SUPPLEMENTAL Teaching AIDS(REVISED 2008)

Part I - Supplemental Teaching Aids

PART I

SUPPLEMENTAL Teaching AIDS(REVISED 2008)

Contents Part

A. Notes on Using the Internet………………………………………………………………………….1

B. Useful Internet Links………………………………………………………………………………...3

C. Course Organization Plans…………………………………………………………………………..4

D. Sample Syllabus for a 15-Week Semester Meeting Two Days per Week…………………………..5

E. Classroom Projects…………………………………………………………………………………..7

F. Student Projects………………………………………………………………………………….…..8

G. Notes on the Country Notebook—A Guide for Developing a Marketing Plan………………….…20

H. Simulations…………………………………………………………………………………….…...29

I. Expanding the Scope of Text Cases and Other Case Materials……………………………….….....33

J. Information Sources…………………………………………………………………………….…...33

K. The National Trade Data Bank (NTDB)…………………………………………………………….39

L. InternationalBusinessCenter……………………………………………………………………….39

M. Grameen Foundation…………………..……………………………………………………………39

N.Films and Videos…………………………………………………………………………………...40

A.NOTES ON USING THE INTERNET

1. What is a URL?

URL stands for Uniform Resource Locator. It is the address of a given Website or homepage. For example, the URL for Wal-Mart is This URL has two parts: is referred to as the prefix, it indicates that this address points to an HTML-encoded document (http stands for Hypertext Transport Protocol).[1]

The next part of the URL, is the name of the computer, host or server where this document is stored. Another term for this label is the domain name. A domain name generally has three parts, which are separated by a period (.) that is referred to as a “dot”. The three parts include, www (World Wide Web); a name (an abbreviation of a company name such as Wal-Mart in this example or some specially created name), and an organizational designation, com, which stands for commercial organization. Other organizational designations are:

COM Commercial organization

EDU Educational and research institution

GOV Government agencies

MIL Military agencies

NET Major Network support centers

ORG Other organizations (For example, the URL for the OECD,

INT International organizations

A URL will often have additional parts after the domain name. These additional parts direct the computer to specific locations within an address or Web page. For example will take you to Wal-Mart’s on-line store (stores) and within that to the section that offers suggestions for graduation presents (graduation) and then to selections for college graduates (college.html). You can also get to the same location by using only the domain name and then, when you are within the homepage, following the guides to the location you are seeking. This last point is especially important to remember since addresses for specific locations within an address are often changed, updated, or eliminated. When that happens you will get a message that the specific site cannot be opened. When this occurs, drop all the parts of the address except the domain name (in our example that would be This will get you into the homepage from which you can search for the information or section you want. You might want to try and see what happens. Since this is a seasonal promotion within Wal-Mart’s e-store, there is a good chance that this address will not access this specific location.

As you will notice in some of the following web addresses, the WWW is dropped, e.g., the address for “Stanford University Guide for Japanese Information Resources” is: If you type the address as you will get the message that the website cannot be found.

1. Are there specific designations for URLs in foreign countries?

Besides the designations cited above, there are designations for foreign countries. For example, is the URL for Transparency International, a not-for-profit, non-governmental organization to counter corruption in international business transactions, which is located in Germany (de).

A few country designations are:

Some companies may have several different domain locations. For example, Hertz has specific locations in the United States and in other countries such as Brazil Companies not in the United States such as El Corte Ingles, a major department store in Spain, will often have a domain name such as

1. What do I do when I get a message such as: “Cannot open the Internet site. A connection with the server could not be established?”

1. Check to be sure that you have entered the exact URL. An extra space, period, letter, misspelling or an omission of something will result in failure to connect. The URL must be entered exactly. Note: Some URLs will not require www in the address.
2. If the problem is not the result of one of the points mentioned above (a) and the URL includes specific locations within the site such as the specific location within the homepage of Wal-Mart may have been deleted or renamed – in other words, it no longer is at the address you entered. In this case, drop everything from the URL except the domain name and search for the location once you have entered the homepage.

1. What does it mean if I type a URL and get a site other than the one I typed?

When this happens you have either used the wrong organization designations, for example used (com) when you should have used (org); or, you have misspelled the name of the host. Check to be sure that you have spelled everything correctly and the organization designation is correct.

B.USEFUL INTERNET LINKS

The following Internet Links should be included in your Internet Bookmarks. There are many others but these seem to be especially useful.

1.Indiana University Ciber's web link

IU CIBER's pedagogy links groups together several Web sites, which should prove useful for teaching international business or internationalizing your business courses. This page can be accessed at:

2. Global Edge MSU: This site links together international business and country information Web sites in an easy to use and logical format. The site also provides a search engine as well. Don't miss this site!

3. VanderbiltUniversity: This site provides an archive of television news broadcasts. You can put together a custom video on virtually any international business topic.

4. European Case Clearing House (ECCH):

5. HarvardBusinessSchool Cases:A well-known source for international cases and videos is found at: -- select HarvardBusinessSchool Cases..

6. World Lecture Hall This site provides online syllabi for business courses. Many of these courses have integrated Web-based materials. It can be a good source of information. Don't be surprised if you find a number of outdated links. Browse by Area.

7. CIBER Texas A&M University provides links to all the Cibers around the U.S.: –select “International Web Resources.”. The Center for International Business Studies has compiled a list of web site links that address international business topics. There are links also to the Center for International Business Education and Resarch (CIBERs), curriculum resources, and numerous trade links including links to a list of videos.

8. StanfordUniversity Guide to Japanese Information Resources: Topics included are: References; Indices and Guides; Business, Economics, and finance; Language and Culture; Politics and Government; History and Geography; and various other topics.

9. Lanic - Latin American Network Information Center: .

This site of The University of Texas provides an extensive source of information on Latin America and lists itself as the most complete library of Latin American Studies on the Web.

There is a Country Directory and Subject Directory. Some of the subjects include Statistics; Trade; Newspapers; Reference; Economy; History, Libraries and many more.

10. UNESCO(United Natinons Educational, Scienfitic and Cultural Organization.) UNESCO provides information that a student can use in projects, class assignments, and other research efforts. Includes topics on: Publications; Statistics; UNESCO partners; Information services; and, Current events.

C. COURSE ORGANIZATION PLANS

International Marketing is designed for an introductory course in international marketing. The authors suggest the following assignment schedule for 10-week or 15-week periods. The topical description may be used with an instructor's class outline. When cases, term projects, or other instructional material are used, they can easily be included in the proposed assignment schedules.

D.SAMPLE SYLLABUS FOR A 15-WEEK SEMESTER MEETING TWO DAYS PER WEEK

This syllabus includes both the country notebook project. (See “The Country Notebook—A Guide for Developing a Marketing Plan,”-Part VI, text p. 584)and the “Current Readings and Class Reports,” described in section (F) “Student Projects” found below in the Instructor’s Manual.

*Special Lectures

TEXT: Cateora, Philip, Graham, John, and Gilley, Mary, International Marketing, 14th Edition, McGraw Hill-Irwin, 2009

NOTE:

1. AN EXAMINATION WILL BE GIVEN EACH FRIDAY. No make-up exam will be given. If an exam is missed for a reason acceptable to the professor, the final exam value will be increased to include value of missed exam. Permission to miss an exam will rarely be given and then only for the most unusual cases.
2. Dates for examinations, class presentations, and assignments will not be changed. Please schedule your personal absences so as not to conflict with your active participation.
3. Class participation includes attendance, assigned topics, participation in class discussions, and all papers assigned. Regular attendance is expected.
4. All papers are due on date assigned. A late penalty will be assessed for unexcused late papers.

Four weekly exams 100 pts.; Five weekly assignments 50 pts.; class participation 15 pts.; final exam 35 pts.; Total 200 pts. PLUS AND MINUS GRADE WILL BE GIVEN.

NOTE: Weekly topic assignments will be graded as PASS/FAIL. All papers must be submitted and receive a grade of Pass to earn the 50 points for this assignment. All papers graded FAIL can be resubmitted until a grade of PASS is received. In other words, do your assignment and receive 50 points toward your final grade.

Suggested Business Journals

GRADES:

Two hour exams 300 pts.; term project 350 pts.; class participation 100 pts.; five briefs of current articles 50 pts.; final exam 200 pts.; Total 1000 pts. PLUS AND MINUS GRADES WILL BE GIVEN.

Term Project Grade Allocation (350 pts. Total)
Culture Paper 75 pts.
Economic Paper 75 pts.
Marketing Plan 200 pts.

E.CLASSROOM PROJECTS

A few general comments about various types of classroom activities, which may be applied to the course as a whole, or which may relate to any or all of the chapters may be useful. The suggestions below are merely indicative of the types of things, which an instructor may do, to gain heightened student involvement and impart maximum interest to his course.

1. Outside speakers, judiciously used, often can add spice and realism to an international course. It is suggested that excessive reliance not be placed on outside speakers because, in general, the content of their remarks cannot be controlled and integrated as fully as most instructors desire. However, as many as four to six speakers can be successfully integrated into a course. It is suggested that several different types of speakers be utilized. Two major categories of speakers would be foreign persons and businessmen or government officials with foreign involvements.

2. Foreign students add a strong cultural note and can also provide specific information about their country and its business involvements. An ambassador or other diplomatic representative of a foreign country can often be counted on for a visit. If foreign students are enrolled in the class, they may act in a sense as “experts in residence” and provide continuing information for the class, if they are drawn out. Businessmen or government officials representing large and small firms or export or foreign operations can add several other kinds of viewpoints. Very often, U.S. Department of Commerce officials are cooperative not only in speaking themselves, but in providing names of local businessmen with foreign involvements. Many cities have export trade clubs or other associations composed of people with international business. Such groups are usually willing to provide speakers or develop entire programs for international classes.

3. Student participation. Reports and other types of student contributions in the classroom can increase involvement significantly and can provide discussion information and materials to supplement those given by the instructor. We have had considerable success in using students as specialists in either functional or geographic areas. Each student may be assigned a different topic and make it his responsibility to read and otherwise learn as much about that topic as possible. He/She can then participate with the instructor in presenting the functional area materials within the subject areas considered in the course. Such functional area specialists can also provide information throughout the course, which will give a stronger interrelationship. As an example, one student may specialize on the legal aspects of marketing and be able to contribute legal information when discussions are under way concerning advertising, import restrictions, pricing, or any of the other marketing areas.

4. Country specialization calls for the student to absorb all the material he /she can about a given assigned country. Various students will then be in a position to provide information relative to marketing in different parts of the world. Thus, when a discussion of advertising, say, is in progress, one student can tell what he knows about advertising in Australia; another, advertising in Egypt; another, advertising in Germany; and so on. Students enjoy both types of participation, and it gives them a heightened sense of awareness of the problems associated either functionally or geographically in international marketing.

Another technique that is sometimes useful is to attempt to gain a depth exposure to a specific country. In such an instance, everyone in the class studies the same country or the same two or three countries. The instructor should make a special effort to have adequate library materials on hand about the country or countries and line up speakers from those countries or who have had experience in those countries. With an information base of this sort, the class can intelligently venture into such areas as national policy, cultural barriers, and can even develop in-depth studies oriented around marketing products into that country. Sometimes an

interesting variation can be found by assigning different students or groups of students to different types of products which might encounter different problems even within a given country.

F.STUDENT PROJECTS

In order to build involvement and expertise among students, a number of activities can be undertaken. All have been used by the authors and found beneficial in varying degrees.

1. Current Reading and Class Reports

An important objective when we teach a basic course is to introduce and encourage students to read current business periodicals and journals. Their interest in the course increases when they read current articles, which relate to class material about what is happening in the business world. In order to achieve this objective, we have developed a class project that is relatively painless for the students, gets them reading current business journals, and keeps us updated on current happenings as well. This project works so well we adapted it to international topics when we internationalized the basic course.

We have found this to be one of the most successful projects we have ever used in the basic course and further, student reaction has been very positive. It is a relatively painless way to get the students to read more about marketing and especially international marketing.

The Assignment

The assignment is simple to do. Each student is asked to find an article in a current periodical (described as no more than one-year old) on an assigned topic with international application. They are to read the article and summarize it in the equivalent of one double-spaced typewritten page. They are also asked to include the title of the article, name of the periodical, date and page number. They are told they may be asked to give a brief report on the article during class. Each student's assignment is due at the beginning of class period on the day the topic is assigned.

Frequency of Assignment

To make the assignments worthwhile we believe each student should read no fewer than six articles. We also believe the articles should be spread throughout the semester. To facilitate this, we divide the class into groups (thirds, quarters, or fifths depending on the number of days during the term the class meets.) Each group is assigned a sequential letter. When a letter appears on the class syllabus each student with that letter knows he or she has a summarized international article due. This way one segment of the class each period is turning in an assignment and, depending on the starting and ending of the assignments, each student will do from 6 to 9 articles.