Documente Academic
Documente Profesional
Documente Cultură
Executive MBA/MPA
To Accompany
Global Marketing Management,
Seventh Edition
by
Warren J. Keegan
Prentice-Hall, Inc.
Course Author: Dwight R. Thomas, Ph.D.
Professor Emeritus, Centre for Innovative Management
Athabasca University, Alberta (Canada)
Email: dwight@athabascau.ca
Introduction .............................................................................................................. 1
Conclusion ............................................................................................................. 10
Introduction
This instructional guide has been designed to accompany the courseware for the International
Marketing course (Course E13) in the Commonwealth of Learning CEMBA/CEMPA
program. As such it is intended to serve as a complement to the Global Marketing
Management, Seventh Edition text authored by Warren J. Keegan. It assumes that instructors
or course facilitator's also have obtained copies of the Global Marketing Management
Instructor's Manual and the Test Item File, both of which are available to textbook adopters
from the publisher, Prentice-Hall, Inc.
Faculty are also invited to access the online web resources that are provided by the publisher
and which can be found at:
http://www.prenhall.com/divisions/bp/app/keegan/bp_keegan_gmm_7/
This website includes a downloadable copy of the official Instructor's Manual, access to a
detailed set of PowerPoint slides that can be viewed via computer screen or video projection
(or be converted into overhead slides) by the faculty member for use in a classroom setting.
In addition, a list of teaching notes respecting most of the cases posted in the textbook is also
included and these can be downloaded on a case-by-case basis.
Please note that you will need to contact the Prentice-Hall sales representative or office
responsible for marketing in your region or country in advance to obtain an ID and password
as this site is restricted access to bonafide instructors only.
1. For each Block, a brief description of the contents of that Block is included in bullet
form.
2. A statement of Learning Outcomes or Objectives for the Block follows this.
3. The student is then directed through the course material through a series of Lesson
Notes which are comprised of narrative commentary designed to supplement the text
material and to focus the student on the major issues within each chapter,
4. Case studies are included in each of the five Blocks and teaching notes covering the
content and objectives of each case are provided by the publisher and these can be
downloaded from the course website previously identified at:
http://www.prenhall.com/divisions/bp/app/keegan/bp_keegan_gmm_7/
Regretfully, there are some serious inconsistencies in the amount of information provided to
the instructor in respect to each of the case studies - only one or two pages of discussion notes
accompany some cases, whilst others are complemented with much more information. As a
different author prepared each case, there are bound to be some inconsistencies however, the
following suggestions may be of assistance to the instructor in facilitating the use of these
case studies.
a. It has been the author's experience that the student can best evaluate all
marketing-oriented cases by first encouraging them to first develop a SWOT
analysis based upon the information contained in the case. There will be
areas, which are either poorly documented or in some instances, completely
ignored, but the practice of doing a SWOT analysis usually highlights those
areas, which are information rich and those, which are poorly documented.
In some cases reasonable assumptions may need to be taken in analysing the
case.
b. The case studies included in the five course Blocks of this course ask specific
questions to which the student is expected to respond. There are, however, as
most of us are aware, many case studies which do not formally state
questions for consideration but rather leave the study or course participant to
'figure these out for themselves". Of course, completing the SWOT analysis
outlined in A. above usually provides a sound starting point for problem
identification and analysis.
c. Some case studies appear to indicate that there is a simple and
straightforward issue or problem central to the case. This may be so.
However, students should be cautioned that the "problem" that they discover
whether working individually or in a group or syndicate to which they have
been assigned, may not be as simple as it seems at first glance. It may well be
that the observed problem or issue that "stands out" may essentially be
symptomatic of a more far reaching or serious set of problems and issues and
5. For each of the five Blocks, Block Activities have also been included. These are
intended to encourage students or course participants to become familiar with
business journals and periodicals that focus on international (marketing-related)
issues. The relationship of Block topics to "real world" examples is placed in the
forefront and the subject of the papers prepared for each Block (Activity 1) is
intended to lead to more interesting "in class" discussion between students and the
instructor whether in a classroom or online context.
6. Although it is not intended that these individual Block Activities be formally graded,
it should be emphasised to class participants that they form a required portion of the
course and must be completed.
7. Each Block concludes with the inclusion of a series of self-test oriented discussion
questions, which are drawn directly from the Keegan text material. These may be
viewed as a summary of the major issues to be found within each Block but should
not be considered as all-inclusive. Accordingly, individual instructors may wish to
add or amend the posted questions or to supplement the discussion questions with
their own summary materials etc.
The development of original case studies will encourage the creation of indigenous
course materials that not only challenge the student or group but also provides a bank
of local /regional course materials that may be used in subsequent courses and by
succeeding groups of students.
Assuming that students can gain the access to (and the cooperation of) interested
organisations with which they are familiar or whose products and services have
existing or potential international market appeal, they may well be able to provide an
arm's length perspective to the organisation and provide it with advice that may be
helpful to management.
The opportunity to work with a "real organisation" from our experience tends to
stimulate enthusiasm and to encourage the individual or group to do " the best that
they can" in both communicating and understanding the nature of the problems or
challenges that they discover. Since each student or group case study requires both
the development of the case as well as a "teaching note", students are challenged over
the course of the project.
We encourage the presentation of the case study to the class as a whole at the
conclusion of the term or semester and also welcome the subject organisation to also
attend the presentation whenever possible.
If this form of assignment is seen to be appropriate, it is suggested that the following
may be used as a starting point for form:
The international marketing plan, as with the case study previously described, will take some
time to pull together. Accordingly, it is recommended that the project be extended over the
course of the term or semester commencing with the selection of the product or service and
the identification of the organisation for which the plan is being developed before the end of
Block 1.
Due to the complexity of this assignment, it is recommended that this assignment be broken
into three separate component elements or sections and, collectively, that these components
should be weighted to represent at least 50% of the assessment value in the course.
Although details concerning the specific organisation of this major marketing plan
assignment are left entirely to the discretion of the instructor or course facilitator, the author
recommends that the format be adapted to the pedagogical (classroom vs. online or distance-
based) model being utilized.
Thus, for a classroom-based course, course participants should be expected to provide oral
reports to the class on a timely basis throughout the semester or term of study. This could
include a brief discussion toward the beginning of the course as to the specific
product/market and organisation chosen (rationale or justification for same) as well as a brief
description of the organisation and intended international market being targeted.
Later in the course (perhaps at the midpoint) a follow-up session could be held in which the
course participants or groups then provide a description of the product/market as well as an
assessment of the existing sate of competition in that country or region.
A final session toward the conclusion of the course would include an overview of the market
entry strategy that has been developed for the intended target market leaving time for
questions and class discussion of each presentation.
Concurrent with each of the foregoing three sessions, the course participants would be
required to file the appropriate written portion of the international marketing plan that they
developed for the section concerned.
There are a variety of other sources of information that can be recommended to the course
participants to assist them in developing their own international marketing plans. Of course,
many instructors or course facilitators may have their own format or preferences that they
will communicate to their class members. In addition, the author has searched the Internet
and located a number of web sites that may be of interest and assistance to course participants
in researching and developing their own international marketing plans.
It should be emphasised that each of these sites was accessible at the time of preparation of
this instructional guide but the author advises that web sites may change, be moved to another
site or be discontinued. Also, although care and attention has been paid to providing a diverse
range of suggested web sites, there is no particular order or prominence that should be
afforded one site over another.