in hospitals. The details of the case are supplied in the text and in a subsequent section of this Manual.
H. EXPANDING THE SCOPE OF TEXT CASES AND OTHER CASE MATERIALS
1. Expanding Text Case Materials
The case material presented in the text can be used in a variety of ways. Many of the cases are
designed primarily as discussion facilitators rather than comprehensive decision-making
I. INFORMATION SOURCES
1. Statistical Data – See Chapter 8 Appendix for a short, annotated bibliography.
2. Cultural Information by Country
(a) The single best resource for information on negotiating in 50 countries. These Country
Part I - Supplemental Teaching Aids
STA-31
(b) Intercultural Press, Inc.
http://nicholasbrealey.com/boston/subjects/interculturalpress.html
(888) 273-2539
Fax (617) 523-3708
(c) CULTUREGRAMS
A Culturgram is a four-page briefing designed specifically to introduce readers to the daily
customs and lifestyles, as well as the political and economic structure, of a nation. Our goal is
Part I - Supplemental Teaching Aids
STA-32
J. INTERNATIONAL BUSINESS CENTER
www.international-business-center.com
Part I - Supplemental Teaching Aids
K. Grameen Foundation
Grameen Foundation's mission is to empower the world's poorest people to lift themselves out of
poverty with dignity through access to financial services and to information.
M. FILMS AND VIDEOS
Films can provide a meaningful source of background information if used with some discretion. I
have enclosed a list that may be used to give the student an exposure to different viewpoints. The
