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Chapter 8 - Global Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1
Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
Chapter 8 - Global Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading
test generation software TestGen® to users (more details can be found within the Instructor Resources tab under
“Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems,
McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®,
include:
▪ Cross-platform software compatibility with Windows and Mac
▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai
▪ Highly customizable formatting and editing option
Video Library
The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no
longer available as assignments, but that remain available as an additional resource. These videos can be directly
streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief
video guide that summarizes the key concepts of the video.
Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Chapter 8 - Global Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
4
Student 8
91%
0%
2%
7%
Student 9
93%
0%
2%
5%
Student 10
70%
0%
6%%
25%
APPLICATION EXERCISES, QUIZZES, AND TEST BANK
Book-level Resources
Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide
instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level
assignments, let’s first look at the book-level assignments available.
Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing
Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.
1) Marketing Plan Prep exercises use guided activities and examples to help students understand and
differentiate the various elements of a marketing plan.
2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using
3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the
marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing
company. The simulation can be assigned by topic or in its entirety.
Chapter-level Resources
Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to
assign based on your focus for each specific chapter. Several types of Application Exercises are available in each
chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag
exercises.
1) The iSeeit! Video series comprises short, contemporary animated videos that provide engaging
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
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Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A
good starting point is your local Learning Technology Representative, who can be found here:
http://www.mheducation.com/highered/platforms/connect/features-educators.html
Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.
Instructors may choose to:
• assign as many assignments as appropriate given the level and time commitment expected for the class,
• determine point values for each question/application that works within the total course percentages,
• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
attempts together (several attempts are particularly good for homework assignments),
• deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard
deadlines thus accepting no late submissions,
• show feedback on application/questions immediately upon submission or at the time the assignment is due for
the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided
resources.
Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for
each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a
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McGraw-Hill Education.
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III. Choosing a Global Marketing Strategy (PPT 8-22)
A. Target Market: Segmentation, Targeting, and Positioning
1. Global Product or Service Strategies (PPT 8-23)
Ethical & Societal Dilemma 8.1: Burger Wars in India: Fast-Food Chains Are Finding Creative
Ways to Enter a No-Beef Market describes how burger restaurants are learning to respect cultural
differences as they seek access to the Indian consumer market.
a. Same Product or Service
b. Similar Product or Service with Minor Adaptations
c. Totally New Product or Service
2. Global Pricing Strategies (PPT 8-24)
4. Global Communication Strategies (PPT 8-26)
Ethical & Societal Dilemma 8.2: Do European Rights Apply to the Online Universe? Google’s
Battle with France discusses privacy regulations in the European Union. Do students agree with France
that European privacy regulations should apply worldwide? Or could this lead to censorship, as Google
argues?
1. What are the components of a global marketing strategy?
2. What are the three global product strategies?
Additional Resources
Students will be re-introduced to business terms such as quota, various trade agreements, joint
venture, GNP, GDP, etc. To review these terms before discussing the concepts in the chapter, the
instructor may want to exercise a challenge similar to the Jeopardy game.
Divide students into four or five groups of equal size. The instructor writes down three-four terms from the
chapter on four or five note cards. The group then takes the word and writes a story problem without the
word in it. They can transfer the story problem to a transparency. One group presents each of their story
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Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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problems while the other groups (with one person being the spokesperson for the group) try to determine
the term. The group earns one point if they get the story problem correct. They also can lose a point if
they get it wrong and the next spokesperson’s hand that goes up (acting like a buzzer) gets a chance to
answer. Instructors can award the winning group with +2 points on a quiz or exam. This “livens-up”
content that is heavily laden with vocabulary.
Online Teaching Tip: This exercise can be transferred to a post situation with a term assigned to each
student and fellow students guessing the term. If the instructor can solicit a real-time chat, the students
can submit their story problems in advance of the session and the instructor can play the role of
presenting the story problems for the class.
Students do not fully appreciate cultural diversity and location and its impact on the four Ps until they
study a country and are assigned related questions to answer. Instructors may want to make this an
assignment with students turning to the Web for research. Questions asked may be: What social
customs may impact the way a product is marketed? Are there barriers to the distribution system? Is the
product use in the country consistent with the home country or do they differ and why? Will language
barriers present a problem?
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Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Activity
Type
Learning Objectives 08-
01
02
03
04
Manager’s Hot Seat
Video Case
X
Kraft: Marketing Globally
Video Case
X
Global Entry Strategies
Click & Drag
X
Country Market Assessment: Starbucks
Click & Drag
X
Country Market Assessment: Under Armour
Click & Drag
X
The Globalization of the American Hamburger
Case Analysis
X
X
X
Domino’s Pizza
Video Cast
X
X
X
ISeeIt Video Case: Global Entry Strategies
Video Case
X
Manager’s Hot Seat
▪ Activity Type: Video Case
▪ Learning Objectives: 08-01
▪ Difficulty: Medium
▪ Activity Summary: This video shows an unsuccessful sales negotiation involving two
businesspeople—one from Japan and one from the U.S.—in which the failure can be attributed to
cultural differences. After the video ends, students are asked questions about the video and related
course concepts.
Activity
▪ Introduction: Michael Sokoloff has assumed responsibility for a new client during the last stage of a
big deal, but he cannot for the life of him figure out why this Japanese businessperson won't let him
close the deal. Watch as this real manager deals with this difficult situation.
▪ Concept Review: Understanding another country's culture is crucial to the success of any global
marketing initiative. Culture, or the set of values, guiding beliefs, understandings, and ways of doing
things shared by members of a society, exists on two levels: visible artifacts (e.g., behavior, dress,
symbols, physical settings, ceremonies) and underlying values (thought processes, beliefs, and
assumptions). Visible artifacts are easy to recognize, but businesses often find it more difficult
recognizing the underlying values of a culture and appropriately adapting their marketing strategies to
them.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
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Follow-Up Activities
Ask students how the company should have handled the situation differently—for example, keeping
Roger involved in order to make an orderly transition (this would be a good idea even in a situation
involving a U.S. customer). It would have been wise for the first meeting between the Japanese
businessman and the new account representative to have taken place in a social setting (with Roger
there as well)—a lunch or dinner, for example.
Kraft: Marketing Globally
▪ Activity Type: Video Case
▪ Learning Objectives: 08-04
▪ Difficulty: Medium
▪ Activity Summary: Reviews Kraft’s global marketing strategy for the Oreo brand, addressing issues
related to each of the Four Ps. After the video ends, students are asked questions about the video
and related course concepts.
Activity
▪ Introduction: At 95 years old, Kraft's Oreo cookie is the most popular cookie in the world, enjoyed in
more than 100 countries spread across every continent. The Oreo cookie is truly a global product—
but although the Oreo adapts to meet the needs of various countries, it's still an Oreo.
▪ Concept Review: Globalization refers to the processes by which goods, services, capital, people,
information, and ideas flow across national borders. Global markets are the result of several
fundamental changes, such as reduction or elimination of trade barriers by country governments, the
decreasing concerns of distance and time with regard to moving products and ideas across countries,
the standardization of laws across borders, and globally integrated production processes. Each of
these fundamental changes has paved the way for marketing to flourish in other countries.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
Oreo has faced some challenges recently in maintaining its strong brand position in China. Assign this
article, and ask students to summarize the changes it describes to Kraft’s marketing mix for the Oreo in
China:
http://blogs.wsj.com/chinarealtime/2014/02/13/why-chinas-falling-out-of-love-with-the-oreo/
Global Entry Strategies
▪ Activity Type: Click & Drag
▪ Learning Objectives: 08-03
▪ Difficulty: Medium
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McGraw-Hill Education.
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▪ Activity Summary: Students are provided with five potential market entry approaches for a coffee
business and asked to match them with the market entry strategy they represent.
Activity
▪ Introduction: A U.S. national coffee chain called Bean is reviewing the various strategies it could use
to enter its first international market in South America. The company is aware that different foreign
market entry strategies offer different levels of control and profit potential, but its executives are
primarily concerned with the risks involved in each strategy. Read about Bean's various options and
then assemble the foreign market entry risk assessment as instructed.
▪ Concept Review: A firm can choose from several approaches when entering a foreign market. The
specific strategy chosen will vary according to the level of risk the firm is willing to assume. Many
firms follow a progression in which they begin with a less risky strategy to enter their first foreign
market and move to increasingly risky strategies—which usually offer greater profit potential—as they
gain confidence in their abilities.
Follow-Up Activity
Ask students which of the options they think would make the most sense (and why) for:
▪ A large company like Starbucks
▪ A medium-sized company like Peet’s Coffee and Tea
▪ A small-to-medium coffee bean roasting company that sells beans to other coffee companies but
does not run its own stores.
Country Market Assessment: Starbucks
▪ Activity Type: Click & Drag
▪ Learning Objectives: 08-01
▪ Difficulty: Medium
▪ Activity Summary: Students are presented with types of issues Starbucks might consider when
evaluating a market for expansion, and asked to classify them according to the four categories of
factors used to assess global markets. NOTE: This activity is very similar to the Under Armour click
and drag activity, also in this chapter.
Activity
▪ Introduction: Starbucks Corporation (Starbucks) roasts and retails specialty coffee in stores
operating in over 50 countries. The company's strength in strategy and the ability to provide honest
quality service has allowed it to enter many markets successfully. However, Starbucks' entry into
global markets has not always been successful.
▪ Concept Review: Firms must assess the viability of various potential foreign markets before
choosing to enter. Four sets of criteria are necessary to assess a country's market. They are
economic analysis, infrastructure and technological analysis, government actions or inactions, and
sociocultural analysis. Information about these four areas offers marketers a more complete picture of
a country's potential as a viable market for products and services.
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Follow-Up Activity
For one or more of the BRIC countries discussed in the text, identify potential issues in these four
categories that might make the country a less attractive market for Starbucks.
Country Market Assessment: Under Armour
▪ Activity Type: Click & Drag
▪ Learning Objectives: 08-01
▪ Difficulty: Medium
▪ Activity Summary: Students are presented with types of issues Under Armour might consider when
evaluating a market for expansion, and asked to classify them according to the four categories of
factors used to assess global markets. NOTE: This activity is very similar to the Starbucks click and
drag activity, also in this chapter.
Activity
▪ Introduction: Under Armour is at the forefront of its industry producing performance apparel for men,
women, and youth. The company provides products from everyday wear to just about any sport
activity in virtually all climates and conditions and has made itself known over the past 10 years by
putting quality first for its customers. Headquartered in Baltimore, Maryland, Under Armour continues
to grow as a strong competitor in the industry, with offices located in many areas of the world,
including Denver, Colorado; Toronto, Canada; Hong Kong, China; and London, England. You will be
reviewing some of the steps Under Armour makes when it begins to enter a foreign market.
▪ Concept Review: Firms must assess the viability of various potential foreign markets before
choosing to enter. Four sets of criteria are necessary to assess a country's market. They are
economic analysis, infrastructure and technological analysis, government actions or inactions, and
sociocultural analysis. Information about these four areas offers marketers a more complete picture of
a country's potential as a viable market for products and services.
Follow-Up Activity
For one or more of the BRIC countries discussed in the text, identify potential issues in these four
categories that might make the country a less attractive market for Starbucks.
The Globalization of the American Hamburger
▪ Activity Type: Case Analysis
▪ Learning Objectives: 08-01, 08-03, 08-04
▪ Difficulty: Medium
▪ Activity Summary: Students read a case exploring the way McDonald’s approaches global
expansion. Then they answer questions applying chapter concepts to the case.
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Activity
▪ Introduction: When companies expand to other countries, they must decide how to adapt their
marketing strategy to suit the environment in each market. This activity is important because in our
increasingly global business climate, marketers must be able to identify and evaluate different
approaches to global marketing.
Global Marketing: Domino’s Abroad
▪ Activity Type: Video Case
▪ Learning Objectives: 08-01, 08-03, 08-04
▪ Difficulty: Medium
▪ Activity Summary: Domino’s Pizza earns over half its revenue from sales outside the USA. This
video case explores the ways in which Domino’s adapts its marketing strategy in various markets.
After the video ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: Domino’s Pizza is the world’s largest pizza delivery chain, with stores in over 80
countries worldwide and over half its sales outside the US. In order to satisfy consumer preferences
in that many markets, Domino’s must understand its global customers and adjust its marketing mix to
meet local needs. The video describes Domino’s marketing efforts in several countries. This activity is
important because marketers must understand how to approach global markets in order to
successfully expand outside the home market. The goal of this exercise is to test your understanding
of global market assessments, global entry strategies, and global marketing strategies.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
ISeeIt Video Case: Global Entry Strategies
▪ Activity Type: Video Case
▪ Learning Objectives: 08-03
▪ Difficulty: Easy
▪ Activity Summary: This video case reviews different global entry strategies from the perspective of a
coffee company.
Activity
▪ Introduction: When expanding into a global marketplace, companies must select a means of market
entry. The decision between exporting, franchising, a strategic alliance, a joint venture and direct
investment is based upon an organization's interest in maintaining marketing control and how much of
a financial investment it is willing to make. This holds true for 5 Bucks and Joe to Go, both of which
are coffee retailers that want to enter emerging urban markets in India. 5 Bucks prefers to maintain
greater control afforded by a joint venture and is willing to take on greater financial risk. Joe to Go, on
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the other hand, is not as willing to take on high levels of financial risk and is willing to rely on its
franchisees to effectively market and brand Joe to Go in India. Both options require their local
partners to adjust offerings to meet the needs of the local population while maintaining product, look,
and experience similarities across global locations.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
