Course Profile Introduction to International Business (BBB4E), Grade 12, Workplace, Public

Unit 3: Conducting International Business

Time: 30 hours

Activity 3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4

Unit Description

Students explore the different cultures in which Canada conducts business, how Canadian companies successfully market products within these foreign markets, and the technology that allows for the communication and exchange of information on a global scale. Teachers must be aware of the ways in which differences between Canadian culture and those of other nations can be portrayed, and that the diversity of cultures is one of the building blocks of Canadian society. Many different strategies can be used to compare the differing cultures and how they may affect international business practice including making scrapbooks of current global news articles, posters/billboards, community guest speakers, and portfolios. The culminating activity has students develop a marketing plan for introducing a Canadian product/service into a foreign market of their choice. Students prepare a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) of their chosen nation, the cultural uniqueness that may affect the marketing of the product/service, and the technology available to them to successfully communicate within the business environment of that nation.

Unit Synopsis Chart

Activity	Learning Expectations	Assessment Categories	Tasks
3.1 Identifying Challenges and Differences within Different Cultures and Customers 10 hours	IBV.01, IBV.02, IB1.01, IB1.02, IB1.03, IB1.04, IB2.06	Knowledge/ Understanding Thinking/Inquiry Application Communication	1. Class discussion 2. Checklist 3. Case Study 4. Role Play 5. Presentation
3.2 The Exchange of Goods and Services 5 hours	IBV.02, IB2.02, IB2.05	Knowledge/ Understanding Thinking/Inquiry Communication Application	1. Trading Game 2. Impact Opportunities Analysis 3. Cultural Sensitivity List 4. Visual Display
3.3 E-commerce and the Technology of Communication Within Foreign Markets 5 hours	IBV.03, IB3.01, IB3.02, IB3.03, IB3.04, IB3.05, IB3.06, IB3.07	Knowledge/ Understanding Thinking/Inquiry Communication Application	1. Impact of Technology 2. Community Link 3. Company Profile 4. Travel Brochure 5. Travel Database
3.4 Marketing Products and Services in Foreign Markets 10 hours	IBV.02, IBV.03, IB2.01, IB2.02, IB2.03. IB2.04, IB2.07, IB3.02, IB3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	1. Marketing Challenges 2. Campaign Analysis 3. Marketing Plan Investigation 4. Advertising Comparison 5. Marketing Plan Development

Activity 3.1: Identifying Challenges and Differences
within Different Cultures and Customers

Time: 10 hours

Description

Teachers focus on Canadian organizations that do business on a global scale and brainstorm some of the issues that may be present in communicating ideas within cultures that speak a different language and have different work ethics and trade policies. Students analyse case studies and examples of international business that have both successfully and unsuccessfully expanded their operations into foreign markets. Individually or in pairs, students create a web that indicates how issues such as religion, language, family structure, ethics, political and economic systems, and geographic locations may affect their lives differently. By placing themselves in the roles of teenagers living in other nations, students learn how their daily routines and consumer needs may be different, and how businesses and foreign markets meet the needs of the population within their borders. As a group, students research a foreign nation and its business practices to compare with the business practices in Canada. Using various resources, students prepare an oral presentation on the ways in which Canadian culture and the culture of a foreign nation provide challenges and opportunities for businesses. The teacher encourages students to choose a country they have an interest in, and ensures that a wide variety of nations are compared so that the class can learn about the diversity of business practices within many different countries.

Strand (s) & Learning Expectations

Strand(s): Conducting International Business

Overall Expectations

IBV.01 - describe how cultural differences affect international business practices and success;

IBV.02 - summarize the effects and challenges of marketing internationally.

Specific Expectations

IB1.01 - identify the challenges that can arise for leaders of organizations when different branches or functions of an organization operate within different market environments (e.g., markets with different languages, work ethics, attitudes);

IB1.02 - identify key cultural differences (e.g., language, religion, family structure, ethics, political and economic system, attitude towards minorities) and describe how they create both opportunities and challenges for companies involved in international business;

IB1.03 - compare features of Canada’s culture and business protocol with those of another nation;

IB1.04 - describe the influence of culture on the business practices and opportunities of Canadian companies;

IB2.06 - compare communication preferences (e.g., choice of media, tone, level of sophistication, symbolism, body language, gestures) in Canada with those of other countries.

Prior Knowledge & Skills

· Unit 1, Canada in the Global Marketplace, and Unit 2, International Markets, which introduced the terminology for international business discussions.

· Students should have an understanding of the terms culture and customs.

Planning Notes

· For diagnostic assessment the teacher might assess student understandings of cultural differences around the world by means of a teacher-developed pre-test or quiz.

· Check websites, such as www.dfait-maeci.gc.ca and links to culture that will provide an overview of a country’s culture. A sub-set of this website, – www.canschool.org, focuses on Canadians in the World. It has data on ‘Canadian Culture,’ ‘Canada in the Global Economy’, and a link ‘For Teachers’. Using ‘cultural differences’ as the key phrase with a search engine on the Internet will generate many websites for further exploration.

· Gather information on international consumer behaviour from individuals, including students in class, who have visited or lived in other countries.

· Ensure there are enough copies for teacher assessment of Oral Presentation Checklist (BBB4M Public Course Profile) for each presentation as well as some student assessment of these presentations.

· Using the Internet, newspapers, business magazines, and/or contact with the local Economic Development Corporation office, collect a number of case studies of businesses that illustrate success or failure in understanding or misunderstanding the cultural differences of another nation. Tailor the list of countries that students can choose based on the amount of information you have gathered. Students could collect these cases, and be allowed to choose the country they wish to study.

· Consult and implement school and board policies related to Internet use.

· Copy the rubrics and assessment tools for distribution to the students.

· Book computer access.

Teaching/Learning Strategies

3.1.1

In a teacher-directed-discussion, students describe how different climates, religions, and history has shaped culture throughout the world, with a primary focus on the culture of Canada. Stress with the students that there is no intent to stereotype; the object of the exercise is to show cultural differences.

The teacher summarizes ideas on the board and students record this data in notebooks.

3.1.2

The teacher and students develop a definition for Canadian culture by answering the question, “What is it like to be a Canadian?”

3.1.3

Divide the class into small groups. Each group selects (or is assigned) a country to profile. The profile consists of a computer report on the differences and similarities between the consumer culture and the business culture of the assigned country and the consumer and business culture of Canada. Various case studies are available from texts, magazines, or websites to assist students in their research. The final goal of the research requires students to select an export business opportunity for a Canadian company to his/her selected nation. Then select an import business opportunity for a company in that country that would meet the consumer needs of Canadians.

3.1.4

The groups should prepare a checklist for Canadian business people wishing to do business in their selected country. Teachers can direct students to Resources in the Overview.

3.1.5

Students role-play to illustrate and identify communication preferences. For example: How much can be communicated without the use of verbal communication? Can body language and gestures convey messages and, if so, how effective are they? Teachers assign students a task to role play, without using any verbal communication, and assess how effective students were in conveying their message. The teacher and students create a list of frequently used North American gestures. Students compare the list with a list of frequently used gestures from their selected country. Books found in Resources supply examples.

3.1.6

Student groups make 10-minute presentations to the class, illustrating the cultural differences of their chosen country with pictures, slides, cases, actual products, language phrases, currency, and short role plays. The teacher reminds the students to include the business opportunities created by these cultural differences, focusing on actual product examples, wherever possible. Encourage students to use actual products. Students also, during the presentation, outline how Canadians should behave when doing business in this country.

Assessment & Evaluation of Student Achievement

· For diagnostic assessment the teacher assess student understandings of cultural differences around the world by means of a pre-test or quiz.

· Involving students in the assessment process is one way to encourage group members’ involvement. Peer assessment can be used effectively to evaluate both the process and the product: Group Tally Sheet, Appendix 3.1.1, the Role Play Evaluation Chart, Appendix 3.1.2, and the Oral Presentation Checklist found in BBB4M Public Course Profile at www.curriculum.org.

· Teachers use the checklist developed in class to assess the student’s individual Canadian Cultural profiles. The checklist should include references to the bilingual nature of Canada, our holidays and customs, our greetings, eating habits, entertainment, cultural pursuits, athletics, working habits, vacation destinations, and other indicators of our Canadian identity. A good definition should contain at least 10 characteristics.

· A teacher-prepared oral presentation rubric and the Oral Presentation Checklist provide for both formative and summative assessment. The teacher gives the assessment tools and rubrics to students at the start of the activity.

Accommodations

· The teacher should take into consideration the student’s IEP for specific accommodations and suggestions that address the student’s learning needs.

· Extensive suggestions can be found in The Ontario Curriculum Unit Planner K-12

· ESL students may not be familiar with the use of rubrics and should be given practice before using them as assessment tools.

· Allow more time to prepare presentations and to pre-tape spoken segments.

· Providing ESL students with a glossary of difficult English vocabulary used in the Appendices might also be beneficial.

· Enrichment activities could include an extension of the required content for the presentation:

· Enrichment Trip Grade 11 – OAC – see http://queensu.ca/cds/emcc/ One-week sessions at Queen’s University held May each year. Students stay in residence.

· Pair students who have difficulty making oral presentations with students who are not shy about speaking to the class.

· For research, provide a partial or complete list of applicable websites and/or other resources.

Resources

See Overview Resources Unit 3.

Appendix 3.1.1

Group Tally Sheet

Instructions · Each member of the group is an observer. Enter each team member’s name. · When a team member demonstrates one of the interaction skills put a checkmark in his/her column. · Total the columns. · Share your data with the group. · Record your group’s conclusion about participating. · Make sure each team member receives feedback on helpful behaviours. · Set a team goal for future improvement.
Observer:
Date:
Activity:
Interaction Skill	Name	Name	Name
Gives Ideas
Asks for ideas
Compliments Ideas
Total checkmarks
Group’s Conclusion
Team Goal What would you do differently?
Observer’s Goal Set a personal goal for being even better in the future.

Appendix 3.1.2

Role-Play Assessment Chart

Evaluator(s) _________________________ __________________________

_________________________ __________________________

As evaluators your primary goal is to provide formative feedback and help the group identify their strengths.

A successful role play communicates a clear message without the use of verbal communication. Connections and relationships between different concepts and ideas are illustrated.

Group Topic
Group Members
Place a check mark to show your evaluation of the role play. Level 1 indicates limited but still acceptable mastery and quality of content. Level 2 shows moderate success. Level 3 shows considerable mastery and quality of work. Level 4 “Take it on a road trip.”
Criteria	Level of Performance
Communication- use of symbols and visuals	Level 1	Level 2	Level 3	Level 4
· Body language conveys the message
· Gestures convey the message.
· Emphasis highlights the important information.
· Visualizations (illustrations, shapes, pictorial details) facilitate retention
Originality and creativity of ideas.
Value and interest for the audience.

Activity 3.2: The Exchange of Goods and Services

Time: 5 hours

Description

Students research whether there are markets with unmet needs abroad and within Canada for foreign products. Teachers may allow students to conduct market research within their school about a popular product sold in foreign countries that is not as popular in Canada, e.g., Vegemite is a popular condiment in Australia, yet has few sales in North America. Students can actually provide examples of the product/service to the student body to receive their opinion of its popularity and viability in the Canadian market. As an introduction to this activity, teachers may want to implement a market economy game that shows how the exchange of goods and services drives a marketplace. Discussion should take place within the unit of how insensitivity to cultures could lead to disastrous results in foreign markets.

Strand(s) & Learning Expectations

Strand(s): Conducting International Business

Overall Expectations

IBV.02 - summarize the effects and challenges of marketing internationally.

Specific Expectations

IB2.01 - compare the challenges of marketing and exporting a good with those of marketing and exporting a service;

IB2.02 - describe how the exchange of products by buyers and sellers creates a market;

IB2.05 - explain why products must be marketed in a culturally sensitive manner.

Prior Knowledge & Skills

· definition of culture and customs

· Internet research skills

· desktop publishing and presentation software skills

Planning Notes

· Plan questions to use as diagnostic tool to determine background knowledge.

· Remind students well in advance of the trading exercise. Make suggestions as to the types of products they could use. Provide an opportunity for them to submit their products in advance, in a closed bag, to keep the trading secret until the actual “flea market” takes place.

· Purchase an item that the students will not recognize.

· Purchase some trading items.

· Prepare checklists and other assessment tools.

· If students are to undertake a survey, inform school administration and other staff members.
Note: Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all.

Teaching/Learning Strategies

3.2.1

Students should bring in a product that they would like to trade. As an addition to the mix of products, the teacher could find a product that would be unfamiliar to the class. Teachers
provide 20 minutes of class time for students to make trades. Upon completion of the exercise, teachers discuss what cultural values were associated with many of the products, and how a change in these cultural values would have made trading easier. In a short written report, students summarize the cultural associations attached to their product and discuss the impact of culture on demand.

3.2.2

Using a business opportunity discussed in Strategy 3.1.3, the class selects a product that they feel has the best chance of success in the Canadian market. The class designs a survey to measure the acceptance of this item among teenagers. The class should study the results of the survey and, as a class, decide if the marketing opportunity they envisioned has any real potential. Note: Teachers must follow the school board on policy safety and food allergies.

3.2.3

Students make a list of the cultural impact(s) their new opportunity (Strategy 3.1.3) would have on some Canadians. What are the cultural sensitivities to consider before marketing this product in Canada? (Environmental groups might be offended by the product’s material, labour groups might not want more foreign competition, social welfare groups might object to the working conditions of the people, etc.)

3.2.4

Using the business export idea they presented in class for Strategy 3.2.2, students make up a list of the cultural impact(s) their new opportunity would have on some consumers in the target nation. What are the cultural sensitivities to consider before marketing this product in that country? The list could be the basis for an illustrated poster or chart entitled The Dos and Don’ts of Doing Business in (the name of the selected country).

Assessment & Evaluation of Student Achievement

Formative

· Teachers could assess the cultural association report or provide an opportunity for peer assessment of this exercise. (Written Report Rubric, Appendix 2.1, BDI3C Public Course Profile found at www.curriculum.org)

· Use teacher-developed checklist to assess the amount of detail in the Dos and Don’ts assignment.

Activity 3.3: E-commerce and the Technology of Communication
within Foreign Markets

Time: 5 hours

Description

Activity 3.3 has students researching, via the Internet or library resources, a foreign city, and what a person visiting that city could do while on vacation. Using electronic presentation software and/or desktop publishing software, have students create a presentation or a travel brochure for the city the student has chosen to research. Focus the information on issues such as transportation methods to that country, cost of travel, currency used, passport, visa information and travel tips. Working in groups, students list the attractions of the city and relate those attractions to business opportunities for entrepreneurs looking to fulfill the needs of travellers. Depending on the resources available, students locate tourist business and trade organizations for the assigned cities on the Internet and e-mail those organizations for information relating to travel. Local travel agencies can provide information.

Strand(s) & Learning Expectations

Strand(s): Conducting International Business

Overall Expectations

IBV.03 - summarize the ways in which technology, including information and communication technology, has affected international business.

Specific Expectations

IB3.01 - describe how technology has influenced the business practices (e.g., travel, transportation, distribution, marketing, management) of companies competing in international business;

IB3.02 - describe how current technological skills and equipment can help a company to explore international business opportunities and engage in international business activity;

IB3.03 - identify techniques and technologies that can be used by a Canadian business to export a product to another country;

IB3.04 - explain how e-commerce has affected the growth of international business;

IB3.05 - demonstrate their ability to gather information about international business on the Internet;

IB3.06 - create a database of information about the major cities of the world;

IB3.07 - demonstrate the use of information technology to locate information (e.g., regarding modes of transportation, prices, times, passports, visas, vaccinations) required for planning international travel.

Prior Knowledge & Skills

· Student travel experiences, background knowledge, and general interest will enhance the study of this activity.

Planning Notes

· Contact a travel agency, and arrange for a travel representative to speak to the class. The theme of the talk could be on Travelling Abroad – the good, the bad, and the ugly. As well, an overview of the role and responsibility of a travel representative will assist in student presentations and in the creation of travel brochures and provide career information.

· Collect samples of travel brochures for use in the class.

· Contact representatives from the Economic Development Corporation, the Chamber of Commerce, and/or the Better Business Bureau to participate in a panel presentation. The theme of the presentation should focus on how business practices have changed since the advent of e-commerce.

· Book computer time for Internet access. Review the school/board’s Internet use agreement(s) and online safety rules.

· Review the school’s policy on guest speakers/presenters. Remember to have students send follow-up thank you notes to community speakers/presenters.

· Check out websites in advance (see Resources) for appropriate links for student research. A useful website for travel tips is http://www.1000traveltips.org.

· Access to the Written Report Rubric (Appendix 2.1. in BDI3C Public Course Profile), Website Assessor in BBB4M Public Course Profile and Website Content Checklist in BTX4C Public Course Profile are necessary for student, peer, and teacher assessment and evaluation. Ensure there are enough copies of the rubrics and assessment tools for the class.

Teaching/Learning Strategies

3.3.1

Using brainstorming, have students create a list of as many technological terms as possible, e.g., e-commerce, e.f.t.s. (electronic full text sources), e-mail, video conferencing, etc. Ask the class to identify how these technological improvements have impacted on business practices. Divide the class into five groups and assign one of the following business practices to each group: travel, transportation of goods, distribution, marketing, and management. Each group describes how each of the technologies from the master list has impacted on their business practice. Students summarize findings on chart paper, which after being presented to the class should become part of a bulletin board display. Before the students begin the brochure activity, work with the class to develop a list of attributes of an effective brochure. These become the Assessment criteria for a checklist. Establish a marking scale. The class should develop a description that means something to them for each value on the scale.

3.3.2

Teachers should invite representatives from the Economic Development Corporation, Chamber of Commerce, and/or the Better Business Bureau to sit on a panel or speak about to discuss the topic: “Using E-commerce When Dealing in Foreign Markets.” Student questions prepared in advance should probe the past, present, and future of e-commerce in the business world. How has e-commerce affected growth of International Business? What impact has it had on the local community? What businesses exist in the local community today because of the advent of e-commerce? Students should summarize main ideas presented by panel members and submit a one-page synopsis of the presentation.

3.3.3

Teachers use the Country/Company Profile(s) developed in Strategies 3.1.3 and 3.2.2, which provides necessary reference information. Using the profile already developed, students do further research to identify techniques and technologies that were used to export or import goods and services for their company. Students prepare a one-page summary for evaluation. (Written Report Rubric, BTX4E Public Course Profile found at www.curriculum.org)

3.3.4

Teachers invite a travel representative to make a presentation to the class to show students how to research travel information. A teacher- and student-generated list of points for the speaker is essential: What are the alternatives in methods of transportation; What costs are associated with travel; When are passports or visas necessary; What are some good travel tips. After, the teacher covers any points not touched on by the guest speaker before the students start their research. Students select a city to research, with the approval of the teacher, and, using the framework developed by the guest speaker, gather information. Students make multi-media or oral presentations to the class. The teacher and students assess the presentations. Students may also choose to create a travel brochure as part of the presentation. The teacher arranges a display of the products in display cases around the school.

3.3.5

Using the data gathered in Strategy 3.3.4, the class compiles a database of travel tips around the globe. Once compiled, students could share these tips with other teachers and students in school print publications, such as a newsletter.

Assessment & Evaluation of Student Achievement

Formative:

· Involving students in peer assessment encourages them to participate fully in-group activities. However, the teacher assigns individual grades.

· Peer assessment is part of Strategy 3.3.4.

· Teacher assessment is part of Strategy 3.3.1, and 3.3.2, (Written Report Rubric, found in BTX4E Public Course Profile www.curriculum.org) and Strategy 3.3.3.

· Self-, peer formative assessment and teacher evaluation of student’s oral presentations using the Oral Presentation Rubric Appendix 3.1.2 and Oral Presentation Checklist in BBB4M Public Course Profile and a teacher-developed rubric.

Activity 3.4: Marketing Products and Services in Foreign Markets

Time: 10 hours

Description

In the culminating activity students develop a marketing plan for a Canadian product to be introduced into a foreign nation. They explore the elements of a successful marketing plan. They then explore how an advertisement for a particular product would appear in three separate cultures. Students apply what they have learned about marketing products in different cultures through their own examples of an advertisement, e.g., TV ad, newspaper, radio, or flyer, and explain why this ad is appropriate for their choice of nation. Within those advertisements, it should be clearly demonstrated how each culture is unique, and how the traditions and values of that culture dictate the marketing strategies.

Strand(s) & Learning Expectations

Strand(s): Conducting International Business

Overall Expectations

IBV.02 - summarize the effects and challenges of marketing internationally.

Specific Expectations

IB2.03 - explain how to determine whether there is a market in Canada for an imported product;

IB2.04 - analyse a marketing plan for the export of a product (e.g., Canadian maple syrup to China);

IB2.07 - compare advertisements for the same product that would be targeted at three different markets (e.g., Canada, the United States, one European country, and one non-European country).

Prior Knowledge & Skills

· use of electronic research techniques and presentation software, if available.

Planning Notes

· Ask students to bring in a copy of their favourite music compact disc to explore the challenges of marketing products internationally.

· Review the work strategy, think/pair/share.

· Teachers should be prepared to bring to class examples of marketing plans. Examples may be found at www.bplans.com where there are a number of actual marketing plans designed for different types of businesses. Teachers may also choose to speak with the marketing or entrepreneurial studies teacher within their school for examples of marketing plans created by students.

· Teachers could visit the website www.adcritic.com to access appropriate advertisements to be examined and compared by the students.

· Teachers book computers with Internet access prior to this activity.

· Teacher develops a marketing plan checklist based on Elements of a Successful Marketing Plan, Appendix 3.4.1.

Teaching/Learning Strategies

3.4.1

Have students brainstorm a list of problems that they could encounter when trying to promote their favourite compact disc in five foreign markets. The markets should represent a mix of cultures, traditions, and political structures. Once the list is complete, the students can break into groups to come up with some successful strategies on how to overcome the problems with marketing their favourite Compact disc in the foreign market. Each group would present their ideas in a think/pair/share format where members of the group would rotate around the class to discuss how they thought the best strategy would be to overcome the marketing problems.

3.4.2

Teachers discuss how to determine whether a market exists for a product. Students vote on whether they think that the compact disc they brought into class would be successful for sale in the five foreign markets presented. Students explore how they came up with this decision in a hope to have them realize that detailed planning and research is necessary to make a ‘Go/No Go’ decision for marketing a product. The teacher and students develop a list of factors to consider before launching a marketing campaign in a foreign company. Students review the list they prepared for the compact disc activity.

3.4.3

The teacher introduces the marketing plan and why it is necessary for the launch of a product in a foreign market. Students view marketing plans of other companies within Canada. Students discuss with one another the positive elements of the marketing plans and how they are plans for successful marketing. The teacher shows students elements of a successful marketing plan (see Elements of a Successful Marketing Plan, Appendix 3.4.1). It is necessary for students to understand the parts of marketing plan and what strategies and characteristics go into creating a successful marketing plan.

3.4.4

Students explore an advertisement from a website such as www.adcritic.com and discuss thoroughly how that ad could be presented in different cultures or foreign nations. The teacher supplies the class with a table that lists three different countries and their important cultural and economic information. Students then evaluate an advertisement and list the adjustments to consider if that advertisement is released. Students compare several ads using the table given in Appendix 3.4.2 Advertisement Table Exercise. As an activity to demonstrate learning, teachers will ask students to create an advertisement, e.g., video, print ad, radio advertisement, for one of the countries discussed in the example. The advertisements would show the strategies and accommodations necessary for a successful market launch of the product in that foreign country.

3.4.5

The culminating activity has students create a marketing plan for introducing a Canadian product in a foreign nation of their choice, e.g., Maple Syrup in China, Floor Hockey Equipment in India, etc. Students research the country or use a previously researched country. The teacher directs students through the steps in designing a complete marketing plan for the proposed product. The teacher provides a template of a marketing plan to help students formulate their responses. The teachers may choose to use an available integrated software package that contains marketing plan templates. The Written Report Rubric (BTX4E Public Course Profile found at www.curriculum.org) provides for formative student evaluation and summative teacher or peer evaluation. The design and make-up of the marketing plan is up to the student, as long as all of the elements of a successful marketing plan are present.

Assessment & Evaluation of Student Achievement

· Involving students in peer assessment encourages them to participate fully in group activities.

· Summative evaluation of marketing plan using a teacher-developed rubric.

Appendix 3.4.1

Elements of a Successful Marketing Plan

The marketing plan is an action strategy designed to achieve your desired financial objectives. All marketing plans should include the following analysis:

Product Strategy

The appearance of your product and the benefits offered by your product to the public play a large role in its success or failure. You should be able to:

· describe your product;

· define your product/service image (Be sure to remember cultural or societal differences in your chosen market).

Place Strategy

The location of your business must be in line with the needs and location of your customer. Place can refer to the physical location of your business, or the ‘distribution’ of your product. You should be able to:

· describe the total size of the market you are in;

· identify the key characteristics of your market such as age, income, education or gender;

· explain your strategy as to the distribution of your product to the customer.

Price Strategy

Address the price of your product or service. You want to maximize profits yet you do not want to turn potential customers away. You should be able to:

· state and explain your pricing strategy within the foreign market;

· discuss any currency issues that would come into play;

· discuss how this strategy is in line with the current pricing strategies within your country of choice.

Promotion Strategy

Promotion strategy relates to addressing the wants and needs of your customer once you have determined and identified your target market. You should be able to:

· describe the advertising methods you will use to reach your customer;

· describe the current advertising and promotion methods used in your country of choice;

· identify any cultural or social issues to be considered when creating an advertising plan.

External Opportunities and Threats

Are there any external issues that would affect your marketing plan and product launch? Are there any trends, which may help you determine the levels of success you could achieve within the market? You should be able to:

· explain the current economic situation in your country of choice;

· discuss any political or legal factors that exist in your country of choice;

· explain the current trends related to your product that may effect its market penetration;

· discuss the global market and political situation around the world that could influence your marketing plan.

Appendix 3.4.2

Advertisement Table Exercise

After viewing the advertising example, fill in the name of the advertisement in column A. Then compare how that information would need to be changed or altered for the three countries listed in columns
B to D.

A: Advertisement Name:

B: Country 1 Name: Key Cultural Characteristics:

C: Country 2 Name: Key Cultural Characteristics:

D: Country 3 Name: Key Cultural Characteristics:

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