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INTERNATIONAL MARKETING : BSB10186-3 STUDENT HANDBOOK 2009 LECTURE & TUTORIAL PROGRAMME Please note that lecture inputs

will generally coincide with teaching weeks but there may be some variation in order, and also content, to allow for any significant contemporary developments WK 1 2 3 4 5 6 7 WK beg 12/1 19/1 26/1 2/2 9/2 16/2 23/2 LECTURE TUTORIAL Introductions & briefing Student presentations: culture Student presentations: FDI Student presentations: FDI Assignment briefing Ben& Jerry student presentations Ben & Jerry student presentations; briefing for Wedgwood & Tutbury Crystal Wedgwood Tutbury Crystal Assignment workshop Student individual discussions Student individual discussions

International Marketing: readiness, internationalisation, motivations & barriers, trade & investment International Marketing Environment : PEST factors and market differences International Market Selection & Timing Marketing Channels & Market Entry Mode Strategy 1: Market Entry Mode Strategy 2: Export & Contractual strategies Market Entry Mode Strategy 3: FDI strategies & Selection models International Marketing Strategy 1 Country focus: marketing to and by Big Emerging Markets International Marketing Strategy 2 Segmentation-Targeting-PositioningBranding-Competitor Oriented strategy International Marketing Product & Brand issues International Marketing Mix issues 1 International Marketing Mix issues 2 Student individual discussions

8 9 10 11 12

2/3 9/3 16/3 23/3 30/3

Lecture 1 introduces the topic of International Marketing (IM). It introduces the key IM decisions and points to issues covered in more detail later. It suggests there are different types of IM (see below). It considers whether internationalisation is even appropriate for a particular firm and it examines motives for, and barriers to, internationalisation and considers a simple model of the internationalisation to globalisation process. It concludes with a suggestion that IM may have a wider role than commerce and hints at ethical implications including the impact of FDI on the foreign market.

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The following is extracted from Jeannet & Hennesseys book introduction to the concepts of export and international marketing

(6 th ed.) as an

Marketing aimed at a single market, the firms home market, is referred to as domestic marketing. Export marketing covers all marketing activities involved when a firm markets it products outside its (domestic) base of operation and when products are physically shipped from one market or country to another. The major challenges of export marketing are the selection of appropriate markets or countries through marketing research, the determination of appropriate product modifications to meet the demand requirements of export markets, and the development of export channels. When practicing international marketing a company goes beyond exporting and becomes much more directly involved in the local marketing environment within the given country or market. An important challenge for the international marketing phase of a firm becomes the need to understand the different environments in which the company needs to operate. Understanding different cultural, economic, and political environments becomes necessary for success. Reading: Any IM text Introductory chapter IW article Globalising a Brand (handout) Lecture 2 considers several ways in which different country markets can be classified, using a variety of PEST/SLEPT/STEEPLE factors (while these acronyms are useful they fail to include cultural and other differences which are highly important). Perhaps the biggest difference between the international marketer and his/her domestic counterpart is the need for a detailed appreciation of the complex and changing political and economic environments and a sensitivity to cultural differences. This understanding is crucial in making decisions about international market selection, market entry mode and the degree to which marketing strategy, mixes and processes should be standardised, localised or adapted. Reading: IMHelp Fredict in Blackboard Lecture 3 addresses the topic of international (country) market selection and focuses on screening methodologies for deciding which country markets to enter first. It also addresses issues related to the number of markets sold to and the timing of foreign market entry. Reading: Any IM text on this topic IW journal article Chile: an Export Marketing Opportunity Selected sections from IW in Blackboard

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Lecture 4 stresses the importance of analysing current and potential marketing (distribution) channels in foreign markets. Whether a firm is exporting or whether it has its own overseas marketing organisation, it needs to understand and plan how its products will be sold, distributed and serviced in foreign markets. Some channel options will be explored and the topic will be linked into market entry mode strategy. Reading: IW paper on International Marketing Channels in Blackboard Lectures 5,and 6, focus on the key issue of entry mode strategy into international markets. One framework for analyzing these strategies classifies them into 3 groups (i.e. export, contractual and investment strategies) and this will be the basis on which the lecturers are structured. It is crucial that students recognise that market entry mode strategy is a very specific subject and should not be confused with the more general term of market entry strategy which is also, unfortunately the way in which some writers refer to market entry mode strategy. Reading: IW paper on International market entry mode strategy on Blackboard IW article Entering the Chinese Market on Blackboard IW article UK SMEs in China: Performance & Market Entry Mode Strategies on Blackboard IW article UK Small Firms Japanese Market Entry Strategies Selected extracts from Hollensen and Young et al to be distributed in class Koch, A. J., (2001). Selecting overseas markets and entry modes: two decision processes or one?, Marketing intelligence & planning 19: 6575 Whitelock, J. (2002), Theories of Internationalisation and their impact on market entry, International Marketing Review, Vol. 19, No. 4 Lecture 7 considers a number of strategic issues, particularly related to marketing to, and marketing by, Big Emerging Markets. It incorporates the work of Simon Anholt who proposes that the poorer countries of the world should build and internationalise their own brands instead of providing unbranded goods to major Western brands such as Nike. There is a focus is the big emerging market (BEM) of PR China since this is widely predicted to be the worlds biggest economy by the middle of this century. China is already known as the factory of the world and is considered to be the most important present and future battleground for many of the worlds leading companies. Reading: IW paper International Marketing Strategy: country focus on Blackboard Lecture 8 examines issues of segmentation, targeting, positioning and branding in and across international and global markets. Reading IW paper International Marketing Strategy on Blackboard Lecture 9 examines the nature of international and global brands and how they may be built and protected. It also considers issues related to the management of products ion an international context.

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Reading IW paper on International Brand & Product planning on Blackboard IW journal article Bentley on Blackboard IW journal article Champagne campaign on Blackboard IW paper on Wine Brand Naming in PR China on Blackboard Lectures 10 and 11 examine selected international marketing mix issues. Reading Selected items on Blackboard LEARNING STRATEGY Students should note that our approach to learning is flexible and that every attempt will be made to respond to student needs. This means that students are encouraged to make those needs explicit. It also means that the programme of lectures and tutorials is an indication of content and timing and not a rigid programme and may be changed as appropriate. Blackboard Most of the resources for the module are available in or through Blackboard. Regular visits to Blackboard will keep you abreast of what you need to do, when and how. Please make use of the discussion forum on Blackboard. We have students from many different countries and I encourage everybody to comment on relevant issues from their own cultural perspective. I would also like students to provide information about their own markets in general e.g posting interesting adverts or details about marketing channels or joint ventures, product adaptation etc. You will find a language translator on the main menu. Its purpose is twofold. Firstly, to help foreign students with English words they may not know (but please back check any translation with English people). Secondly, so that all students can learn a few words in some foreign languages. We should all be able to say cheese and cheers in several languages You will also find a currency converter. Use this to check how much foreign currency you need for your holidays but also to assess the likely impact of changes on international trade. Lectures Lectures are mandatory will provide a framework for the topics to be studied. They will point to relevant models, and provide differing perspectives (where those exist) on the subject areas. They will attempt to provide both practical insights and academic underpinning.

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You are strongly advised to download the slides before the lecture so that you have the time to make additional comments on them during the lecture. I will attempt to lecture at an appropriate pace (please advise me if it is not) but you will still not have time to write down all the information.

Tutorials Tutorial attendance is also mandatory. Work will be set for all sessions and all of this is intended to prepare students for the assessment as well as to deepen their understanding of some interesting and practical marketing issues. It is crucial for all students to participate fully in all student oriented activities whether organised on a group or individual basis. Where possible, students will be organised into groups which feature a mix of nationalities. Working with colleagues from different cultures is considered to be a key part of the IM learning process. You have the opportunity to build relationships which will be important for the rest of your social and business life. You may even have the opportunity to set up some IM business ! Working in multi-cultural groups can be hard work. Sometimes you have to make extra efforts in terms of language, for example. This again, is part of the learning and gives you an idea of what it is like in IM. Please make sure that you have all the contact details of all the members of your team within your tutorial group. Student presentations Most students think that giving presentations is rather daunting especially if its not in your first language. But there are 3 main reasons why they are an important part of tutorial activity. It is excellent practice for job interviews and working life Preparation for presentations encourages debate and co-ordination with your colleagues It allows your tutor to assess the progress you are making Actually, presentations can be good fun and a good way of learning Presentations are not formally assessed but when you prepare them and when you observe other students giving them you should evaluate them against the criteria which your tutor advises. Different tutors have different expectations. These are mine: Make sure the content is relevant to the task. Never just provide masses of material. Always demonstrate the implications of the information you have found for the task you have been set. Often this will require you to build a

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simple model of the relevant factors which can then be applied to the context of the particular question Ensure a logical sequence Share the presentation amongst as many team members as possible Keep to the time limits. You must have a rehearsal Never read out masses of text Put group presentations on one USB. Put your names on and email a copy to me Do not put too much information on each slide (do as I say, not as I do!) Make sure slides are legible at the back of the room Attractive graphics are good Build rapport with your audience e.g. eye contact, humour Speak slowly and clearly Enjoy! We are all in the same boat.

Independent Learning Students are expected to devote considerable effort to independent learning activities. This will take a variety of forms including: General reading of texts to deepen and broaden understanding of topic areas. Directed reading of journal articles, texts and case studies. Case study preparation. Reading of newspapers and magazines for understanding of international market conditions. Internet searches for data on international markets. Assignment preparation Assessment Assessment is by one individual assignment of 2500 words. The content and context of the assignment will vary from year to year. Recent assignments are available to peruse. The assignment will test Learning Outcomes as specified in the module descriptor and will normally be based on a case study. As well as demonstrating practitioner competence, students must also (where appropriate) demonstrate : Critical appreciation of theoretical concepts and processes.

Adaptation of standard models to reflect specific situations or students OWN insights. Integration of learning matter from different parts of the programme.

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Wide and deep reading rather than reading based only on standard texts. Assignment guidance for students 1. Students must make sure they have met the assessment criteria. These are a double edged sword i.e. they help by clarifying what is expected, but if students dont meet all of the pass criteria, then markers must fail them, otherwise the external examiner will challenge our standards. 2. Clearly, the above statement means that students must use academic references in order to demonstrate they have studied the subject beyond their lecture notes and to support some of the arguments they are making. 3. Better students will (in a limited way compared to a dissertation) attempt to synthesise and critique some of the literature i.e. they will consider different perspectives and point to similarities and differences and try to integrate information from different sources. 4. Really good students will point out limitations in what academics have written, perhaps because it may be based on limited or faulty research or lacks applicability in particular contexts. 5. You will also need to integrate country data, fully referenced, into your answer 6. Where appropriate, students need to use academic models, selected from the literature, to aid decisions or recommendations they have been asked to make. Without this, such recommendations will be no more than uninformed opinion and more or less worthless. 7. Such models must be applied in such a way as to take into account the specific context of the question or case study. Again, good students will point to any limitations of the models which may make their applicability less appropriate 8. Really good students will propose their own adaptations to the theory and/or models and give reasons for the adaptations. New ways of thinking about old problems are particularly welcome 9. Some students undertake an analysis using a model and make recommendations but there does not appear to be any relationship between them. The progression from analysis to recommendation must be clearly traceable. I call this linkimplication i.e. the implications of your analysis/application must be linked to the recommendation/decision

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10. Despite the above, there are many different ways of presenting and arguing for your solution e.g. rating system or many other possibilities (see Wedgwood exercise). The key point is that the examiner can clearly see you have used a logical process for arriving at your decision 11. Do not regurgitate case material but use it where relevant as evidence to support your argument. Do not have long introductions. Use your word count fully and make every word count 12.Layout should be attractive (include relevant maps if you wish), in a sensible font size and spelling carefully checked (for UK students !). It is generally preferable to use more of a report format than an essay format. 13. Do not put cut & paste models in the Appendix. Put them in the body of your assignment and, most importantly, apply them. Try to enjoy doing it ! Ian Wilson

Some definitions of things we ask students to do: Apply: use models, methods or theories to demonstrate or to solve (particularly when used in new or different situations0 Analyse: identify the key features in a set of information (showing how they are related or may contrast) Synthesise: integrate from different sources into a coherent account Evaluate: Assess the value or validity of something e.g. an academic model or piece of evidence. Please note this is different to using the word evaluate to mean choose between different marketing options and justify why. The key skill to demonstrate in this latter situation is establishing the pathways and the criteria by which your decision will be reached.

General Reading Students are required to read the material indicated separately for each topic area. Some of these readings are based on chapters from a forthcoming text on International Marketing written by myself and Geri Clarke and constitute core reading.

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In addition, students are expected to consult existing texts in order to provide different perspectives and to fill out some issues only touched on in our text. A wide list of existing texts has been provided to increase access for students. These cover (reasonably adequately) the standard topics of international marketing. It is difficult to suggest one text as being better than the others since they all have different strengths and weaknesses. Students should ideally gain access to one or more of the preferred texts listed below. A good suggestion is for a group of students to buy a couple of different texts between them. Students can also access most of these texts via the ebrary system. Students should note that all the text books have their individual strengths and weaknesses and they should therefore consult a variety of texts. For example, each chapter in de Burca is well structured and written with a good mix of theory and practice. On the other hand, it is less comprehensive than it might be on branding and market entry mode strategies. Hollensen is comprehensive on market entry mode strategies and the internationalisation process but weak on branding and the international-global debate. Please note that older editions of all listed texts are worth studying. Many of the texts on International Business also cover many of the areas we are interested in. The case study book by Atkinson & Wilson contains several mid-sized cases which illustrate real companies facing critical decisions in international marketing. It is very useful for giving students the flavour of marketing on an international basis and for fleshing out some key areas. Case studies Atkinson, J. and Wilson, I. [1996], Strategic Marketing Cases, Concepts and Challenges, Harper Collins ISBN:0-00-499037-4 Recommended Texts De Burca, S., Fletcher,R. and Brown,L. (2004), International Marketing: An SME Perspective, F.T.Prentice Hall. ISBN: 0-273-67323-8 Hollensen, S. [2007] 4th Edition. Global Marketing : a decision-oriented approach F.T: Prentice Hall. ISBN: 0-273-67839-6 Ghauri, P.and Cateora, P. (2006) International Marketing 2nd ed., McGraw-Hill Jeannet, J-P, and Hennessey, H.D., (2004) 6th ed., Global Marketing Strategies, Boston: Houghton Mifflin ISBN: 0-618-310592 Noonan, C.J. (1999) 2nd Ed. The CIM Handbook of Export Marketing, ButterworthHeinemann, Oxford Doole, I. And Lowe, R. [2004], 4th ed. International Marketing Strategy, Thomson. ISBN: 1-84480-025-3

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Johannson, J.K., (2003) 3rd ed., Global Marketing: Foreign Entry, Local Marketing and Global Management [Boston: Irwin McGraw-Hill]. Cateora, P.R., and Graham, J.L. [2005], 12th ed., International Marketing, International Edition, McGraw-Hill. ISBN: 0-07-283371-8 General Texts Other suitable reading Kotabe, M. and Helsen, K., [2001] 2nd ed. Global Marketing Management, Wiley Keegan, W.J. and Green, M.S. [2005] Global Marketing, 4th Edition, Initernational ed., Pearson Prentice Hall. Muhlbacher, H. Dahringer, L. and Leihs, H. [1999] International Marketing: A Global Perspective, Thomson Business Press. Keegan, W.J. [2001] Global Marketing Management [7th Ed], Prentice Hall. Douglas, S.P. and Craig, C.S., [1995] Global Marketing Strategy [New York: McGraw-Hill, 1995]. Czinkota, M.R. and Ronkainen, I.A., [1996] International Marketing. Global Branding Hankinson, G. and Cowking, P. [1996] The Reality of Global Brands, McGraw-Hill. De Mooij M. [1998] Global marketing and Advertising: Understanding Cultural Paradoxes, Sage Publications. Van Gelder, S. (2003), Global Brand Strategy :unlocking brand potential across countries, cultures and markets, Kogan Page, London Anholt, S. (2003). Brand New Justice: The Upside of Global Branding. Butterwort-Heinemann, Oxford Market Entry Mode Strategies Root, F.R., Entry Strategies for International markets [San Francisco: Jossey-Bass, 1994], Young, S., Hamill, J., Wheeler, C. and Davies, J.R., International market Entry and Development: Strategies and Management [Hemel Hempstead: Harvester Wheatsheaf, 1989]. On-line learning Resources There is a wealth of invaluable data available on the net and students are encouraged to explore for relevant web sites.

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These include sites for the World Trade Organisation, the UN, the CIA, the World Bank, UNCTAD, OECD etc. but also NGO sites such as Sweatshopwatch, Oxfam and Fairtrade. www.nationmaster.com is well worth exploring although attention should be paid to the date and source of the data. Additionally, there are sites which cover a range of interesting items on marketing in general e.g. various CIM and AMA sites, especially the Knowledge Hub within www.cim.co.uk. A good sites for practical material on international branding and marketing mix issues is www.brandchannel.com . Students should also read Marketing and Marketing Week. Websites of very useful magazines and news organisations include The Economist, BBC and the Financial Times. Again, it is well worth reading a hardcopy of The Economist or a good daily newspaper. There are also some useful on-line academic journals, particularly the Journal of International Marketing (JIM) for which full text can be downloaded via Ebsco and International Marketing Review for which full text can be downloaded via Emerald. Other journals you will want to consult include Journal of Marketing & Marketing Research, European Journal of Marketing, Journal of Product & Brand Management, Marketing Intelligence & Planning, Harvard Business Review, Journal of International Business Studies. Students must become proficient in using these elearning resources and in writing assignments which integrate referencing from multiple sources. Ian Wilson

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