M marketing 6th edition grewal solutions manual

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M: Marketing 6th

Chapter 8 - Global Marketing

Instructor’s Manual: Implementation Guide This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for how to utilize the full product suite (from the textbook to SmartBook ® to Connect®). In addition, this manual includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended (flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved resource.

The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged throughout each session.

A VAILABLE I NSTRUCTOR R ESOURCES Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor Resources: ▪

Instructor’s Manual

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PowerPoint Presentations (Accessible)

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Test Bank

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Author Newsletter Blog

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Video Library

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Connect Content Matrix

Instructor’s Manual This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning and engagement.

PowerPoint Presentations A set of ADA-accessible PowerPoints is available with each chapter and covers: Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Chapter Learning Objectives

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Key examples

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Key exhibits

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Key concepts and frameworks

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Progress checks

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Glossary terms

Some slides include teaching notes to guide your discussion of the content that appears on each slide.

Test Bank Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading test generation software TestGen® to users (more details can be found within the Instructor Resources tab under “Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems, McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®, include: ▪ Cross-platform software compatibility with Windows and Mac ▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai ▪ Highly customizable formatting and editing option

Video Library The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no longer available as assignments, but that remain available as an additional resource. These videos can be directly streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief video guide that summarizes the key concepts of the video.

Connect Content Matrix The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students and instructors. Assignable activities include the following:

U SING S MART B OOK ® TO E NHANCE S TUDENTS ’ P ERFORMANCE The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and individualized study tools designed for students, it creates for them a personalized learning experience, giving them the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within SmartBook® show where students are struggling to understand specific concepts.

Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well as the number of probes the student will see for each assignment. You can also set the number of points a SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed before the class or online session.

SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.

Below is the set of adaptive assignment reports available in SmartBook ®: ▪

Progress Overview: View student progress broken down by module

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Student Details: View student progress details plus completion level breakdown for each module

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Module Details: View information on how your class performed on each section of their assigned modules

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Practice Quiz: This gives you a quick overview of the quizzes results for your students

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Missed Questions

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Metacognitive Skills

The Module Details report shows you the results for the students in the class overall. These details reveal where in the chapters students might be struggling. The module gives the chapter section, average time spent, average questions per student correct/total, and the percentage of correctness (based in number of assigned items).

Information about the most challenging sections for students can help you refine the focus of the next face-to-face, hybrid, or online session.

The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly correct (see the 91% in the Correct and Aware column) while the first student “doesn’t know what she doesn’t know” (see the 39% in the Incorrect and Unaware column).

STUDENT Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7

CORRECT and AWARE 61% 91% 81% 83% 76% 66% 77%

CORRECT and UNAWARE 0% 0% 0% 0% 0% 0% 0%

INCORRECT and AWARE 0% 3% 0% 0% 3% 9% 3%

INCORRECT and UNAWARE 39% 5% 19% 17% 21% 25% 12%

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Student 8 Student 9 Student 10

91% 93% 70%

0% 0% 0%

2% 2% 6%%

7% 5% 25%

A PPLICATION E XERCISES , Q UIZZES , AND T EST B ANK Book-level Resources

Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level assignments, let’s first look at the book-level assignments available.

Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.

1) Marketing Plan Prep exercises use guided activities and examples to help students understand and differentiate the various elements of a marketing plan.

2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using metrics commonly seen across the marketing professions. The goal of these activities is to give students practice analyzing and using data to make marketing decisions.

3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing company. The simulation can be assigned by topic or in its entirety.

Chapter-level Resources Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to assign based on your focus for each specific chapter. Several types of Application Exercises are available in each chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag exercises.

1)

The iSeeit! Video series comprises short, contemporary animated videos that provide engaging introductions to key course concepts. These are perfect for launching lectures and assigning as either preor post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to check student attention and comprehension.

2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed in the textbook. Each case analysis and video case is accompanied by questions that ask students to analyze and apply marketing theory and concepts.

3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning objectives. Some require students to match examples to concepts, to place series of steps in the correct sequence, or to group examples together under their correct categories.

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Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises per chapter.

Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more time and thought than a test bank question might.

To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then select the ones you wish to assign.

Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers with other students while the questions are still open and available. For this reason, it is suggested that no feedback to quizzes and test bank exams be made available until after the assignment is due.

A SSIGNING E XERCISES AND G RADING P OLICIES : B EST P RACTICES To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter quiz makes a good check on comprehension of the material and may work best if assigned after each class period.

The test bank serves as a good resource for building mid-term or final exams.

More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A good starting point is your local Learning Technology Representative, who can be found here:

http://www.mheducation.com/highered/platforms/connect/features-educators.html Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.

Instructors may choose to: •

assign as many assignments as appropriate given the level and time commitment expected for the class,

•

determine point values for each question/application that works within the total course percentages,

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make available multiple attempts per assignment with options of accepting the highest score or averaging all the attempts together (several attempts are particularly good for homework assignments),

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deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard deadlines thus accepting no late submissions,

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show feedback on application/questions immediately upon submission or at the time the assignment is due for the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided resources.

Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a

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sense of the learning goal behind each exercise. We hope this integration of resources will help you to convey core principles of marketing topics holistically, effectively, and efficiently to your students.

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Chapter 8 - Global Marketing

M: Marketing 6th

Chapter 8 Global Marketing Tools for Instructors • • • • • • •

Chapter Overview Brief Chapter Outline Learning Objectives Extended Chapter Outline PowerPoint Slides Additional Resources Connect Application Exercises

Chapter Overview In this chapter, students are exposed to global product development, distribution, and marketing strategy.

Students evaluate the similarities and differences between a domestic marketing strategy and a global marketing strategy. Ethical consideration and cultural diversity are addressed as they impact the marketing message.

Brief Chapter Outline Assessing Global Markets Choosing a Global Entry Strategy Choosing a Global Marketing Strategy

Learning Objectives LO8-1

Describe the components of a country market assessment.

First, firms must assess the general economic environment. For instance, countries with a trade surplus, strong domestic and national products, growing populations, and income growth generally are relatively more favorable prospects. Second, firms should assess a country’s infrastructure. To be successful in a particular country, the firm must have access to adequate transportation, distribution channels, and communications. Third, firms must determine whether the proposed country has a political and legal environment that favors business. Fourth, firms should be cognizant of the cultural and sociological differences between their home and host countries and adapt to those differences to ensure successful business relationships.

LO8-2

Understand the marketing opportunities in BRIC countries.

Technology, particularly in the communication field, has facilitated the growth of global markets. Firms can communicate with their suppliers and customers instantaneously, easily take advantage of production efficiencies in other countries, and bring together parts and finished goods from all over the globe. Four countries that provide tremendous marketing opportunities are the BRIC nations—Brazil, Russia, India, and China. These countries have large populations that are increasingly interested in the latest goods and services.

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LO8-3

M: Marketing 6th

Identify the various market entry strategies.

Firms have several options for entering a new country, each with a different level of risk and involvement.

Direct investment is the riskiest but potentially the most lucrative. Firms that engage in a joint venture with other firms already operating in the host country share the risk and obtain knowledge about the market and how to do business there. A strategic alliance is similar to a joint venture, but the relationship is not as formal. A less risky method of entering a new market is franchising, in which, as in domestic franchise agreements, the franchisor allows the franchisee to operate a business using its name and strategy in return for a fee. The least risky method of entering another country is simply exporting.

LO8-4

Highlight the similarities and differences between a domestic marketing strategy and a global marketing strategy.

The essence of a global marketing strategy is no different from that of a domestic strategy. The firm starts by identifying its target markets, chooses specific markets to pursue, and crafts a strategy to meet the needs of those markets. However, additional issues make global expansion more problematic. For instance, should the product or service be altered to fit the new market better? Does the firm need to change the way it prices its products in different countries? What is the best way to get the product or service to the new customers? How should the firm publicize its product or service offering in various countries?

Extended Chapter Outline I.

Assessing Global Markets (PPT 8-5) A. Economic Analysis Using Metrics 1. Evaluating the General Economic Environment (PPT 8-6) 2. Evaluating Market Size and Population Growth Rate (PPT 8-7) 3. Evaluating Real Income (PPT 8-8) B. Analyzing Infrastructure and Technological Capabilities (PPT 8-9) C. Analyzing Governmental Actions (PPT 8-10) 1. Tariffs (PPT 8-11) 2. Quotas (PPT 8-11)

Adding Value 8.1: The Spin Cycle of International Currency: Whirlpool Raises Appliance Prices in Foreign Markets explains that Whirlpool is raising prices for British customers in the wake of the “Brexit” vote. This could lead to a discussion of other marketing ramifications of the United Kingdom leaving the European Union.

3. Exchange Control (PPT 8-12) 4. Trade Agreements (PPT 8-13) D. Analyzing Sociocultural Factors (PPT 8-14) Adding Value 8.2: Can Starbucks Give Italy’s Espresso Culture a Jolt? discusses how Starbucks brought Italian culture to the U.S., and its subsequent attempts to bring the Starbucks experience to Italy.

Do students think there is room for both Starbucks and local coffee shops?

E. The Appeal of the BRIC Countries (PPT 8-18)

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Chapter 8 - Global Marketing

1.

2.

3.

4.

M: Marketing 6th

Brazil Russia India China

✓ Progress Check: Several questions are offered for students to check their understanding of core concepts.

1. What metrics can help analyze the economic environment of a country?

Answer: Key metrics include gross domestic product, gross national income, purchasing power parity, and the human development index.

2. What types of governmental actions should we be concerned about as we evaluate a country?

Answer: We should be concerned about such governmental actions as tariffs, quotas, exchange controls, and trade agreement.

3. What are some important cultural dimensions?

Answer: They are power distance, uncertainty avoidance, individualism, masculinity, time orientation, and indulgence.

4. Why are each of the BRIC countries viewed as potential candidates for global expansion?

Answer: Brazil’s ability to weather, and even thrive during, the most recent economic storm has transformed it into a global contender. Russia has undergone multiple up- and downturns in its economy. However, its overall growth prospects appear promising, especially as a consumer market. With more than 1.1 billion people, or approximately 15 percent of the world’s population, together with expanding middle and upper classes, India is one of the world’s fastest growing markets. China’s leadership, while maintaining communist political ideals, has embraced marketoriented economic development, which has led to startlingly rapid gains.

II. Choosing a Global Entry Strategy (PPT 8-20) A. Exporting B. Franchising C. Strategic Alliance D. Joint Venture E. Direct Investment

✓ Progress Check: Several questions are offered for students to check their understanding of core concepts.

1. Which entry strategy has the least risk and why?

Answer: Exporting requires the least financial risk but also allows for only a limited return to the exporting firm. It has no investment in people, capital equipment, buildings, or infrastructure.

2. Which entry strategy has the most risk and why?

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Answer: Direct investment requires a firm to maintain 100 percent ownership of its plants, operation facilities, and offices in a foreign country, often through the formation of wholly owned subsidiaries. This entry strategy requires the highest level of investment and exposes the firm to significant risks, including the loss of its operating and/or initial investments. For example, a dramatic economic downturn caused by a natural disaster, war, political instability, or changes in the country’s laws can increase a foreign entrant’s risk considerably.

III. Choosing a Global Marketing Strategy (PPT 8-22) A. Target Market: Segmentation, Targeting, and Positioning 1. Global Product or Service Strategies (PPT 8-23) Ethical & Societal Dilemma 8.1: Burger Wars in India: Fast-Food Chains Are Finding Creative Ways to Enter a No-Beef Market describes how burger restaurants are learning to respect cultural differences as they seek access to the Indian consumer market. a. Same Product or Service b. Similar Product or Service with Minor Adaptations c. Totally New Product or Service 2. Global Pricing Strategies (PPT 8-24) 3. Global Distribution Strategies (PPT 8-25) 4. Global Communication Strategies (PPT 8-26) Ethical & Societal Dilemma 8.2: Do European Rights Apply to the Online Universe? Google’s Battle with France discusses privacy regulations in the European Union. Do students agree with France that European privacy regulations should apply worldwide? Or could this lead to censorship, as Google argues?

✓ Progress Check: Several questions are offered for students to check their understanding of core concepts.

1. What are the components of a global marketing strategy?

Answer: A global marketing strategy includes two components: determining the target markets to pursue and developing a marketing mix that will sustain a competitive advantage over time.

2. What are the three global product strategies?

Answer: The three potential global product strategies are: Sell the same product or service in both the home country market and the host country; sell a product or service similar to that sold in home country but include minor adaptations; and sell totally new products or services.

Additional Resources Students will be re-introduced to business terms such as quota, various trade agreements, joint venture, GNP, GDP, etc. To review these terms before discussing the concepts in the chapter, the instructor may want to exercise a challenge similar to the Jeopardy game.

Divide students into four or five groups of equal size. The instructor writes down three-four terms from the chapter on four or five note cards. The group then takes the word and writes a story problem without the word in it. They can transfer the story problem to a transparency. One group presents each of their story Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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problems while the other groups (with one person being the spokesperson for the group) try to determine the term. The group earns one point if they get the story problem correct. They also can lose a point if they get it wrong and the next spokesperson’s hand that goes up (acting like a buzzer) gets a chance to answer. Instructors can award the winning group with +2 points on a quiz or exam. This “livens-up” content that is heavily laden with vocabulary.

Online Teaching Tip: This exercise can be transferred to a post situation with a term assigned to each student and fellow students guessing the term. If the instructor can solicit a real-time chat, the students can submit their story problems in advance of the session and the instructor can play the role of presenting the story problems for the class.

Students do not fully appreciate cultural diversity and location and its impact on the four Ps until they study a country and are assigned related questions to answer. Instructors may want to make this an assignment with students turning to the Web for research. Questions asked may be: What social customs may impact the way a product is marketed? Are there barriers to the distribution system? Is the product use in the country consistent with the home country or do they differ and why? Will language barriers present a problem?

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Connect Application Exercises This section summarizes each Application Exercise available with this chapter. Each summary comprises an introduction to the exercise, concept review, and follow-up activity. Associated details related to the learning objectives, activity type, AASCB category, and difficulty levels are also included. These summaries are intended to guide your course planning; perhaps you want to assign these exercises as homework or practice, before or after class. For best practices on how and when to assign these exercises, see the IM Implementation Guide at the beginning of this chapter.

Activity

Type

Manager’s Hot Seat Kraft: Marketing Globally Global Entry Strategies Country Market Assessment: Starbucks Country Market Assessment: Under Armour The Globalization of the American Hamburger Domino’s Pizza ISeeIt Video Case: Global Entry Strategies

Video Case Video Case Click & Drag Click & Drag Click & Drag Case Analysis Video Cast Video Case

Learning Objectives 0801 02 03 04 X X X X X X X X X X X X

Manager’s Hot Seat ▪

Activity Type: Video Case

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Learning Objectives: 08-01

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Difficulty: Medium

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Activity Summary: This video shows an unsuccessful sales negotiation involving two businesspeople—one from Japan and one from the U.S.—in which the failure can be attributed to cultural differences. After the video ends, students are asked questions about the video and related course concepts.

Activity

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Introduction: Michael Sokoloff has assumed responsibility for a new client during the last stage of a big deal, but he cannot for the life of him figure out why this Japanese businessperson won't let him close the deal. Watch as this real manager deals with this difficult situation.

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Concept Review: Understanding another country's culture is crucial to the success of any global marketing initiative. Culture, or the set of values, guiding beliefs, understandings, and ways of doing things shared by members of a society, exists on two levels: visible artifacts (e.g., behavior, dress, symbols, physical settings, ceremonies) and underlying values (thought processes, beliefs, and assumptions). Visible artifacts are easy to recognize, but businesses often find it more difficult recognizing the underlying values of a culture and appropriately adapting their marketing strategies to them.

▪

Video: The video is presented to the student below the introductory information. The video plays embedded on the page, after which questions are presented.

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Chapter 8 - Global Marketing

Follow-Up Activities Ask students how the company should have handled the situation differently—for example, keeping Roger involved in order to make an orderly transition (this would be a good idea even in a situation involving a U.S. customer). It would have been wise for the first meeting between the Japanese businessman and the new account representative to have taken place in a social setting (with Roger there as well)—a lunch or dinner, for example.

Kraft: Marketing Globally ▪

Activity Type: Video Case

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Learning Objectives: 08-04

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Difficulty: Medium

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Activity Summary: Reviews Kraft’s global marketing strategy for the Oreo brand, addressing issues related to each of the Four Ps. After the video ends, students are asked questions about the video and related course concepts.

Activity

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Introduction: At 95 years old, Kraft's Oreo cookie is the most popular cookie in the world, enjoyed in more than 100 countries spread across every continent. The Oreo cookie is truly a global product— but although the Oreo adapts to meet the needs of various countries, it's still an Oreo.

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Concept Review: Globalization refers to the processes by which goods, services, capital, people, information, and ideas flow across national borders. Global markets are the result of several fundamental changes, such as reduction or elimination of trade barriers by country governments, the decreasing concerns of distance and time with regard to moving products and ideas across countries, the standardization of laws across borders, and globally integrated production processes. Each of these fundamental changes has paved the way for marketing to flourish in other countries.

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Video: The video is presented to the student below the introductory information. The video plays embedded on the page, after which questions are presented.

Follow-Up Activity

Oreo has faced some challenges recently in maintaining its strong brand position in China. Assign this article, and ask students to summarize the changes it describes to Kraft’s marketing mix for the Oreo in China: http://blogs.wsj.com/chinarealtime/2014/02/13/why-chinas-falling-out-of-love-with-the-oreo/

Global Entry Strategies ▪

Activity Type: Click & Drag

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Learning Objectives: 08-03

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Difficulty: Medium

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Activity Summary: Students are provided with five potential market entry approaches for a coffee business and asked to match them with the market entry strategy they represent.

Activity

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Introduction: A U.S. national coffee chain called Bean is reviewing the various strategies it could use to enter its first international market in South America. The company is aware that different foreign market entry strategies offer different levels of control and profit potential, but its executives are primarily concerned with the risks involved in each strategy. Read about Bean's various options and then assemble the foreign market entry risk assessment as instructed.

▪

Concept Review: A firm can choose from several approaches when entering a foreign market. The specific strategy chosen will vary according to the level of risk the firm is willing to assume. Many firms follow a progression in which they begin with a less risky strategy to enter their first foreign market and move to increasingly risky strategies—which usually offer greater profit potential—as they gain confidence in their abilities.

Follow-Up Activity

Ask students which of the options they think would make the most sense (and why) for: ▪ A large company like Starbucks ▪

A medium-sized company like Peet’s Coffee and Tea

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A small-to-medium coffee bean roasting company that sells beans to other coffee companies but does not run its own stores.

Country Market Assessment: Starbucks ▪

Activity Type: Click & Drag

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Learning Objectives: 08-01

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Difficulty: Medium

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Activity Summary: Students are presented with types of issues Starbucks might consider when evaluating a market for expansion, and asked to classify them according to the four categories of factors used to assess global markets. NOTE: This activity is very similar to the Under Armour click and drag activity, also in this chapter.

Activity

▪

Introduction: Starbucks Corporation (Starbucks) roasts and retails specialty coffee in stores operating in over 50 countries. The company's strength in strategy and the ability to provide honest quality service has allowed it to enter many markets successfully. However, Starbucks' entry into global markets has not always been successful.

▪

Concept Review: Firms must assess the viability of various potential foreign markets before choosing to enter. Four sets of criteria are necessary to assess a country's market. They are economic analysis, infrastructure and technological analysis, government actions or inactions, and sociocultural analysis. Information about these four areas offers marketers a more complete picture of a country's potential as a viable market for products and services.

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Follow-Up Activity For one or more of the BRIC countries discussed in the text, identify potential issues in these four categories that might make the country a less attractive market for Starbucks.

Country Market Assessment: Under Armour ▪

Activity Type: Click & Drag

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Learning Objectives: 08-01

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Difficulty: Medium

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Activity Summary: Students are presented with types of issues Under Armour might consider when evaluating a market for expansion, and asked to classify them according to the four categories of factors used to assess global markets. NOTE: This activity is very similar to the Starbucks click and drag activity, also in this chapter.

Activity

▪

Introduction: Under Armour is at the forefront of its industry producing performance apparel for men, women, and youth. The company provides products from everyday wear to just about any sport activity in virtually all climates and conditions and has made itself known over the past 10 years by putting quality first for its customers. Headquartered in Baltimore, Maryland, Under Armour continues to grow as a strong competitor in the industry, with offices located in many areas of the world, including Denver, Colorado; Toronto, Canada; Hong Kong, China; and London, England. You will be reviewing some of the steps Under Armour makes when it begins to enter a foreign market.

▪

Concept Review: Firms must assess the viability of various potential foreign markets before choosing to enter. Four sets of criteria are necessary to assess a country's market. They are economic analysis, infrastructure and technological analysis, government actions or inactions, and sociocultural analysis. Information about these four areas offers marketers a more complete picture of a country's potential as a viable market for products and services.

Follow-Up Activity

For one or more of the BRIC countries discussed in the text, identify potential issues in these four categories that might make the country a less attractive market for Starbucks.

The Globalization of the American Hamburger ▪

Activity Type: Case Analysis

▪

Learning Objectives: 08-01, 08-03, 08-04

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Difficulty: Medium

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Activity Summary: Students read a case exploring the way McDonald’s approaches global expansion. Then they answer questions applying chapter concepts to the case.

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Activity ▪

Introduction: When companies expand to other countries, they must decide how to adapt their marketing strategy to suit the environment in each market. This activity is important because in our increasingly global business climate, marketers must be able to identify and evaluate different approaches to global marketing.

Global Marketing: Domino’s Abroad ▪

Activity Type: Video Case

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Learning Objectives: 08-01, 08-03, 08-04

▪

Difficulty: Medium

▪

Activity Summary: Domino’s Pizza earns over half its revenue from sales outside the USA. This video case explores the ways in which Domino’s adapts its marketing strategy in various markets.

After the video ends, students are asked questions about the video and related course concepts.

Activity

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Introduction: Domino’s Pizza is the world’s largest pizza delivery chain, with stores in over 80 countries worldwide and over half its sales outside the US. In order to satisfy consumer preferences in that many markets, Domino’s must understand its global customers and adjust its marketing mix to meet local needs. The video describes Domino’s marketing efforts in several countries. This activity is important because marketers must understand how to approach global markets in order to successfully expand outside the home market. The goal of this exercise is to test your understanding of global market assessments, global entry strategies, and global marketing strategies.

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Video: The video is presented to the student below the introductory information. The video plays embedded on the page, after which questions are presented.

ISeeIt Video Case: Global Entry Strategies ▪

Activity Type: Video Case

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Learning Objectives: 08-03

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Difficulty: Easy

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Activity Summary: This video case reviews different global entry strategies from the perspective of a coffee company.

Activity

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Introduction: When expanding into a global marketplace, companies must select a means of market entry. The decision between exporting, franchising, a strategic alliance, a joint venture and direct investment is based upon an organization's interest in maintaining marketing control and how much of a financial investment it is willing to make. This holds true for 5 Bucks and Joe to Go, both of which are coffee retailers that want to enter emerging urban markets in India. 5 Bucks prefers to maintain greater control afforded by a joint venture and is willing to take on greater financial risk. Joe to Go, on

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Chapter 8 - Global Marketing

M: Marketing 6th

the other hand, is not as willing to take on high levels of financial risk and is willing to rely on its franchisees to effectively market and brand Joe to Go in India. Both options require their local partners to adjust offerings to meet the needs of the local population while maintaining product, look, and experience similarities across global locations.

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Video: The video is presented to the student below the introductory information. The video plays embedded on the page, after which questions are presented.

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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