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INTERNATIONAL MARKETING

Program

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.


TEACHING 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

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.