INTERNATIONAL MARKETING
Syllabus
Obiettivi Formativi
Obiettivi formativi del corso di International Marketing sono quello di acquisire conoscenze relative a:
1) il ruolo del Marketing nelle imprese multinazionali e globali;
2) i principi di international marketing management
3) le strategie di entrata nei mercati obiettivo
4) il ruolo della cultura
L’insegnamento, in linea con gli obiettivi formativi del corso di laurea in “Business Administration”, fornisce le basi per innestare nuovi saperi di area aziendale, proseguendo nel percorso di formazione, e per inserirsi nel mondo del lavoro in qualità di Junior manager e consulente aziendale di area marketing, in imprese private e/o pubbliche, manifatturiere e/o di servizi.
Al termine del corso, gli studenti dovranno dimostrare di aver raggiunto i risultati di apprendimento attesi, in aderenza con i descrittori di Dublino, come segue:
CONOSCENZA E CAPACITÀ DI COMPRENSIONE:
Al termine dell’insegnamento lo studente è in grado di:
• Conoscere e comprendere il ruolo che la funzione Marketing ricopre all’interno dell’impresa orientata all’internazionalizzazione;
• Conoscere e comprendere il processo decisionale di acquisto del consumatore, il processo di segmentazione, targeting e posizionamento internazionali, le strategie e le politiche internazionali di prodotto, comunicazione, distribuzione e prezzo.
• Valutare l’impatto che le nuove tecnologie hanno sulle politiche internazionali di produzione, comunicazione e distribuzione
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE:
Al termine dell’insegnamento, lo studente è in grado di applicare quanto appreso a situazioni reali. Nello specifico, è in grado di:
• Applicare i modelli teorici appresi per l’analisi dello scenario ambientale internazionale, della concorrenza e delle sue dinamiche, della domanda internazionale di beni e servizi;
• Applicare i modelli teorici appresi per valutare l’impatto della cultura sui comportamenti del consumatore.
• Applicare i modelli teorici appresi per segmentare la domanda, identificare il target e posizionare (e riposizionare) il prodotto nella mente del consumatore internazionale;
• Applicare i modelli teorici appresi per definire le politiche di marketing operativo dell’impresa internazionalizzata,
• Sviluppare autonomamente un piano di marketing;
AUTONOMIA DI GIUDIZIO:
Al termine dell’insegnamento, lo studente è in grado di sviluppare autonome riflessioni su diverse tematiche di international marketing. Inoltre, è in grado di raccogliere, analizzare ed interpretare dati e informazioni al fine di elaborare giudizi in modo autonomo
ABILITÀ COMUNICATIVE:
Al termine dell’insegnamento, lo studente è in grado di comunicare, sia per iscritto che oralmente, in modo chiaro, corretto, efficace e con linguaggio tecnico, le conoscenze acquisite durante il corso
CAPACITÀ DI APPRENDIMENTO:
Al termine del corso, avendo acquisito sia conoscenza teorica sia applicata della materia, lo studente è in grado di approfondire tematiche di international marketing in modo autonomo, attraverso l’uso di database e letteratura scientifica, nazionale e internazionale
Learning Objectives
The purpose of the course is to have students acquire knowledge about:
1) the role of Marketing in multinational and global manufacturing and service firms
2) the international marketing management principles
3) market entry strategies
4) the role of culture
This course, in line with the purpose of the Master of Science in Business Administration, provides students with the basic principles of international marketing and allows them to build, on such base, new knowledge continuing the training path, and to enter the job market as a junior manager and business consultant in marketing, in private and/ or public, manufacturing and/ or services.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to:
• Know and understand the role that the Marketing function plays within the internationalized company;
• Know and Understand the consumer’s purchasing decision making process, the international segmentation, targeting and positioning process, the international strategies and policies about product, communication, distribution and price.
• Evaluate the impact of new technologies on the international production, communication and distribution policies
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to apply what she/he has learned to real situations. Specifically, students are able to:
• Apply the theoretical models for the analysis of the international environmental scenario, competition and demand;
• Apply the theoretical models for evaluating the role of culture on customers’ behaviour;
• Apply the theoretical models to segment demand, identify the target and position (and reposition) the product in the international consumer’s mind;
• Apply theoretical models to define the operational marketing policies of the international company,
• Independently develop a marketing plan;
MAKING JUDGEMENTS:
At the end of the course, the student is able to develop independent reflections on different international marketing topics. In addition, she/he is able to collect, analyze and interpret data and information in order to make judgments independently
COMMUNICATION SKILLS:
At the end of the course, the student is able to communicate, in a clear, correct, effective and technical language, the knowledge acquired during the course
LEARNING SKILLS:
At the end of the course, having acquired both theoretical and applied knowledge of the subject, the student is able to deepen the international marketing topics independently, through the use of databases and scientific literature, national and international, available
Prerequisiti
Prerequisites
Programma
I settimana (6 ore): Marketing domestico vs. Marketing internazionale. Definizione di Marketing internazionale. Il processo di internazionalizzazione. Caso studio: Oreo.
II settimana (6 ore): Analisi PESTEL. Dinamiche culturali nel Marketing internazionale (esercizio di analisi del modello di Hofstede). Ricerca dei mercati internazionali. Il ruolo dell'IA nel marketing internazionale. Caso studio: Disney.
III settimana (6 ore): Strategie di Marketing internazionale, Strategie di ingresso nei mercati internazionali.
IV settimana (6 ore): Segmentazione, Targeting e Posizionamento a livello internazionale. Caso studio: Mary Kay.
V settimana e VI settimana: Le 4 P del Marketing internazionale: Decisioni relative al prodotto per i mercati internazionali, alla distribuzione e vendita al dettaglio a livello internazionale, ai prezzi per i mercati internazionali, alla comunicazione internazionale. Caso studio: HBC - Strategia globale di CUMI India.
Program
The following topics will be covered during the lessons:
I week (6 hours):
Domestic Marting vs. International Marketing. International Marketing definition. The internationalation process. Oreo case study
II week (6 hours):
PESTEL analysis. Cultural Dynamics in International Marketing (Hofstede’s model analysis exercise). Researching International Markets. The role of AI in international marketing. Disney case study
III week (6 hours):
International Marketing Strategies, International Market Entry Strategies.
IV week (6 hours):
International Segmentation, Targeting and Positioning. Mary Kay case study
V week and VI week:
The 4 Ps for International Marketing: Product Decisions for International Markets, International Distribution and Retailing, Pricing for International Markets, International Promotion and Advertising. HBC: CUMI India’s global strategy
Testi Adottati
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014
Chintalapati, S., & Pandey, S. K. (2022). Artificial intelligence in marketing: A systematic literature review. International Journal of Market Research, 64(1), 38-68.
Per gli studenti non frequentanti, è richiesto lo studio dei seguenti articoli per approfondire i temi dell'Analisi Culturale e del Posizionamento Internazionale del Brand.
• Beugelsdijk, S., Kostova, T., & Roth, K. (2017). An overview of Hofstede-inspired country-level culture research in international business since 2006. Journal of International business studies, 48, 30-47.
• de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
• De Vries, E. L., & Fennis, B. M. (2020). Go local or go global: how local brands promote buying impulsivity. International Marketing Review, 37(1), 1-28.
Books
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014
Chintalapati, S., & Pandey, S. K. (2022). Artificial intelligence in marketing: A systematic literature review. International Journal of Market Research, 64(1), 38-68.
For students who are not attending, the following papers are required to be studied to delve into the topics of Cultural Analysis and International Brand Positioning:
• Beugelsdijk, S., Kostova, T., & Roth, K. (2017). An overview of Hofstede-inspired country-level culture research in international business since 2006. Journal of International business studies, 48, 30-47.
• de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
• De Vries, E. L., & Fennis, B. M. (2020). Go local or go global: how local brands promote buying impulsivity. International Marketing Review, 37(1), 1-28.
Bibliografia
• Beugelsdijk, S., Kostova, T., & Roth, K. (2017). An overview of Hofstede-inspired country-level culture research in international business since 2006. Journal of International business studies, 48, 30-47.
• de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Bibliography
• Beugelsdijk, S., Kostova, T., & Roth, K. (2017). An overview of Hofstede-inspired country-level culture research in international business since 2006. Journal of International business studies, 48, 30-47.
• de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Modalità di svolgimento
Teaching methods
Regolamento Esame
Conoscenza acquisita: Sia la quantità che la qualità delle conoscenze relative agli argomenti del programma, nonché la coerenza del ragionamento.
Applicazione delle conoscenze: La capacità di applicare le conoscenze e di creare collegamenti tra le diverse parti del programma, incluso l'integrazione delle conoscenze acquisite in corsi simili.
Capacità analitica, sintesi e autonomia di giudizio.
Competenze comunicative: Padronanza del linguaggio, chiarezza espositiva e uso appropriato della terminologia specifica del corso.
Per gli studenti frequentanti e non frequentanti, l'esame include una prova scritta e una valutazione orale.
Prova scritta: Consiste in 30 domande a risposta multipla su Moodle. È prevista una simulazione dell'esame durante il corso. I risultati saranno pubblicati su Delphi, immediatamente dopo l'esame.
Valutazione orale:
Studenti frequentanti: La valutazione orale consiste nella discussione di un progetto di gruppo sviluppato durante il corso, che sarà programmata per l'ultimo giorno del corso.
Studenti non frequentanti: La valutazione orale consiste nella discussione di un progetto di gruppo o individuale. Questo progetto deve essere consegnato al docente sette giorni prima della prova scritta.
Il voto finale dell'esame è espresso in trentesimi e sarà ottenuto attraverso il seguente sistema di valutazione:
Non idoneo: importanti carenze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato.
18-21, lo studente ha acquisito i concetti di base della disciplina. Il modo di esprimersi e linguaggio usato sono complessivamente corretti.
22-25, lo studente ha acquisito in maniera discreta i concetti di base della disciplina, sa orientarsi tra i vari argomenti trattati e possiede una capacità di analisi autonoma che sa esprimere con un linguaggio corretto.
26-29, lo studente possiede un bagaglio di conoscenze ben strutturato. È in grado di rielaborare in maniera autonoma le conoscenze acquisite nell’'ambito della scelta dei materiali convenzionali e non in funzione dell'applicazione e sa esprimere con un linguaggio corretto.
30 e 30 e lode, lo studente possiede un bagaglio di conoscenze completo e approfondito. I riferimenti culturali sono ricchi e aggiornati. Si esprime con brillantezza e proprietà di linguaggio.
Exam Rules
1. Acquired knowledge: Both the quantity and quality of knowledge related to the program topics, as well as the coherence of reasoning.
2. Application of knowledge: The ability to apply knowledge and make connections across different parts of the program, including integrating knowledge from similar courses.
3. Analytical ability, synthesis, and autonomy of judgment.
4. Communication skills: Proficiency in language, clarity of presentation, and appropriate use of course-specific terminology.
For both attending and non-attending students, the exam includes a written test and an oral evaluation.
• Written Test: It consists of 30 multiple-choice questions on Moodle. A simulation of the exam is scheduled during the course. The results will be published on Delphi, immediatly after the exam.
• Oral Evaluation:
o Attending Students: The oral evaluation involves discussing a team project developed throughout the course, which will be scheduled for the last day of the course
o Non-Attending Students: The oral evaluation involves discussing a team or individual project. This project must be submitted to me seven days before the written test.
The final mark of the exam is expressed out of thirty and will be obtained through the following grading system:
Fail: important deficiencies in the knowledge and understanding of the topics; limited analytical and synthesis skills; frequent generalisations and limited critical and judgemental abilities; the topics are set out inconsistently and with inappropriate language.
18-21: the student has acquired the basic concepts of the discipline and has an analytical capacity that emerges only with the help of the teacher; the way of speaking and the language used are on the whole correct.
22-25: the student has acquired the basic concepts of the discipline in a discreet way; knows how to orient him/herself among the various topics covered; and has an autonomous analysis capacity knowing how to express using the correct language.
26-29: the student has a well-structured knowledge base; he/she is able to independently rework the knowledge acquired in the context of the choice of conventional and unconventional materials according to the application; the way of speaking and the technical language are correct.
30 and 30 cum laude: the student has a comprehensive and thorough knowledge base. The cultural references are rich and up-to-date, which are expressed with brilliance and properties of technical language.
Obiettivi Formativi
Obiettivi formativi del corso di International Marketing sono quello di acquisire conoscenze relative a:
1) il ruolo del Marketing nelle imprese multinazionali e globali;
2) i principi di international marketing management
3) le strategie di entrata nei mercati obiettivo
4) il ruolo della cultura
L’insegnamento, in linea con gli obiettivi formativi del corso di laurea in “Business Administration”, fornisce le basi per innestare nuovi saperi di area aziendale, proseguendo nel percorso di formazione, e per inserirsi nel mondo del lavoro in qualità di Junior manager e consulente aziendale di area marketing, in imprese private e/o pubbliche, manifatturiere e/o di servizi.
Al termine del corso, gli studenti dovranno dimostrare di aver raggiunto i risultati di apprendimento attesi, in aderenza con i descrittori di Dublino, come segue:
CONOSCENZA E CAPACITÀ DI COMPRENSIONE:
Al termine dell’insegnamento lo studente è in grado di:
• Conoscere e comprendere il ruolo che la funzione Marketing ricopre all’interno dell’impresa orientata all’internazionalizzazione;
• Conoscere e comprendere il processo decisionale di acquisto del consumatore, il processo di segmentazione, targeting e posizionamento internazionali, le strategie e le politiche internazionali di prodotto, comunicazione, distribuzione e prezzo.
• Valutare l’impatto che le nuove tecnologie hanno sulle politiche internazionali di produzione, comunicazione e distribuzione
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE:
Al termine dell’insegnamento, lo studente è in grado di applicare quanto appreso a situazioni reali. Nello specifico, è in grado di:
• Applicare i modelli teorici appresi per l’analisi dello scenario ambientale internazionale, della concorrenza e delle sue dinamiche, della domanda internazionale di beni e servizi;
• Applicare i modelli teorici appresi per valutare l’impatto della cultura sui comportamenti del consumatore.
• Applicare i modelli teorici appresi per segmentare la domanda, identificare il target e posizionare (e riposizionare) il prodotto nella mente del consumatore internazionale;
• Applicare i modelli teorici appresi per definire le politiche di marketing operativo dell’impresa internazionalizzata,
• Sviluppare autonomamente un piano di marketing;
AUTONOMIA DI GIUDIZIO:
Al termine dell’insegnamento, lo studente è in grado di sviluppare autonome riflessioni su diverse tematiche di international marketing. Inoltre, è in grado di raccogliere, analizzare ed interpretare dati e informazioni al fine di elaborare giudizi in modo autonomo
ABILITÀ COMUNICATIVE:
Al termine dell’insegnamento, lo studente è in grado di comunicare, sia per iscritto che oralmente, in modo chiaro, corretto, efficace e con linguaggio tecnico, le conoscenze acquisite durante il corso
CAPACITÀ DI APPRENDIMENTO:
Al termine del corso, avendo acquisito sia conoscenza teorica sia applicata della materia, lo studente è in grado di approfondire tematiche di international marketing in modo autonomo, attraverso l’uso di database e letteratura scientifica, nazionale e internazionale
Learning Objectives
The purpose of the course is to have students acquire knowledge about:
1) the role of Marketing in multinational and global manufacturing and service firms
2) the international marketing management principles
3) market entry strategies
4) the role of culture
This course, in line with the purpose of the Master of Science in Business Administration, provides students with the basic principles of international marketing and allows them to build, on such base, new knowledge continuing the training path, and to enter the job market as a junior manager and business consultant in marketing, in private and/ or public, manufacturing and/ or services.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to:
• Know and understand the role that the Marketing function plays within the internationalized company;
• Know and Understand the consumer’s purchasing decision making process, the international segmentation, targeting and positioning process, the international strategies and policies about product, communication, distribution and price.
• Evaluate the impact of new technologies on the international production, communication and distribution policies
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to apply what she/he has learned to real situations. Specifically, students are able to:
• Apply the theoretical models for the analysis of the international environmental scenario, competition and demand;
• Apply the theoretical models for evaluating the role of culture on customers’ behaviour;
• Apply the theoretical models to segment demand, identify the target and position (and reposition) the product in the international consumer’s mind;
• Apply theoretical models to define the operational marketing policies of the international company,
• Independently develop a marketing plan;
MAKING JUDGEMENTS:
At the end of the course, the student is able to develop independent reflections on different international marketing topics. In addition, she/he is able to collect, analyze and interpret data and information in order to make judgments independently
COMMUNICATION SKILLS:
At the end of the course, the student is able to communicate, in a clear, correct, effective and technical language, the knowledge acquired during the course
LEARNING SKILLS:
At the end of the course, having acquired both theoretical and applied knowledge of the subject, the student is able to deepen the international marketing topics independently, through the use of databases and scientific literature, national and international, available
Prerequisiti
Prerequisites
Programma
Definizione di International Marketing
Analisi PESTEL
Analisi culturale
Come creare un vantaggio competitivo su scale internazionale
L’identificazione del mercato in cui entrare
Le modalità di entrata nei mercati esteri
Le 4 P per il marketing internazionale
Program
International Marketing definition
PESTEL analysis
Cultural analysis
How to create a competitive advantage internationally
The identification of the right market to enter
The entry modes
The 4 Ps for International Marketing
Testi Adottati
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014
Letture consigliate e case study
Books
Required readings and assigned cases will be provided
Bibliografia
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
Bibliography
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
Modalità di svolgimento
Teaching methods
Regolamento Esame
Per gli studenti frequentanti:
Per la verifica dell'apprendimento è previsto il sostenimento di una prova scritta, suddivisa in domande a scelta multipla e domande aperte, la discussione del lavoro di gruppo e del lavoro individuale.
ll voto finale dell'esame si esprime in trentesimi e si otterrà attraverso il seguente sistema di graduazione:
Non idoneo: importanti carenze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato.
18-21, lo studente ha acquisito i concetti di base della disciplina. Il modo di esprimersi e linguaggio usato sono complessivamente corretti.
22-25, lo studente ha acquisito in maniera discreta i concetti di base della disciplina, sa orientarsi tra i vari argomenti trattati e possiede una capacità di analisi autonoma che sa esprimere con un linguaggio corretto.
26-29, lo studente possiede un bagaglio di conoscenze ben strutturato. È in grado di rielaborare in maniera autonoma le conoscenze acquisite nell’'ambito della scelta dei materiali convenzionali e non in funzione dell'applicazione e sa esprimere con un linguaggio corretto.
30 e 30 e lode, lo studente possiede un bagaglio di conoscenze completo e approfondito. I riferimenti culturali sono ricchi e aggiornati. Si esprime con brillantezza e proprietà di linguaggio.
Al lavoro di gruppo potranno essere attribuiti da 0 a 2 punti e al lavoro individuale da 0 a 1 punto. Tali punti concorrono, assieme al voto della prova scritta, alla determinazione del voto finale, espresso in trentesimi.
Per gli studenti non frequentanti
L’'esame prevede una prova scritta e una prova orale. La prova scritta si articola in domande a risposta chiusa e aperta. La prova orale consiste in un colloquio volto a verificare il risultato della prova scritta e può includere la discussione di un caso di studio trattato durante il corso. Sono ammessi alla prova orale solo gli studenti che hanno superato la prova scritta con una valutazione almeno sufficiente. I risultati ottenuti in entrambe le prove (scritto e orale) concorrono congiuntamente al voto finale, espresso in trentesimi.
ll voto finale dell'esame si esprime in trentesimi e si otterrà attraverso il seguente sistema di graduazione:
Non idoneo: importanti carenze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato.
18-21, lo studente ha acquisito i concetti di base della disciplina. Il modo di esprimersi e linguaggio usato sono complessivamente corretti.
22-25, lo studente ha acquisito in maniera discreta i concetti di base della disciplina, sa orientarsi tra i vari argomenti trattati e possiede una capacità di analisi autonoma che sa esprimere con un linguaggio corretto.
26-29, lo studente possiede un bagaglio di conoscenze ben strutturato. È in grado di rielaborare in maniera autonoma le conoscenze acquisite nell’'ambito della scelta dei materiali convenzionali e non in funzione dell'applicazione e sa esprimere con un linguaggio corretto.
30 e 30 e lode, lo studente possiede un bagaglio di conoscenze completo e approfondito. I riferimenti culturali sono ricchi e aggiornati. Si esprime con brillantezza e proprietà di linguaggio.
Exam Rules
For attending students, the exam is includes a written test, the discussion of the team work and the evaluation of an individual work. The written test consists of multiple choice questions and open-ended questions. The questions deal with the topics covered in the course, including the topics deepened during the lectures of experts.
Score from 0 to 2 can be assigned to the team work. and score from 0 to 1 can be assigned to the individual project work. These scores, together with the mark of the written test, contribute the final mark.
The final mark of the exam is expressed out of thirty and will be obtained through the following grading system:
Fail: important deficiencies in the knowledge and understanding of the topics; limited analytical and synthesis skills; frequent generalisations and limited critical and judgemental abilities; the topics are set out inconsistently and with inappropriate language.
18-21: the student has acquired the basic concepts of the discipline and has an analytical capacity that emerges only with the help of the teacher; the way of speaking and the language used are on the whole correct.
22-25: the student has acquired the basic concepts of the discipline in a discreet way; knows how to orient him/herself among the various topics covered; and has an autonomous analysis capacity knowing how to express using the correct language.
26-29: the student has a well-structured knowledge base; he/she is able to independently rework the knowledge acquired in the context of the choice of conventional and unconventional materials according to the application; the way of speaking and the technical language are correct.
30 and 30 cum laude: the student has a comprehensive and thorough knowledge base. The cultural references are rich and up-to-date, which are expressed with brilliance and properties of technical language.
For non-attending students, the exam is made up of a written test, articulated into multiple choice and open questions, plus an oral test. To access the oral test, the student must have passed the written test. The written test is valid only for the call in which the exam is taken. Both the written and oral exams focus on the topics addressed during the course, including those emerging from the thematic seminars’ and business case studies’ discussion and contribute equally to the final mark.
The final mark of the exam is expressed out of thirty and will be obtained through the following grading system:
Fail: important deficiencies in the knowledge and understanding of the topics; limited analytical and synthesis skills; frequent generalisations and limited critical and judgemental abilities; the topics are set out inconsistently and with inappropriate language.
18-21: the student has acquired the basic concepts of the discipline and has an analytical capacity that emerges only with the help of the teacher; the way of speaking and the language used are on the whole correct.
22-25: the student has acquired the basic concepts of the discipline in a discreet way; knows how to orient him/herself among the various topics covered; and has an autonomous analysis capacity knowing how to express using the correct language.
26-29: the student has a well-structured knowledge base; he/she is able to independently rework the knowledge acquired in the context of the choice of conventional and unconventional materials according to the application; the way of speaking and the technical language are correct.
30 and 30 cum laude: the student has a comprehensive and thorough knowledge base. The cultural references are rich and up-to-date, which are expressed with brilliance and properties of technical language.
Obiettivi Formativi
Obiettivi formativi del corso di International Marketing sono quello di acquisire conoscenze relative a:
1) il ruolo del Marketing nelle imprese multinazionali e globali;
2) i principi di international marketing management
3) le strategie di entrata nei mercati obiettivo
4) il ruolo della cultura
L’insegnamento, in linea con gli obiettivi formativi del corso di laurea in “Business Administration”, fornisce le basi per innestare nuovi saperi di area aziendale, proseguendo nel percorso di formazione, e per inserirsi nel mondo del lavoro in qualità di Junior manager e consulente aziendale di area marketing, in imprese private e/o pubbliche, manifatturiere e/o di servizi.
Al termine del corso, gli studenti dovranno dimostrare di aver raggiunto i risultati di apprendimento attesi, in aderenza con i descrittori di Dublino, come segue:
CONOSCENZA E CAPACITÀ DI COMPRENSIONE:
Al termine dell’insegnamento lo studente è in grado di:
• Conoscere e comprendere il ruolo che la funzione Marketing ricopre all’interno dell’impresa orientata all’internazionalizzazione;
• Conoscere e comprendere il processo decisionale di acquisto del consumatore, il processo di segmentazione, targeting e posizionamento internazionali, le strategie e le politiche internazionali di prodotto, comunicazione, distribuzione e prezzo.
• Valutare l’impatto che le nuove tecnologie hanno sulle politiche internazionali di produzione, comunicazione e distribuzione
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE:
Al termine dell’insegnamento, lo studente è in grado di applicare quanto appreso a situazioni reali. Nello specifico, è in grado di:
• Applicare i modelli teorici appresi per l’analisi dello scenario ambientale internazionale, della concorrenza e delle sue dinamiche, della domanda internazionale di beni e servizi;
• Applicare i modelli teorici appresi per valutare l’impatto della cultura sui comportamenti del consumatore.
• Applicare i modelli teorici appresi per segmentare la domanda, identificare il target e posizionare (e riposizionare) il prodotto nella mente del consumatore internazionale;
• Applicare i modelli teorici appresi per definire le politiche di marketing operativo dell’impresa internazionalizzata,
• Sviluppare autonomamente un piano di marketing;
AUTONOMIA DI GIUDIZIO:
Al termine dell’insegnamento, lo studente è in grado di sviluppare autonome riflessioni su diverse tematiche di international marketing. Inoltre, è in grado di raccogliere, analizzare ed interpretare dati e informazioni al fine di elaborare giudizi in modo autonomo
ABILITÀ COMUNICATIVE:
Al termine dell’insegnamento, lo studente è in grado di comunicare, sia per iscritto che oralmente, in modo chiaro, corretto, efficace e con linguaggio tecnico, le conoscenze acquisite durante il corso
Learning Objectives
The purpose of the course is to have students acquire knowledge about:
1) the role of Marketing in multinational and global manufacturing and service firms
2) the international marketing management principles
3) market entry strategies
4) the role of culture
This course, in line with the purpose of the Master of Science in Business Administration, provides students with the basic principles of international marketing and allows them to build, on such base, new knowledge continuing the training path, and to enter the job market as a junior manager and business consultant in marketing, in private and/ or public, manufacturing and/ or services.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to:
• Know and understand the role that the Marketing function plays within the internationalized company;
• Know and Understand the consumer’s purchasing decision making process, the international segmentation, targeting and positioning process, the international strategies and policies about product, communication, distribution and price.
• Evaluate the impact of new technologies on the international production, communication and distribution policies
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the student is able to apply what she/he has learned to real situations. Specifically, students are able to:
• Apply the theoretical models for the analysis of the international environmental scenario, competition and demand;
• Apply the theoretical models for evaluating the role of culture on customers’ behaviour;
• Apply the theoretical models to segment demand, identify the target and position (and reposition) the product in the international consumer’s mind;
• Apply theoretical models to define the operational marketing policies of the international company,
• Independently develop a marketing plan;
MAKING JUDGEMENTS:
At the end of the course, the student is able to develop independent reflections on different international marketing topics. In addition, she/he is able to collect, analyze and interpret data and information in order to make judgments independently
COMMUNICATION SKILLS:
At the end of the course, the student is able to communicate, in a clear, correct, effective and technical language, the knowledge acquired during the course
LEARNING SKILLS:
At the end of the course, having acquired both theoretical and applied knowledge of the subject, the student is able to deepen the international marketing topics independently, through the use of databases and scientific literature, national and international, available
Prerequisiti
Prerequisites
Programma
Definizione di International Marketing
Analisi PESTEL
Analisi culturale
Come creare un vantaggio competitivo su scale internazionale
L’identificazione del mercato in cui entrare
Le modalità di entrata nei mercati esteri
Le 4 P per il marketing internazionale
Program
International Marketing definition
PESTEL analysis
Cultural analysis
How to create a competitive advantage internationally
The identification of the right market to enter
The entry modes
The 4 Ps for International Marketing
Testi Adottati
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014
Letture consigliate e case study
Books
Required readings and assigned cases will be provided
Bibliografia
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
Bibliography
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
Modalità di svolgimento
Teaching methods
Regolamento Esame
Per gli studenti frequentanti:
Per la verifica dell'apprendimento è previsto il sostenimento di una prova scritta, suddivisa in domande a scelta multipla e domande aperte, la discussione del lavoro di gruppo e del lavoro individuale.
ll voto finale dell'esame si esprime in trentesimi e si otterrà attraverso il seguente sistema di graduazione:
Non idoneo: importanti carenze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato.
18-21, lo studente ha acquisito i concetti di base della disciplina. Il modo di esprimersi e linguaggio usato sono complessivamente corretti.
22-25, lo studente ha acquisito in maniera discreta i concetti di base della disciplina, sa orientarsi tra i vari argomenti trattati e possiede una capacità di analisi autonoma che sa esprimere con un linguaggio corretto.
26-29, lo studente possiede un bagaglio di conoscenze ben strutturato. È in grado di rielaborare in maniera autonoma le conoscenze acquisite nell’'ambito della scelta dei materiali convenzionali e non in funzione dell'applicazione e sa esprimere con un linguaggio corretto.
30 e 30 e lode, lo studente possiede un bagaglio di conoscenze completo e approfondito. I riferimenti culturali sono ricchi e aggiornati. Si esprime con brillantezza e proprietà di linguaggio.
Al lavoro di gruppo potranno essere attribuiti da 0 a 2 punti e al lavoro individuale da 0 a 1 punto. Tali punti concorrono, assieme al voto della prova scritta, alla determinazione del voto finale, espresso in trentesimi.
Per gli studenti non frequentanti
L’'esame prevede una prova scritta e una prova orale. La prova scritta si articola in domande a risposta chiusa e aperta. La prova orale consiste in un colloquio volto a verificare il risultato della prova scritta e può includere la discussione di un caso di studio trattato durante il corso. Sono ammessi alla prova orale solo gli studenti che hanno superato la prova scritta con una valutazione almeno sufficiente. I risultati ottenuti in entrambe le prove (scritto e orale) concorrono congiuntamente al voto finale, espresso in trentesimi.
ll voto finale dell'esame si esprime in trentesimi e si otterrà attraverso il seguente sistema di graduazione:
Non idoneo: importanti carenze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato.
18-21, lo studente ha acquisito i concetti di base della disciplina. Il modo di esprimersi e linguaggio usato sono complessivamente corretti.
22-25, lo studente ha acquisito in maniera discreta i concetti di base della disciplina, sa orientarsi tra i vari argomenti trattati e possiede una capacità di analisi autonoma che sa esprimere con un linguaggio corretto.
26-29, lo studente possiede un bagaglio di conoscenze ben strutturato. È in grado di rielaborare in maniera autonoma le conoscenze acquisite nell’'ambito della scelta dei materiali convenzionali e non in funzione dell'applicazione e sa esprimere con un linguaggio corretto.
30 e 30 e lode, lo studente possiede un bagaglio di conoscenze completo e approfondito. I riferimenti culturali sono ricchi e aggiornati. Si esprime con brillantezza e proprietà di linguaggio.
Exam Rules
For attending students, the exam is includes a written test, the discussion of the team work and the evaluation of an individual work. The written test consists of multiple choice questions and open-ended questions. The questions deal with the topics covered in the course, including the topics deepened during the lectures of experts.
Score from 0 to 2 can be assigned to the team work. and score from 0 to 1 can be assigned to the individual project work. These scores, together with the mark of the written test, contribute the final mark.
The final mark of the exam is expressed out of thirty and will be obtained through the following grading system:
Fail: important deficiencies in the knowledge and understanding of the topics; limited analytical and synthesis skills; frequent generalisations and limited critical and judgemental abilities; the topics are set out inconsistently and with inappropriate language.
18-21: the student has acquired the basic concepts of the discipline and has an analytical capacity that emerges only with the help of the teacher; the way of speaking and the language used are on the whole correct.
22-25: the student has acquired the basic concepts of the discipline in a discreet way; knows how to orient him/herself among the various topics covered; and has an autonomous analysis capacity knowing how to express using the correct language.
26-29: the student has a well-structured knowledge base; he/she is able to independently rework the knowledge acquired in the context of the choice of conventional and unconventional materials according to the application; the way of speaking and the technical language are correct.
30 and 30 cum laude: the student has a comprehensive and thorough knowledge base. The cultural references are rich and up-to-date, which are expressed with brilliance and properties of technical language.
For non-attending students, the exam is made up of a written test, articulated into multiple choice and open questions, plus an oral test. To access the oral test, the student must have passed the written test. The written test is valid only for the call in which the exam is taken. Both the written and oral exams focus on the topics addressed during the course, including those emerging from the thematic seminars’ and business case studies’ discussion and contribute equally to the final mark.
The final mark of the exam is expressed out of thirty and will be obtained through the following grading system:
Fail: important deficiencies in the knowledge and understanding of the topics; limited analytical and synthesis skills; frequent generalisations and limited critical and judgemental abilities; the topics are set out inconsistently and with inappropriate language.
18-21: the student has acquired the basic concepts of the discipline and has an analytical capacity that emerges only with the help of the teacher; the way of speaking and the language used are on the whole correct.
22-25: the student has acquired the basic concepts of the discipline in a discreet way; knows how to orient him/herself among the various topics covered; and has an autonomous analysis capacity knowing how to express using the correct language.
26-29: the student has a well-structured knowledge base; he/she is able to independently rework the knowledge acquired in the context of the choice of conventional and unconventional materials according to the application; the way of speaking and the technical language are correct.
30 and 30 cum laude: the student has a comprehensive and thorough knowledge base. The cultural references are rich and up-to-date, which are expressed with brilliance and properties of technical language.
Updated A.Y. 2021-2022
Updated A.Y. 2021-2022
International Marketing
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000
TEACHING MEMBER RESPONSIBLE FOR THE COURSE:
Sara Poggesi
Associate Professor of Management
e-mail: sara.poggesi@uniroma2.it
LEARNING OUTCOMES:
What does it mean to be a marketing manager in a multinational company? What does it mean to be a marketing manager in a global company? What’s the trade off between product/price/distribution/place adaptation and standardization? Stemming from these questions, the course aims at pointing out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course the student will have acquired detailed knowledge related to managerial problems of firms operating in foreign environments.
Specifically, at the end of the course, the students will be able to:
1. Identify foreign market opportunities and understand foreign customers’ behavior
2. Develop an international marketing strategy
3. Implement effective product, pricing, distribution and communication strategies in a foreign market
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the students will be able to define an international marketing plan. In particular, they will be able to analyze the impact of cultural, social, political and economic factors on international marketing strategies; moreover, they will be able to develop both the international marketing strategic and the operational analyses.
MAKING JUDGEMENTS:
Students’ interactive participation to lectures, as well as seminars held by experts, will stimulate students’ critical analysis and independent judgment abilities. Students also be encouraged to collect and interpret relevant data and information dealing with the main problems related to the marketing of the firm.
COMMUNICATION SKILLS:
Through class participation, students will acquire specific communication skills, thanks to which they will be able to clearly and properly interact, both in writing and orally, on the various issues related to the marketing of the firm, with entrepreneurs, managers, as well as with other stakeholders.
LEARNING SKILLS:
The course aims to provide the theoretical and methodological grounding for the development of knowledge related to international marketing issues.
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
Group Project Work
Groups of attending students will be formed during the second lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course.
Individual Project Work: country selection and attractiveness report
Each student will work on an analysis of important environmental data in a selected country.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014: 1, 2, 4, 6, 9, 10, 11, 12, 15, 16, 17, 18, 19.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
OFFICE HOURS: during the course, on Wed., 10 am.
Updated A.Y. 2020-2021
Updated A.Y. 2020-2021
International Marketing
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000
TEACHING MEMBER RESPONSIBLE FOR THE COURSE:
Sara Poggesi
Associate Professor of Management
e-mail: sara.poggesi@uniroma2.it
LEARNING OUTCOMES:
What does it mean to be a marketing manager in a multinational company? What does it mean to be a marketing manager in a global company? What’s the trade off between product/price/distribution/place adaptation and standardization? Stemming from these questions, the course aims at pointing out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course the student will have acquired detailed knowledge related to managerial problems of firms operating in foreign environments.
Specifically, at the end of the course, the students will be able to:
1. Identify foreign market opportunities and understand foreign customers’ behavior
2. Develop an international marketing strategy
3. Implement effective product, pricing, distribution and communication strategies in a foreign market
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the students will be able to define an international marketing plan. In particular, they will be able to analyze the impact of cultural, social, political and economic factors on international marketing strategies; moreover, they will be able to develop both the international marketing strategic and the operational analyses.
MAKING JUDGEMENTS:
Students’ interactive participation to lectures, as well as seminars held by experts, will stimulate students’ critical analysis and independent judgment abilities. Students also be encouraged to collect and interpret relevant data and information dealing with the main problems related to the marketing of the firm.
COMMUNICATION SKILLS:
Through class participation, students will acquire specific communication skills, thanks to which they will be able to clearly and properly interact, both in writing and orally, on the various issues related to the marketing of the firm, with entrepreneurs, managers, as well as with other stakeholders.
LEARNING SKILLS:
The course aims to provide the theoretical and methodological grounding for the development of knowledge related to international marketing issues.
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
Group Project Work
Groups of attending students will be formed during the second lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course.
Individual Project Work: country selection and attractiveness report
Each student will work on an analysis of important environmental data in a selected country.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014: 1, 2, 4, 6, 9, 10, 11, 12, 15, 16, 17, 18, 19.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
The lectures are online. You can use this link to join the class: https://teams.microsoft.com/l/team/19%3a57931ab5cabd47128fb96b830aeaf404%40thread.tacv2/conversations?groupId=d751c3bc-fae5-4d12-bd53-e9544abd5410&tenantId=24c5be2a-d764-40c5-9975-82d08ae47d0e
OFFICE HOURS: during the course, on Wed., 11 am.
International Marketing exam: Oct., 30th at 10.00 am on TEAMS
Updated A.Y. 2019-2020
Updated A.Y. 2019-2020
International Marketing
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000
TEACHING MEMBER RESPONSIBLE FOR THE COURSE:
Sara Poggesi
Associate Professor of Management
e-mail: sara.poggesi@uniroma2.it
LEARNING OUTCOMES:
What does it mean to be a marketing manager in a multinational company? What does it mean to be a marketing manager in a global company? What’s the trade off between product/price/distribution/place adaptation and standardization? Stemming from these questions, the course aims at pointing out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
KNOWLEDGE AND UNDERSTANDING:
At the end of the course the student will have acquired detailed knowledge related to managerial problems of firms operating in foreign environments.
Specifically, at the end of the course, the students will be able to:
1. Identify foreign market opportunities and understand foreign customers’ behavior
2. Develop an international marketing strategy
3. Implement effective product, pricing, distribution and communication strategies in a foreign market
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the students will be able to define an international marketing plan. In particular, they will be able to analyze the impact of cultural, social, political and economic factors on international marketing strategies; moreover, they will be able to develop both the international marketing strategic and the operational analyses.
MAKING JUDGEMENTS:
Students’ interactive participation to lectures, as well as seminars held by experts, will stimulate students’ critical analysis and independent judgment abilities. Students also be encouraged to collect and interpret relevant data and information dealing with the main problems related to the marketing of the firm.
COMMUNICATION SKILLS:
Through class participation, students will acquire specific communication skills, thanks to which they will be able to clearly and properly interact, both in writing and orally, on the various issues related to the marketing of the firm, with entrepreneurs, managers, as well as with other stakeholders.
LEARNING SKILLS:
The course aims to provide the theoretical and methodological grounding for the development of knowledge related to international marketing issues.
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
Group Project Work
Groups of attending students will be formed during the second lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course.
Individual Project Work: country selection and attractiveness report
Each student will work on an analysis of important environmental data in a selected country and a 5-minute presentation will be scheduled during the course.
Exams
For attending students:
The exam includes a written test and the discussion of the team work.
The written test consists of open-ended questions. The questions deal with the topics covered in the course, including the topics deepened during the lectures of experts.
Score from 0 to 2 can be assigned to the team work. Score from o to 1 can be assigned to the indivudal project work
For non-attending students:
The exam is based on a written test and a oral test.
The written test consists of open-ended questions. The oral exam consists of an interview aimed at verifying the result of the written test and the knowledge of the teaching materials. The oral exam may also have to do with questions related to the case studies presented in the course. Only students who have passed the written test with at least sufficient assessment are admitted to the oral test. The results obtained in both tests (written and oral) contribute together to the final mark.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
CASE STUDIES DISCUSSION
The students are expected to be fully engaged in the entire learning process. This means that they need to prepare the assigned readings of the cases prior to each class and come to class prepared to participate in group work and/or discussions to enhance the learning of the individual and the class. The students will find the relative assignment for each case on the website. Please read the questions carefully before the lecture.
The objective is to involve all the class members in the discussion. The cases are designed to integrate the concepts from the case into the context of the course.
With case discussions, each student will develop:
1. The ability to set the parameters for the problem (key concepts from the case).
2. Ample knowledge regarding the subject of the case (understanding of material, good response to the observations of others).
3. The ability to connect the case to other course concepts.
4. The ability to involve others in the discussion.
In order to effectively discuss the cases, the students need to be:
· prepared with facts and specific quotes from the case.
· prepared to comment, ask questions, or make observations about the case.
During the discussion, the students need to:
· take a position on a question or a point.
· ask questions to clarify a point.
· help keep the discussion moving and on track.
· help draw others into the discussion.
· integrate theories and content from other cases.
During the discussion, the students should not:
· come unprepared and show your lack of knowledge.
· monopolise the discussion.
· make irrelevant comments.
· be insensitive to other’s desire to speak or share opinions.
Updated A.Y. 2018-2019
Updated A.Y. 2018-2019
International Marketing
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000
TEACHING MEMBER RESPONSIBLE FOR THE COURSE:
Sara Poggesi
Associate Professor of Management
e-mail: sara.poggesi@uniroma2.it
Weekly Office Hours:
During the course: Thursday – 4:00-5:00 pm. When the course is finished: to be checked on the web site
Overview
This course points out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
LEARNING OUTPUTS
At the end of the course students will be able to:
1) Apply culture to decision making
2) understand the peculiarities of international markets
3) Build an International Marketing Strategy
KNOWLEDGE AND UNDERSTANDING:
At the end of the course the student will have acquired detailed knowledge related to managerial problems of firms operating in foreign environments.
Specifically, at the end of the course, the students will be able to:
1. Identify foreign market opportunities and understand foreign customers’ behavior
2. Develop an international marketing strategy
3. Implement effective product, pricing, distribution and communication strategies in a foreign market
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, the students will be able to define an international marketing plan. In particular, they will be able to analyze the impact of cultural, social, political and economic factors on international marketing strategies; moreover, they will be able to develop both the international marketing strategic and the operational analyses.
MAKING JUDGEMENTS:
Students’ interactive participation to lectures, as well as seminars held by experts, will stimulate students’ critical analysis and independent judgment abilities. Students also be encouraged to collect and interpret relevant data and information dealing with the main problems related to the marketing of the firm.
COMMUNICATION SKILLS:
Through class participation, students will acquire specific communication skills, thanks to which they will be able to clearly and properly interact, both in writing and orally, on the various issues related to the marketing of the firm, with entrepreneurs, managers, as well as with other stakeholders.
LEARNING SKILLS:
The course aims to provide the theoretical and methodological grounding for the development of knowledge related to international marketing issues.
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
Group Project Work
Groups of attending students will be formed during the first lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course (Oct., 26th).
Individual Project Work: country selection and attractiveness report
Each student will work on an analysis of important environmental data in a selected country and a 5-minute presentation will be scheduled during the course.
EXAM
It is based on a written test and oral evaluation.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, 4th Edition, McGraw-Hill Education, 2014: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
4. HBS : “Louis Vuitton in Japan” 910M67
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss four cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
4. HBS : “Louis Vuitton in Japan” 910M67
CASE STUDIES DISCUSSION
The students are expected to be fully engaged in the entire learning process. This means that they need to prepare the assigned readings of the cases prior to each class and come to class prepared to participate in group work and/or discussions to enhance the learning of the individual and the class. The students will find the relative assignment for each case on the website. Please read the questions carefully before the lecture.
The objective is to involve all the class members in the discussion. The cases are designed to integrate the concepts from the case into the context of the course.
With case discussions, each student will develop:
1. The ability to set the parameters for the problem (key concepts from the case).
2. Ample knowledge regarding the subject of the case (understanding of material, good response to the observations of others).
3. The ability to connect the case to other course concepts.
4. The ability to involve others in the discussion.
In order to effectively discuss the cases, the students need to be:
· prepared with facts and specific quotes from the case.
· prepared to comment, ask questions, or make observations about the case.
During the discussion, the students need to:
· take a position on a question or a point.
· ask questions to clarify a point.
· help keep the discussion moving and on track.
· help draw others into the discussion.
· integrate theories and content from other cases.
During the discussion, the students should not:
· come unprepared and show your lack of knowledge.
· monopolise the discussion.
· make irrelevant comments.
· be insensitive to other’s desire to speak or share opinions.
Updated A.Y. 2017-2018
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000.
Overview
This course points out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
Learning Objectives
Knowledge and Understanding
Knowledge and understanding of the theories and practices in international marketing, specifically focusing on goods and services across cultures and political/economic/legal risks of global business
Applying Knowledge and Understanding
With this course, the students understand how to implement global marketing strategies
Making Judgements
At the end of this course, the students will be able to build an International Marketing Strategy, identifying the peculiar role of culture
Communication Skills
At the end of this course, the students will be able to present an international marketing strategic plan
Learning Skills
At the end of the course students will be able to:
1) Apply culture to decision making
2) understand the peculiarities of international markets
3) Build an International Marketing Strategy
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
FINAL PROJECT WORK
Groups of attending students will be formed during the third lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course (Dec., 15th).
EXAM
It is based on a written test and oral evaluation.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
We will discuss three cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss three cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
Updated A.Y. 2017-2018
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000.
Overview
This course points out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
Learning Objectives
Knowledge and Understanding
Knowledge and understanding of the theories and practices in international marketing, specifically focusing on goods and services across cultures and political/economic/legal risks of global business
Applying Knowledge and Understanding
With this course, the students understand how to implement global marketing strategies
Making Judgements
At the end of this course, the students will be able to build an International Marketing Strategy, identifying the peculiar role of culture
Communication Skills
At the end of this course, the students will be able to present an international marketing strategic plan
Learning Skills
At the end of the course students will be able to:
1) Apply culture to decision making
2) understand the peculiarities of international markets
3) Build an International Marketing Strategy
Teaching Methodology
The format of the course is lecture, case studies, guest speakers, individual and group project
FINAL PROJECT WORK
Groups of attending students will be formed during the third lesson. Each group will be made up of no more than 5 students and will work on a project to present at the end of the course (Dec., 15th).
EXAM
It is based on a written test and oral evaluation.
REFERENCES FOR ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
We will discuss three cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
REFERENCES FOR NOT ATTENDING STUDENTS
Ghauri, Cateora, International Marketing, Fourth Edition, 2014, McGraw-Hill Education: 1, 2, 4, 9, 10, 11, 12, 15, 16, 17, 18, 19.
de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110.
Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11.
Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29.
Quer, D., Claver, E., & Rienda, L. (2010). Doing business in China and India: a comparative approach. Asia-Pacific Journal of Business Administration, 2(2), 153-166.
Giacomin, O., Janssen, F., Pruett, M., Shinnar, R. S., Llopis, F., & Toney, B. (2011). Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students. International Entrepreneurship and Management Journal, 7(2), 219-238.
We will discuss three cases from Harvard Business School Publishing.
1. HBC: CUMI India’s global strategy. W13154-PDF-ENG
2. Globalization of Hyatt Place. W14443-PDF-ENG
3. HBC_It_Ration’s Quest for Growth: A market Choice Challenge. HEC085-PDF-ENG
Updated A.Y. 2015-2016
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000 TEACHING MEMBER RESPONSIBLE FOR THE COURSE: Sara Poggesi Research Fellow in Business Management e-mail: sara.poggesi@uniroma2.it Weekly Office Hours: During the course: Thursday – 4:00-5:00 pm. When the course is finished: to be checked on the web site COURSE DESCRIPTION This course points out the peculiar aspects of marketing in international business environment. Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution. TEACHING METHODS The course is built on lectures, case-studies, discussions, readings and guest speakers’ experiences. FINAL PROJECT WORK Groups of attending students will be formed during the third lesson (September, 24th). Each group will be made up of no more than 5 students and will work on a project to present at the end of the course (October, 22nd). EXAM It is based on a written test and oral evaluation. REFERENCES FOR ATTENDING STUDENTS THAT PRESENT THE PROJECT WORK • Michael R. Czinkota and Ilkka A. Ronkainen, Principles of International Marketing, (10th Edition), 2013, South-Western, Cengage Learning. Chapters: 3, 9, 11, 12, 13, 14, 15. • de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110. We will discuss three cases from Harvard Business School Publishing. You need to register to download the cases at the following link: https://hbr.org/registration?conversationld=1011637, then download each individual case 1) Hong Kong Disneyland http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=59164&R=907M13-PDF-ENG&conversationId=2047309) 2) Kentucky Fried Chicken in China (A) http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=61234&R=990G01-PDF-ENG&conversationId=2047350 3) Four Seasons goes to Paris: “53 Properties, 24 Countries, 1 Philosophy" http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=50411&R=803069-PDF-ENG&conversationId=2047382 REFERENCES FOR NOT ATTENDING STUDENTS OR ATTENDING STUDENTS THAT DO NOT PRESENT THE PROJECT WORK • Michael R. Czinkota and Ilkka A. Ronkainen, Principles of International Marketing, (10th Edition), 2013, South-Western, Cengage Learning. Chapters: 1, 3, 9, 10, 11, 12, 13, 14, 15, 16. • de Mooij, Marieke, and Geert Hofstede (2010), "The Hofstede model: Applications to global branding and advertising strategy and research," International Journal of Advertising, 29(1), 85–110. • Schuiling, Isabelle, and Jean-Noël Kapferer (2004), “Real Differences Between Local and International Brands: Strategic Implications for International Marketers,” Journal of International Marketing, 4(12), 97-11. • Alashban, Aref A., Linda A. Hayes, George M. Zinkahn, and Anne L. Balazs (2002), “International Brand-Name Standardization/ Adaptation: Antecedents and Consequences,” Journal of International Marketing. 3(10), 22-29. We will discuss three cases from Harvard Business School Publishing. You need to register to download the cases at the following link: https://hbr.org/registration?conversationld=1011637, then download each individual case 1) Hong Kong Disneyland http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=59164&R=907M13-PDF-ENG&conversationId=2047309) 2) Kentucky Fried Chicken in China (A) http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=61234&R=990G01-PDF-ENG&conversationId=2047350 3) Four Seasons goes to Paris: “53 Properties, 24 Countries, 1 Philosophy" http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=50411&R=803069-PDF-ENG&conversationId=2047382 CASE STUDIES DISCUSSION The students are expected to be fully engaged in the entire learning process. This means that they need to prepare the assigned readings of the cases prior to each class and come to class prepared to participate in group work and/or discussions to enhance the learning of the individual and the class. The students will find the relative assignment for each case on the website. Please read the questions carefully before the lecture. The objective is to involve all the class members in the discussion. The cases are designed to integrate the concepts from the case into the context of the course. With case discussions, each student will develop: 1. The ability to set the parameters for the problem (key concepts from the case). 2. Ample knowledge regarding the subject of the case (understanding of material, good response to the observations of others). 3. The ability to connect the case to other course concepts. 4. The ability to involve others in the discussion. In order to effectively discuss the cases, the students need to be: • prepared with facts and specific quotes from the case. • prepared to comment, ask questions, or make observations about the case. During the discussion, the students need to: • take a position on a question or a point. • ask questions to clarify a point. • help keep the discussion moving and on track. • help draw others into the discussion. • integrate theories and content from other cases. During the discussion, the students should not: • come unprepared and show your lack of knowledge. • monopolise the discussion. • make irrelevant comments. • be insensitive to other’s desire to speak or share opinions.Updated A.Y. 2014-2015
“The globalization of today’s marketplace makes many new demands on a marketer. Not only are there important decisions to be made about which countries’ markets and segments to participate in and what modes of entry to use, but a marketer must also help formulate the marketing strategies in these countries and coordinate their implementation” Johansson, 2000
TEACHING MEMBER RESPONSIBLE FOR THE COURSE:
Sara Poggesi
Research Fellow in Business Management
e-mail: sara.poggesi@uniroma2.it
Weekly Office Hours:
During the course: Thursday – 3:00-4:00 pm. When the course is finished: to be checked on the web site
COURSE DESCRIPTION
This course points out the peculiar aspects of marketing in international business environment.
Focus will be on a) the opportunities, problems and challenges involved in the international business environment; b) cultural dynamics in international markets; c) international markets selection; e) market entry strategies; e) product (goods and services) planning, promotion, price and channels of distribution.
TEACHING METHODS
The course is built on lectures, case-studies, discussions, readings and guest speakers’ experiences.
FINAL PROJECT WORK
Groups of attending students will be formed during the second lesson. Each group will be made up of 4/5 students and will work on a project to present at the end of the course.
EXAM
It is based on a written test and oral evaluation. Attendants can substitute the oral evaluation with the final project work.
REFERENCES FOR ATTENDING STUDENTS THAT PRESENT THE PROJECT WORK
Michael R. Czinkota and Ilkka A. Ronkainen, Principles of International Marketing, (8th Edition), South-Western, Cengage Learning. Chapters: 1, 3, 9, 10, 13, 15, 17, 18.
Vandermerwe S., Chadwick M., 1989, The Internationalization of Services, The Service Industries Journal, 9(1).
We will discuss three cases from Harvard Business School Publishing. You need to register to download the cases at the following link: https://hbr.org/registration?conversationld=1011637, then download each individual case
1) Hong Kong Disneyland
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=59164&R=907M13-PDF-ENG&conversationId=2047309)
2) Kentucky Fried Chicken in China (A)
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=61234&R=990G01-PDF-ENG&conversationId=2047350
3) Four Seasons goes to Paris: “53 Properties, 24 Countries, 1 Philosophy"
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=50411&R=803069-PDF-ENG&conversationId=2047382
REFERENCES FOR NOT ATTENDING STUDENTS OR ATTENDING STUDENTS THAT DO NOT PRESENT THE PROJECT WORK
Michael R. Czinkota and Ilkka A. Ronkainen, Principles of International Marketing, (8th Edition), South-Western, Cengage Learning. Chapters: 1, 3, 6, 7, 8, 9, 10, 13, 14, 15, 17, 18.
Vandermerwe S., Chadwick M., 1989, The Internationalization of Services, The Service Industries Journal, 9(1).
We will discuss three cases from Harvard Business School Publishing. You need to register to download the cases at the following link: https://hbr.org/registration?conversationld=1011637, then download each individual case
1) Hong Kong Disneyland
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=59164&R=907M13-PDF-ENG&conversationId=2047309)
2) Kentucky Fried Chicken in China (A)
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=61234&R=990G01-PDF-ENG&conversationId=2047350
3) Four Seasons goes to Paris: “53 Properties, 24 Countries, 1 Philosophy"
http://cb.hbsp.harvard.edu/cb/web/product_detail.seam?E=50411&R=803069-PDF-ENG&conversationId=2047382
CASE STUDIES DISCUSSION
The students are expected to be fully engaged in the entire learning process. This means that they need to prepare the assigned readings of the cases prior to each class and come to class prepared to participate in group work and/or discussions to enhance the learning of the individual and the class. The students will find the relative assignment for each case on the website. Please read the questions carefully before the lecture.
The objective is to involve all the class members in the discussion. The cases are designed to integrate the concepts from the case into the context of the course.
With case discussions, each student will develop:
1. The ability to set the parameters for the problem (key concepts from the case).
2. Ample knowledge regarding the subject of the case (understanding of material, good response to the observations of others).
3. The ability to connect the case to other course concepts.
4. The ability to involve others in the discussion.
In order to effectively discuss the cases, the students need to be:
• prepared with facts and specific quotes from the case.
• prepared to comment, ask questions, or make observations about the case.
During the discussion, the students need to:
• take a position on a question or a point.
• ask questions to clarify a point.
• help keep the discussion moving and on track.
• help draw others into the discussion.
• integrate theories and content from other cases.
During the discussion, the students should not:
• come unprepared and show your lack of knowledge.
• monopolise the discussion.
• make irrelevant comments.
• be insensitive to other’s desire to speak or share opinions.