ADMK116801 International Marketing, Credits: 4 Woods ... · PDF fileProvide an in-depth...

*Please note that this syllabus should be regarded only as a general guide to the course and is subject to change at the instructor’s discretion.

ADMK116801 International Marketing, Credits: 4 Woods College of Advancing Studies Spring 2018 Semester, January 16 – May 01, 2018

Thursdays 6:15 PM - 9:15 PM

Instructor Name: Letizia Affinito BC E-mail: [email protected] Phone Number: 857 272-9624 Office: Office Hours: before/after onsite class/zoom call by appointment

Boston College Mission Statement Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry. Boston College draws inspiration for its academic societal mission from its distinctive religious tradition. As a Catholic and Jesuit university, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truth in every discipline, in the desire to learn, and in the call to live justly together. In this spirit, the University regards the contribution of different religious traditions and value systems as essential to the fullness of its intellectual life and to the continuous development of its distinctive intellectual heritage. Course Description This course, after reviewing the challenges of dealing with different cultures/environments, explores the development and implementation of an international marketing strategy from the determination of objectives and methods of organization through the execution of research, advertising, distribution, production, and measurement activities. It is designed to identify and explore contemporary forces of major significance in managing enterprises as they develop, and compete within increasingly global and turbulent markets.

This course will provide students with the main tools to design, implement and manage international marketing programs and help them answer key questions such as: • How can I develop international marketing programs by designing the appropriate activities and tactics? • What are the most important marketing approaches and tools for me to use?

How can I successfully implement an international marketing program? • How can I measure my various marketing programs’ impact on revenue and profit?

• How can I best communicate marketing results with my executive team and board? In studying a range of firms across a range of contexts and industries, the course builds on recent advances in industrial organization and organizational economics. We use a number of cases and real life examples/simulations to discuss each of the points presented in the course. As such, the course ultimately is designed to focus on the essential topics and problems of International Marketing as experienced by business managers in real life situations. The course uses undergraduate level business case studies from Harvard Business School, Insead Business School, IMD Business School, Stanford University, to present the fundamentals in International Marketing. [See case-list herein]. Lectures will be supplemented by student research and discussion of a number of selected business cases. The course will emphasize two kinds of skills: Analytical skills, which are required to develop successful International Marketing Programs; and Administrative skills, which are required for implementation. The course will begin with the analytical skills and then move on to implementation issues. Textbooks & Readings (Required)

Readings: I have selected readings for each topic, and you must read them according to the class schedule. Some of the readings will be available as PDF files in Canvas, while others are available on different websites (I provide the links for those) or in the coursepack link.

Power Point Slide Collection, in Canvas

Cases: I have selected cases for each topic, and you must analyze them according to the class schedule. The selection of cases will be available in the coursepack link.

Coursepack: A link to a coursepack will be provided to access and purchase readings and case studies which will be assigned during the term.

Students are also expected to scan newspapers and business periodicals to keep up with current International Marketing events of relevance to this course. (The New York Times, The Wall Street Journal, Financial Times, Fortune, Business Week, The Economist, Advertising Age, etc.) Textbooks & Readings (Recommended) Global Marketing, 9th Edition Warren J. Keegan Mark C. Green, Simpson College Pearson, 2017 ISBN 013-442197-3 A loose-leaf version packaged with the MyMarketingLab access code will be available at BC Bookstore Canvas Canvas is the Learning Management System (LMS) at Boston College, designed to help faculty and students share

ideas, collaborate on assignments, discuss course readings and materials, submit assignments, and much more -

all online. As a Boston College student, you should familiarize yourself with this important tool. For more

information and training resources for using Canvas, click here.

Course Objectives After this course, students will be able to discuss international marketing concepts, identify alternative strategies, and understand roles of marketing groups within a marketing-driven global company: 1. Provide an in-depth understanding of global marketing issues through online case discussions and

http://www.bc.edu/offices/cte/tools/canvas.html

simulations. 2. Build on the knowledge acquired in earlier functionally oriented courses via interactive and integrative

online case discussions. 3. Develop critical thinking skills required to analyze complex business situations, to develop and implement

practical responses through online case discussions and simulations. 4. The student will demonstrate knowledge and competency across cultural settings and will learn the

impact of culture, gender, and age in marketing products and services online/offline as demonstrated by an enormous increase in the globalization environment also due to the increased use of internet.

5. The student will demonstrate ethical competency pertaining to the selection and use of marketing tools and tactics as demonstrated by the course material and case discussions.

Grading Final grades for the course will be based upon the following weights: Mid-term exam 30% Individual final exam 30% Final group project 10% Class Quizzes/Exercises/Simulations 15% Participation 15% The undergraduate grading system for Woods College is as follows: A (4.00), A- (3.67) B+ (3.33), B (3.00), B- (2.67) C+ (2.33), C (2.00), C- (l.67) D+ (l.33), D (l.00), D- (.67) F (.00) All students can access final grades through Agora after the grading deadline each semester. Transcripts are available through the Office of Student Services. Deadlines and Late Work Any work submitted after the due date outlined within the Course Schedule will be assessed a 10 pt. grade reduction penalty if no more than 6 days late. Work submitted later than 6 days after due date will be assessed a 20 pt. grade reduction penalty if submitted before the close of the semester. Course Assignments It is expected that you will spend 6-8 hours per week on out-of-class assignments and exercises. These are listed below. Please note that some weeks will require more time and some weeks less time but the average is approximately 7 hours per week over the semester. Response time I will respond to your questions and emails within 24 hours (except if I am on vacation at any point during this class and if so, I will let you know). I grade once the week has ended. Online asynchronous discussions will be graded first, usually by Tuesday or Wednesday of the following week. Assignments will be checked off by Thursday or Friday of the following week.

http://www.bc.edu/transcripts

Course Schedule

Date/Week Topic Reading/Assignments Due Date

01/16 Synchronous

Introduction to International Marketing

READINGS

KEEGAN & GREEN: CHAPTER 1

Overview: A New Approach to Global Marketing

By Larry Light and Joan Kiddon

Jun 24, 2015 (Click here to read)

CASE STUDY: Louis Vuitton in Japan

Justin Paul; Charlotte Feroul

Publication Date: Oct 15, 2010, Revision Date: Feb 21, 2017

01/16

01/23 Asynchronous The International Mktg.

Environment

READINGS

KEEGAN & GREEN:: CHAPTERS 2-3

How Local Companies Keep Multinationals at Bay

Arindam K. Bhattacharya; David C. Michael

Publication Date: Mar 01, 2008

The Most Common Mistakes Companies Make with Global Marketing

Nataly Kelly

Publication Date: Sep 7, 2015 Product #: H02BTA-PDF-ENG

Mapping Your Opportunities: An Analysis of Society, Technology, and Resources (STaR)--Building Sustainability into Business Strategy

Adam Werbach

Publication Date: Jul 06, 2009

QUIZ: CHAPTER 2,3 Keegan MyMarketingLab

CASE STUDY: L'Oreal: Global Brand, Local Knowledge

Rebecca Henderson; Ryan Johnson

Publication Date: Jun 08, 2011, Revision Date:

01/23

http://www.informit.com/articles/printerfriendly/2357490

May 21, 2012

01/30 Synchronous Cultural Dynamics / Business

Customs

READINGS

KEEGAN & GREEN:: CHAPTER 4

Managing Differences: The Central Challenge of Global Strategy (HBR Bestseller)

Pankaj Ghemawat


CASE STUDY: Marks and Spencer Enters China

Jane Menzies; Ilan Alon; Jennifer Dugosh

Publication Date: Feb 26, 2013

01/30

02/06 Asynchronous Global information systems and

market research

Segmenting, Targeting & Positioning

READINGS

KEEGAN & GREEN:: CHAPTERS 6,7

International Marketing Research: A Global Project Management Perspective

Rb Young; Robert B. Young; Rajshekhar G. Javalgi


What You Need to Know About Segmentation

Gretchen Gavett


Burberry's CEO on Turning an Aging British Icon into a Global Luxury Brand

Angela Ahrendts

Publication Date: Jan 01, 2013

QUIZ: CHAPTER 6,7 Keegan MyMarketingLab

CASE STUDY: Nestle SA: Nutrition, Health and Wellness Strategy

Rebecca Henderson; Ryan Johnson

Publication Date: Jun 08, 2011, Revision Date: May 12, 2012

02/06

02/13 Synchronous Strategy Alternatives &

Expansion

READINGS


02/13

Fundamentals of Global Strategy 5: Target Markets and Modes of Entry

Cornelis A. De Kluyver

Publication Date: Aug 28, 2010

CASE STUDY: The Coca-Cola Company's Case for Creative Transformation (MULTIMEDIA CASE)

Thales S. Teixeira; Elizabeth Anne Watkins

Publication Date: Jun 18, 2015

02/20 Asynchronous Brand and Product decisions in

Global Marketing

Review for Midterm

READINGS


Cross-Cultural Consumer Behavior: A Review of Research Findings, Marieke de Mooij; Geert Hofstede (Available in Canvas)

QUIZ: CHAPTER 10 Keegan MyMarketingLab

CASE STUDY: Best Western International: One Global Brand

Richard Ettenson; Dennis Guthery


02/20

02/27 Asynchronous

Midterm take-home exam You will need to analyze and present (5/8 min) your points and recommendations about the following selected case:

CASE STUDY: Apple iPad in India: Was There a Way Out?

Sanjeev Prashar; Adeshwa Raja

Publication Date: May 2, 2012

MIDTERM CLASS EVALUATION

02/27

03/13 Synchronous Global Advertising/Promotion

READINGS

KEEGAN & GREEN: CHAPTERS 13 & 14

How Global Brands Compete

Douglas B. Holt; John A. Quelch; Earl L. Taylor

Publication Date: Sep 01, 2004

How To Build a Global Brand

John Quelch (click here to read)

03/13

https://hbr.org/2007/10/how-to-build-a-global-brand

CASE STUDY

Coke and Pepsi: from Global to Indian Advertising

Seema Gupta

Publication Date: Nov 01, 2012

03/20 Asynchronous Global Marketing and the

digital revolution

READINGS


Branding in the Digital Age: You're Spending Your Money in All the Wrong Places

David C. Edelman

Publication Date: Dec 01, 2010

Will social media kill branding?

Chiranjeev Kohli; Rajneesh Suri; Anuj Kapoor



CASE STUDY: Social Strategy at Nike

Mikolaj Jan Piskorski; Ryan Johnson

Publication Date: Apr 17, 2012, Revision Date: Mar 25, 2014

03/20

03/27 Synchronous Global Marketing Channels and

Physical Distribution

READINGS


A Study of 46,000 Shoppers Shows That Omnichannel Retailing Works

Emma Sopadjieva, Utpal M. Dholakia, and Beth Benjamin

Publication Date: January 03, 2017

People Are the New Channel

Cara France and Mark Bonchek

Publication Date: April 15, 2013

CASE STUDY: Netflix in 2011

03/27

Willy Shih; Stephen P. Kaufman


04/03 Asynchronous

Measuring marketing performance

Supplemental Power Point

READINGS

How One Company Used Data to Rethink the Customer Journey

Adele K Sweetwood


Competing on Analytics

Thomas H. Davenport


CASE STUDY: Carolinas HealthCare System: Consumer Analytics

John A. Quelch; Margaret Rodriguez

Publication Date: Apr 14, 2015, Revision Date: Sep 08, 2015

04/03

04/10 Synchronous

Competitive Advantage

READINGS


When Marketing Is Strategy

Niraj Dawar

Publication Date: Dec 01, 2013

Global Gamesmanship

Ian C. MacMillan; Alexander B. Van Putten; Rita Gunther McGrath

Publication Date: May 01, 2003

CASE STUDY: Vice Media: Competitive Advantage and Global Expansion

Farzad H Alvi

Publication Date: Mar 17, 2014, Revision Date: Nov 17, 2014

04/10

04/17 Asynchronous Leadership, Organization, and

Corporate Social Responsibility

READINGS


Leader's Framework for Decision Making

04/17

David J. Snowden; Mary E. Boone

Publication Date: Nov 01, 2007

Creating New Market Space

W. Chan Kim; Renee A. Mauborgne


A Different Way to Formulate Your Business Strategy: Seven Tenets of a Strategy for Sustainability

Adam Werbach


Why Your Business Needs a Strategy for Sustainability--NOW

Adam Werbach



CASE STUDY: Tea and Sustainability at Unilever: Turning Over a New Leaf (A)

Andrew Hoffman

Publication Date: Feb 27, 2015

04/24 Synchronous

Group Project Presentations and discussion.

Review for Final Exam

Details to be announced 04/24

05/01 Asynchronous

FINAL TAKE-HOME EXAM The examination could be a combination of questions and a case study.

Details to be announced

05/01

Readings Read the assigned readings through the eyes of a marketer. Look for the main key management issues/problems/opportunities/challenges that are presented therein and take note of your learning and personal thought. Case analysis Analyze the case assigned for each class using the assignment questions as a guideline to be prepared for small group and plenary discussion. Please read Appendix A for guidelines and details. Case written reports will be required if you miss a class. Please note that the above mentioned assignments/business case studies can be subject to change during the course. Case studies and readings for which a link is not provided will be found either in the Library Resources on the navigation bar or purchased online by accessing the coursepack link. Online discussion boards

Participation is more heavily weighted in this class because for discussion boards to be successful your participation is critical. Please read Appendix B for guidelines and details. Written Work Summer Session students are expected to prepare professional, polished written work. Written materials must be typed and submitted in the format required by your instructor. Strive for a thorough yet concise style. Cite literature appropriately, using APA, MLA or CLA style per your instructor’s requirements. Develop your thoughts fully, clearly, logically and specifically. Proofread all materials to ensure the use of proper grammar, punctuation and spelling. For writing support, please contact the Connors Family Learning Center. Attendance Attending class is an important component of learning. Students are expected to attend all class sessions. When circumstances prevent a student from attending class, the student is responsible for contacting the instructor before the class meets. If a student accumulates an absentee record of more than two classes, the individual is liable to be penalized 25 points for each additional absence. Students who miss class are still expected to complete all assignments and meet all deadlines. A two page typewritten assignment will be due on the case in the session missed the following week. Many instructors grade for participation; if you miss class, you cannot make up participation points associated with that class. If circumstances necessitate excessive absence from class, the student should consider withdrawing from the class. Consistent with BC’s commitment to creating a learning environment that is respectful of persons of differing backgrounds, we believe that every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing their academic status. Students are responsible for reviewing course syllabi as soon as possible, and for communicating with the instructor promptly regarding any possible conflicts with observed religious holidays. Students are responsible for completing all class requirements for days missed due to conflicts with religious holidays. MIDTERM EXAM: International Marketing Challenge (IMC): Individual presentations You will need to analyze and present your points and recommendations about a selected case. You have one of the following options: • Create a multimedia PPT presentation (should take me 5-8 minutes to watch) • Combine writing with video (should take me 5-8 minutes to watch) You will send your presentation through Canvas. N.B. you will find instructions about how to create a multimedia presentation with Panopto in Canvas ( in the “Start Here” Module) Accommodation and Accessibility Boston College is committed to providing accommodations to students, faculty, staff and visitors with disabilities. Specific documentation from the appropriate office is required for students seeking accommodation in Summer Session courses. Advanced notice and formal registration with the appropriate office is required to facilitate this process. There are two separate offices at BC that coordinate services for students with disabilities:

● The Connors Family Learning Center (CFLC) coordinates services for students with LD and ADHD. ● The Disabilities Services Office (DSO) coordinates services for all other disabilities.

Find out more about BC’s commitment to accessibility at www.bc.edu/sites/accessibility. Scholarship and Academic Integrity Students in Summer Session courses must produce original work and cite references appropriately. Failure to cite references is plagiarism. Academic dishonesty includes, but is not necessarily limited to, plagiarism, fabrication, facilitating academic dishonesty, cheating on exams or assignments, or submitting the same material

http://www.bc.edu/libraries/help/tutoring.html

http://www.bc.edu/libraries/help/tutoring.html

http://www.bc.edu/offices/dos/subsidiary_offices/disabilityservices.html

http://www.bc.edu/sites/accessibility

http://www.bc.edu/sites/accessibility

or substantially similar material to meet the requirements of more than one course without seeking permission of all instructors concerned. Scholastic misconduct may also involve, but is not necessarily limited to, acts that violate the rights of other students, such as depriving another student of course materials or interfering with another student’s work. Please see the Boston College policy on academic integrity for more information. ©2018 Boston College Spring Session

https://www.bc.edu/schools/cas/polisci/integrity.html

APPENDIX A

Learning by Case Studies The Harvard Business School Case Method The case method is active learning compared to the passive learning used by most of the European Universities and business schools. It is dynamic, participative and fun. At same time the learning is more practical, related to real business situations. The case method calls for discussion of real- life situations that business executives have faced. As you review cases, you will put yourself in the shoes of the managers, analyze the situation, develop recommendations, and come to class prepared to present and support your conclusions. Case Preparation The use of the case method requires to carefully read and to think about each case before you join class. Typically about 1,5-2 hours of preparation time for each case are needed. No single way to prepare a case works for everyone. However, here are some general guidelines that you can adapt to create a method that works for you. Prepare a Case Step-by-Step Read the professor’s assignment questions. These questions are provided to help you focus on certain aspects of the case. Read the first few paragraphs, then skim the case. Ask yourself, “What, broadly, is the case about, and what types of information am I being given to analyze?” Then, read the case more carefully, underlining text and writing notes. Ask yourself, “What are the basic problems this manager is trying to resolve?” Put yourself in the manager’s shoes. Sort out relevant hypothesis for each assignment question. Execute needed qualitative and quantitative analysis. Develop a set of recommendations, supported by your analysis data and findings. Online Class Experience The online class environment is at the heart of the BC education. The primary reason for reading the case material before is to put everyone on an equal level in their understanding of the company, industry, and business issues. Once in the online class, the professor will lead you through a discussion of the case. You will learn more if you join to online class prepared to share your ideas and your experiences, and open to listening to your fellow participants as they share theirs. Classroom Experience in a Nutshell The classes are specifically sized to encourage conversation, cross-talk, and the sharing of ideas. The professor will act as a facilitator, asking questions, driving conversation, and keeping track of ideas on the discussion thread (our virtual board or flip-chart) as they emerge.

The goal of all of these efforts is to improve your processes of analysis and decision making in situations of ambiguity, time pressure, and limited information—an attempt to replicate exactly what executives face every day in the workplace. What actually happened in a particular case is less relevant because outcomes are the result of effective strategy and effective execution, but also luck. Good strategies and good execution can get derailed by unexpected events. The reverse is true as well. So we try to draw lessons that go beyond the actual outcome of a case. Case Learning Best Practices Investing in your future. Investing in your capabilities. What is more important in your professional career? Take it seriously and maximize the learning and other benefits, with fun. Here is a list of best practices.

Check-list Prepare. Not only is a thorough, individual preparation of each case a great learning experience, it’s a key to being an active participant in the case discussion. Participate. In class, actively express your views and challenge others. Discussion-based learning may seem contrary to how you have learned in other settings in the past. But when you express your views to others, you commit yourself, which, in turn, gets you involved. Share your related experience. During group discussion and class, if you are aware of a situation that relates to the topic being discussed and it would enrich the discussion, share it. So-called “war” stories heighten the relevance of the classroom.

APPENDIX B Participation Guidelines: Participation is more heavily weighted in this class because for case discussion to be successful your participation is critical. I require you to log on and participate 3 out of 7 days. More is better, but this is the minimum. You will lose discussion points if you only participate one day a week. It is suggested you schedule your online time just like you would any other activity. By being an active part of the course and completing the requirements, you will be well on your way to get the maximum from the Marketing Analytics course. Guidelines for Online Discussion Boards In this class, online discussions will count towards your Assignments grade in the course (see syllabus). The purpose of the discussion board is to frame and promote collaborative learning. Active and regular participation is not only important for me to see, but also important for you in learning the course content and in developing your thoughts and positions on various topics. The three cardinal rules for Discussion Boards: 1.Please remember that the cultural of mutual respect that is part of this course extends into the virtual classroom environment. 2.Participation in these discussion boards is required. 3.Participation alone is not enough; a thoughtful and meaningful approach in your posts is required. (Quality counts!) I look for quality of answers, and to a certain extent, length. Short responses to discussion questions will not earn full points. Make sure answers are straight to the point. Once you meet each week’s minimum posting requirements (2 discussion questions and 2 quality responses to your peers), don’t worry about having some shorter posts to your peers or to me.

Here is the protocol for posting and contributing to an online discussion:

a. You are expected to participate on at least 3 different days.

b. You should begin at least one thread and provide at least two posts in response to other participants’ threads.

c. Posting should be a minimum of one short paragraph and a maximum of two paragraphs. Word totals for each post should be in the 100-200 words range. Whether you agree or disagree explain why with supporting evidence and concepts from the readings/cases or a related experience. Include a reference, link, or citation when appropriate.

d. Be organized in your thoughts and ideas.

e. Incorporate correlations with the assigned readings or topics.

f. Stay on topic.

g. Provide evidence of critical, graduate-level thinking and thoughtfulness in your responses or interactions. Avoid summarizing.

h. Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion.

i. Be aware of grammar and sentence mechanics.

j. Use proper etiquette. Remember that being respectful is critical.

How many posts? 3 posts per week are required. You need to post on at least two different days a week. 1 post is your response to 2 of the assigned discussion questions. 2 posts are your quality replies to at least 2 course participants. Your discussion question replies should be posted by Sunday. You have until Monday to complete the remainder of your required postings. You are welcome to post more than that! Regular discussion question replies are 20 points each; peer responses are 10 points each. Maximum points for discussion each week: 40 points. Regular & Case discussion question replies are 30 points each, peer responses for case discussion are 20 points each. Maximum points for discussion each week: 60 points. And now prepare to laugh, learn, and enjoy the wonderfully stimulating classroom environment of WOODS COLLEGE OF ADVANCING STUDIES.

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