School of Business & Enterprise
Module Handbook 2021/22
General Description of Module
Credit value: 20
Core / Option: Core
Module code: MARK08006
Module Co-ordinator: James Watt
Module Lecturer: Dr Majd AbedRabbo
Module Tutor Mr Sultanul Chowdhury
At the end of this module the student will be able to:
LO1 Demonstrate an understanding of the international environment and its impact on international marketing (Assessment 1)
LO2 Demonstrate an understanding of international market entry strategies (Assessment 1)
LO3 Identify and evaluate international marketing mix activities (Assessment 2)
The aim of this module is to introduce students to the challenges and complexities of marketing beyond a firm’s domestic borders. The basic principles of marketing still apply eg meeting the needs of customers, however, other factors have to be understood if this is to take place. Key topics within this module include globalisation, culture, market selection, market entry methods, monitoring external forces, standardisation and adaptation of products and communication messages, currency fluctuations, logistics and international retailing.
This is a level 8 (year 2) module taught to students on our London campus studying for the BA International Business.
All students will attend a 2-hour online lecture. You will be allocated into a smaller group for your tutorial class – normally 20-25 student. This class will be more interactive and involve case studies, quizzes, discussions etc.
It is essential that you have a copy of the core textbook for this module:
Doole,I., Lowe, R., Kenyon, A., (2019), International Marketing Strategy, (8th ed), Cengage Learning
Other useful textbooks include;
Cateora, P., Graham, J., Gilly, M., Money, B., (2020) International Marketing (18th edition) McGraw Hill
Hollensen, S., (2020) Global Marketing, 8th ed, Pearson
Journals and Magazines
Students are encouraged to read widely for this module and to keep up-to-date with current events by reading the business sections of quality newspapers; The Financial Times, The Times, The Guardian, The Daily Telegraph.
Magazines such as The Economist, Bloomberg’s Business Week, Time Magazine and the Harvard Business Review are also highly recommended.
This is an app which can be downloaded onto your phone or tablet or can be accessed via their website – www.socrative.com
Socrative quizzes are used to provide formative feedback on how you are progressing on the module. Each lecture will begin with a recap quiz on what was taught the previous week to check that you have understood the key points.
When you go to the site you will be asked to login – choose ‘Student Login’
You will then be asked to enter a Room Name – enter IMT3
You will then be asked to enter your name – enter your Banner number eg B00123456
Should you have any problems with the way the class is taught or assessed then please speak to your lecturer as soon as possible. This will ensure that minor problems can be resolved at the earliest possible opportunity and your studies are not hindered in any way.
Feedback from students is welcomed for this module and can be utilised by talking informally with the lecturer, or formally via the Student Staff Liaison meetings and the Module Evaluation Questionnaire at the end of the module.
It is important that students access the Aula site on a regular basis. The site will host all of the relevant information regarding teaching materials, assessments, links to relevant websites, discussion forums, quizzes and anything else which might be of interest to students.
|2||Lecture What is International Marketing? Differences between domestic and international marketing. Globalisation, Theories of Internationalisation. Doole, Lowe, Kenyon (8th ed); Chapter 1 Page 1 – 7, 23-33 Chapter 5 155 – 160, 173-176, 178 (adv stages of internationalisation) – 185 Chapter 6 P 190 – 200|
|3||Lecture External Environment: Social and Cultural Influences Doole, Lowe, Kenyon (8thh ed) Chapter 1 Page 8-12 Chapter 3|
|4||Lecture World Trading Environment External Environment: Political, Economic, Legal, Technological Doole, Lowe, Kenyon (8th ed) Chapter 1 Page 15 -23 Chapter 2|
|5||Lecture Research and opportunity analysis Doole, Lowe, Kenyon (8th ed) Chapter 4|
|6||Lecture Doole, Lowe, Kenyon (8th ed) Market Entry Methods Chapter 7|
|7||Lecture Product: Adaptation / Standardisation International Branding Product Life Cycle Doole, Lowe, Kenyon (8th ed) Chapter 8 ASSESSMENT 1 ONLINE MULTIPLE CHOICE TEST DURING ONE OF THE TUTORIAL SLOTS. ALL STUDENTS ARE REQUIRED TO APPEAR ON CAMERA FOR THIS TEST.|
|8||Lecture Pricing Doole, Lowe, Kenyon (8th ed) Chapter 11|
|9||Lecture International Communications Doole, Lowe, Kenyon (8th ed) Chapter 9|
|10||Lecture Retailing, Distribution and Logistics Doole, Lowe, Kenyon (8th ed) Chapter 10 Page 339-353, 362-375 Page 347-356|
|12||Assessment submission Monday 25th July Noon|
There are two assessment elements for this module:
Online Test 40% (Learning Outcomes 1 and 2)
This is a one-hour multiple-choice test which will take place during one of the tutorial slots. All students will attempt the exam at the same time and will have their cameras turned on.
You will not receive your results until 48 hours after the assessment has closed.
The assessment will be hosted on the Moodle platform. A link will be provided on the day of the test.
International Marketing Assessment 2
Report 60% (Learning Outcome 3)
International Marketing Case Study
Sannies is a family-owned, Scottish-based producer of high-quality fashion shoes for women. They have been in business for over 70 years and have a turnover of £30m per year, the bulk of which comes from the UK and Ireland. A small amount of sales are a result of direct enquiries from customers who have moved abroad and are unable to purchase the shoes in their new country.
Sales have been static for the last three years.
Their UK sales come from the following sources:
85% directly to independent retailers
15% from their own shops in Edinburgh and Glasgow
Key Points about the firm include:
- They have a range of 5 different styles of shoes available in standard sizes. The firm utilise different brand names for their markets:
Their lowest price range are sold under the ‘Gallus’ brand name
Their mid-price range are sold under the ‘Jings’ brand name
Their highest price range are sold under the ‘Blether’ name
- Their cheapest range is priced in the shops around £150 with the most expensive priced up to £500.
- Their profit margins vary depending upon the channel being utilised. On average these are as follows: Independent retailers 15%, Direct to customers 30%, own shops 20%.
- They have a budget of £0.5m for marketing communications in the UK which is allocated in the following ways:
- Advertising (Consumer and Trade) 60%
- PR agency 20% (which includes sponsorship of the Loch Ness Highland Games
- Trade Promotions 20%
- They are proud of their Scottish identity which is reflected in the St. Andrew’s cross as part of their brand logo.
Their brand slogan is ‘a guid shoe ye ken’ – which means ‘a good shoe, you know’
Their logo is a Scotsman in a kilt playing the bagpipes against a St. Andrew’s cross, this character is known as ‘Shuggie’. Every pair of shoes they sell has this image printed on the sole of the shoe.
The Board agree that they need to expand a specific European market but there is
a difference of opinion about the best way they should move forward.
You are an International Marketing consultant who has been approached by the Board to help them with their transition into these markets.
Your own knowledge about both the company and the high-end shoe market is:
- It is highly competitive market
- None of the directors or managers have an in-depth experience of international marketing
- They are divided between focusing on mature markets in countries like Italy, France, Germany or Spain, or in emerging markets such as Belarus, Moldova and Latvia.
- The Directors have been concerned by reports that trading on their Scottish heritage might not be a strong selling point. Many trade experts consider Italian and French brands to be strongly associated with high quality shoes for women.
- Consumers in the quality segment are very demanding.
- Their product range might be too limited.
- The brand name isn’t known by customers in Europe but there is some awareness from experts in the trade.
- Price-wise, the firm is considered to be on the low-mid-range segment of the quality shoe market.
- Their target customer is not price-sensitive but is focused on product quality, style and value-for-money
- New fashions and styles are an important element in developing a strong reputation.
- Marketing communications budgets for other independent shoe brands are higher compared with them
- A combination of the pandemic, the implications of Brexit and volatile political changes is causing uncertainty in financial markets and has led to fluctuations in the exchange rate.
- The firm’s website is limited and used to highlight their PR activities, especially their promotion of the Loch Ness Highland games
- The firm has received a letter from a French fashion retailer, “S’anneé”. They have expressed their concern at the similarity between the respective brand names and have asked the company to amend their name for their European markets.
- The company has agreed to provide funds of up to £500,000 over 12 months to promote the company.
The Marketing Director wants to spend the money on building a sales team to focus on particular countries.
The Managing Director is excited by the fact that the agent of a popular female digital influencer has contacted him to indicate she would like to become the ‘face’ of the company and promote them on her social media accounts. Her fee would account for most of the budget allocated to promotion.
Another director thinks they should be looking to sponsor a television programme that appeals to their target market
- Some directors have expressed their desire to open a flagship store in a major European capital city as a way of ‘announcing’ their arrival in Europe.
You are required to write a report to the Board of Directors to provide them with information on the following issues.
The Board have asked for your advice on a number of international marketing issues and wish the following questions to be addressed
Product What branding issues will the firm have to deal with before entering any European market? (15)
What elements of the product will need to be adapted for European markets? Explain your answer. (10)
Price What increased costs will the company face should they decide to develop their presence in a particular country? (10)
What pricing issues will the firm have to address should they decide to enter a) a mature Western European market b) an emerging Eastern European market? (15)
Distribution What logistical issues would the firm have to consider should they decide to enter an emerging market in Eastern Europe? (10)
What are the advantages of developing their online presence compared to opening a flagship store? (15)
Communication Outline your views on the advantages and disadvantages of the three promotional options being discussed – expanded sales team, digital influencer, sponsorship (15)
Which other promotional method would you recommend to the firm, outline your reasons for this choice. (10)
Total Marks 100
Word Count 2,500
Passing the Module
In order to pass any UWS module you need to obtain an overall mark of 40%
Assessment 1 is worth 40% of your total mark
Assessment 2 is worth 60% of your total mark
Student 1 Example:
Multiple Choice: 50% 40% weighting of 50% = 20
Porftolio: 70% 60% weighting of 70% = 42
Total Mark 62% = B1 Pass
Student 2 Example
Multiple Choice: 30% 40% weighting of 30% = 12
Porftolio: 70% 60% weighting of 70% = 42
Total Mark 54% = B2 Pass
Although this student scored less than 40% for the multiple choice, their performance in the portfolio was good enough to enable them to take their overall mark above 40%.
Student 3 Example:
Multiple Choice: 20% 40% weighting of 20% = 8
Porftolio: 70% 60% weighting of 70% = 42
Total Mark 50% = Fail Resit
Although this student achieved an overall mark of 50% they wouldn’t pass the module because they scored less than 30% in one of the elements of the assessment, in this case the multiple choice test. Any work which scores less than 30% will result in a student not being able to pass the module.
In this case the student would attempt the multiple-choice assessment later on in the year. They have already passed the portfolio element and would not have to re-attempt this.
Student 4 Example
Multiple Choice: 35% 40% weighting of 35% = 14
Porftolio: 30% 60% weighting of 30% = 18
Total Mark 32% = Fail Resit
In this case the student has achieved a mark of over 30% for both parts of the assessment but hasn’t gained enough marks to reach the 40% pass threshold. This student would be presented with an opportunity later on in the year to re-attempt both elements of the assessment, however, a good performance in the multiple choice test might be enough to gain a 40% pass without having to re-attempt the portfolio assessment.
To fully understand any module at this level it is calculated that 200 hours is the standard amount of time a student has to dedicate to it during the trimester. 36 of these hours will take part in a classroom environment, another 30 or 40 hours may be spent working on the assessments with the remainder of the time spent reading the relevant chapters of the book and case studies prior to the lecture. The lecture notes are based on the assumption that students have read all of the material in advance and have the ability to take part in classroom activities. This will help ensure that you get the most out of this subject during the trimester.
Grading Scheme as per UWS Regulations
|Grade||Numerical range (%)||Definition||Descriptor|
|A1||90-100||Exceptional||Student work is exemplary and exceeds the threshold standard by a significant margin. It displays exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations.|
|A2||80-89||Outstanding||Student work significantly exceeds the threshold standard. It displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.|
|A3||70-79||Excellent||Student work very much exceeds the threshold standard. It displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.|
|B1||60-69||Very good Commendable||Student work is well above the threshold standard. It displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; high ability in professional practice skills (where relevant) including exercise of significant independent judgement relative to threshold expectations.|
|B2||50-59||Good Highly competent||Student work is clearly above the threshold standard. It displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills; evidences highly competent performance of professional practice skills (where relevant).|
|C||40-49||Satisfactory Competent||Student work is at the threshold standard. It displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills; evidences competent performance of professional practice skills (where relevant).|
|D||30-39||Unsatisfactory||Student work is marginally below the threshold standard. It displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills; evidences lack of or partial competence in professional practice skills (where relevant).|
|E||1-29||Very unsatisfactory||Student work is well below the threshold standard. It displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills; very limited competence over the range of professional practice skills.|
|N||0 (at first diet) 0-100 at 2nd or subsequent diet||No work to assess||There is no work to assess at first diet or no further attainment at the resit diet or either incomplete or no engagement with re-assessment diet|
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