Marketing Management Report writing

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Marketing Managemnt Report writing

Marketing Managemnt Report writing
Each student will work on a single case study that has been allotted to them. The questions are given at the end of the case study. Dates for individual coursework submissions will be provided by the programme administrator
Marketing strategy for growth
Introduction
Businesses must respond to change to remain competitive. Developing appropriate strategies which allow them to move forward is essential. Wilkinson is a prime example of a business that has responded to changing customer needs throughout its history. It is one of the UK’s long-established retailers of a wide range of food, home, office, garden and health and beauty products.
Growing the business
James Kemsey (JK) Wilkinson opened his first Wilkinson Store in Charnwood Street, Leicester in 1930. After the Second World War, the 1950s saw a rise in the use of labour-saving devices and DIY. Wilkinson responded by making this type of product the focus of its sales.
In the 1960s customers wanted more convenience shopping. Wilkinson started selling groceries and supermarket goods and created the Wilko brand. In the 1980s Wilkinson extended its range of low-cost products to include quality clothing, toys, toiletries and perfumes.
In 1995 it opened a central distribution centre in Worksop, serving stores in the north of England and in 2004, a new distribution centre opened in Wales. In 2005 Wilkinson launched its Internet shopping service, offering over 800,000 product lines for sale online. Wilkinson currently has over 300 stores, which carry an average of 25,000 product lines. 40% of these are Wilko ‘own-brand’ products. The company’s target is to see this element grow and to have over 500 stores by 2012.
Competition
Wilkinson’s growth places it in the top 30 retailers in the UK. Recently it has faced increasing challenges from competitors, such as the supermarket sector. Wilkinson needed to combat this and identify new areas for growth.
Over two years it conducted extensive market research. This has helped it create a marketing strategy designed to continue growing by targeting a new market segment – the student population. This case focuses on how Wilkinson created and implemented this strategy, using the findings of its market research to drive the strategy forward.
Marketing strategy
To grow, a business needs to give consumers what they want, at a price they are satisfied with, when they want it and make a profit for the company. Wilkinson commissioned market research which identified key potential for growth in the student sector. It had to develop a strategy for growth that not only covered the specific requirements of this target group, but also linked closely with the company’s overall aims and objectives.
The key elements that need to be in place for business planning are:
• aims – describe the overall goals of a business
• objectives – are steps which managers decide need to be taken in order to achieve the overall aims
• strategy – is a plan which outlines all the medium and long-term steps that need to be taken in order to achieve a given target
• tactics – are what the business does in the short-term – these respond to opportunities and threats identified when preparing the original strategy
Strategies may be to combat competition, to improve the position of the company in the market or to grow the business. The type of strategy required will depend upon several factors but the main influences include:
• number and power of competitors;
• company strengths;
• size of business;
• financial position;
• Government influences.
Ansoff’s matrix
Marketing strategy aims to communicate to customers the added-value of products and services. This considers the right mix of design, function, image or service to improve customer awareness of the business’ products and ultimately to encourage them to buy.
An important tool for helping develop an appropriate marketing strategy is Ansoff’s Matrix. This model looks at the options for developing a marketing strategy and helps to assess the levels of risk involved with each option.
Marketing strategies may focus on the development of products or markets. Doing more of what a business already does carries least risk; developing a completely new product for a new audience carries the highest risk both in terms of time and costs.
Based on its research, Wilkinson committed to a market development strategy to sell its products to a new audience of students. This is a medium risk strategy as it requires the business to find and develop new customers. It also carries costs of the marketing campaigns to reach this new group.
The main focus of the strategy was to increase awareness of the brand among students and encourage them to shop regularly at Wilkinson stores.
Market research
Market research is vital for collecting data on which to base the strategy. Market research takes one of two main forms primary research and secondary research.
• Primary research involves collecting data first hand. This can take many forms, the main ones being interview, questionnaires, panels and observation.
• Secondary research involves collecting data which already exists. This includes using information from reports, publications, internet research and company files.
Both methods have advantages and disadvantages. The advantages of primary research are that it is recent, relevant and designed specifically for the company’s intended strategy. The main disadvantage is that it is more expensive than secondary research and can be biased if not planned well.
Secondary research is relatively cheap, can be undertaken quickly and so enables decision-making sooner. However, secondary research can go out of date and may not be entirely relevant to the business’ needs.
Wilkinson undertook primary market research using questionnaires from students across the UK and secondary research using government and university admissions data. The statistics revealed that there were three million potential student customers. They had a combined annual spend of around £9 billion per year.
This research confirmed that the choice of focusing on the student market as a means of growth was valid. Wilkinson undertook further research to identify how to reach students and persuade them to start shopping at Wilkinson stores. This information was used to formulate a focus strategy. This was aimed specifically at the needs of the student market segment.
Marketing to students
Wilkinson involved 60 universities in research, using questionnaires distributed to students initially in Years 2 and 3 of a range of universities and then to ‘freshers’ (new students) through the University and Colleges Admission Service. This ensured the widest range of students was included to eliminate bias. It also gave a wide range of responses.
From this initial group, students were asked a second set of questions. Participants were rewarded with Amazon vouchers to encourage a good take-up. The research focused on two areas:
1. student awareness of the Wilkinson brand;
2. reasons why students were currently not using the stores regularly.
The market research enabled Wilkinson to put together its marketing strategy. The aim was to ensure the student population began shopping at Wilkinson stores early in their student experience. This would help to maintain their customer loyalty to Wilkinson throughout their student years and also to develop them as future customers after university. Repeat business is the key to sustained growth.
Promotional tactics
Wilkinson wanted to create satisfied customers with their needs met by the Wilkinson range of products. A marketing campaign was launched which focused on a range of promotional tactics, specifically designed to appeal to university students:
• Wilkinson attending freshers’ fairs and giving free goody bags with sample products directly to students;
• direct mail flyers to homes and student halls, prior to students arriving;
• advertisements with fun theme, e.g. showing frying pans as tennis racquets;
• web banners;
• offering discounts of 15% with first purchase using the online store;
• gift vouchers;
• free wall planners.
The challenge was to get students into Wilkinson stores. The opportunity was to capture a new customer group at an early stage and provide essential items all year round. This would lead to a committed customer group and secure repeat business.
Outcomes/evaluation
Wilkinson wanted to know what would inspire students to shop at Wilkinson more and what factors would help to attract non-customers. The research provided significant primary information to analyse the effects of the campaign.
Evaluation
Wilkinson used questionnaires collected from the first year undergraduates to gather qualitative data. In addition, Wilkinson obtained quantitative data from various other sources, including:
• redemption rates how many people used the discount vouchers when buying;
• sales analysis how much extra business did the stores handle;
• footfall in stores analysis how many extra people went into stores.
This information helped Wilkinson to develop its plans for future marketing campaigns.
It identified motivation factors for the student audience which would help to encourage future purchase. Key factors included products being cheaper than competitors and easy access to stores. The layout of the store was another major problem affecting repeat visits. 23% of students questioned gave ‘distance from university’ as a reason for not regularly visiting the store.
These findings have been taken on board by Wilkinson in its future planning of store locations and layouts.
Outcomes
Researching students’ opinions after the campaign showed that:
• Awareness of Wilkinson brand had significantly risen from 77% to 95% of those interviewed. This brought it in line with Morrison supermarkets, a key competitor.
• 17% of students who received a goody bag at freshers’ fairs used the 15% discount voucher. A further 58% intended to use the voucher. The campaign had either got students to enter the Wilkinson stores or increase their intention to visit the store.
• Of particular importance to Wilkinson was that the campaign had made the company more appealing to 67% of students interviewed. This fulfilled one of the main objectives of the campaign and was reinforced by figures from existing students. Prior to the campaign 13% shopped at Wilkinson at least once a month. After the campaign this had risen to 33%.
Interviews with fresher students after the campaign shows which marketing tactics Wilkinson used with the students had the greatest impact on their awareness.
Conclusion
Wilkinson marketing strategy began with its corporate aim to grow and increase stores across the UK. It was facing increased competition from supermarkets and needed to identify an area to focus on. To pursue a growth strategy, Wilkinson used market research to identify new target customers. This enabled it to prepare marketing strategies to fit the audience. Primary and secondary research was used to find out customer views regarding its brand. Data indicated the student market segment was a significant area to focus on to achieve market development.
A marketing campaign using data from a follow-up survey was put in place. The campaign showed significant increase in students’ levels of awareness about Wilkinson and its products. It encouraged them either to shop more or to try Wilkinson for the first time. The campaign helped to achieve many of the business’ aims, creating increased brand awareness and repeat visits. It also helped to inform the company’s future strategies for growth.
Market research gathered will help to formulate future plans for new stores in line with a commitment to providing communities with affordable products.
Questions
1. What marketing approaches might have been employed, apart from marketing research, for Wilkinson’s to use when examining its future growth strategy?
2. How might the company have applied the TOWS matrix when developing new marketing strategies?
3. Critically evaluate Wilkinson’s decision to base its future plans for new stores on the basis of its student survey.
4. Suggest and justify ways in which Wilkinson can ensure that it retains or improves its position in a fiercely competitive market place.

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MSc Marketing & Services Management

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MSc Marketing & Services Management

Category : Bold Essays Writing

MSc Marketing & Services Management
Title of Assignment Case Study (Resit)
Programmes undertaking the assignment
MSc Marketing
MSc Social Business and Sustainable Marketing
MSc Financial Services Management
MSc Management
MSc Global Management
Learning Outcomes to be assessed
(from module spec.)
Knowledge and Understanding
1. Through critical analysis of current and future issues in strategic marketing management, assess how marketing is managed internally and externally by organisations from different sectors and how such organisations are impacted by issues in sustainability, business ethics and corporate social responsibility;
2. Critically and effectively assess the value of theories, concepts and models to the practices of the service sector and how they manage service quality;
3. Evaluate critically, the strategic role of branding and assess the impact branding has on consumers, organisations and society;
Key Skills
On completion of this module students will have had the opportunity to:
1. Enhance and apply planning, organising, decision-making and time management skills appropriate for use in an organisational context.
2. Experiment and develop personal initiative and responsibility in undertaking complex investigations in the solving of organisational problems and issues.
3. Critically analyse and apply key ideas and concepts via comprehensive research relevant both to the subject area and to professional practice in the field.
4. Use terminology associated with the subject area accurately and in a way, which demonstrates sophisticated knowledge and understanding.
5. Develop and enhance both individually and collaboratively effective written and oral communication skills for both specialist and non-specialist audiences.
Details of the task
Read the following case study:
Kotler, P., Armstrong, G. 2016. “Xerox: Adapting to the Turbulent Marketing Environment” in Kotler, P. and G. Armstrong, Principles of Marketing. Pearson, pp. 118-121.
Xerox has dominated the photocopier industry for several decades. The changing marketing environment has, however, forced the company to rethink its future. Critically evaluate the impact of the changing marketing environment on the company’s marketing mix strategies. You should then propose marketing strategies that the company can adopt to respond to these changes in a socially responsible manner.
You should base your essay on a country of your choice (100 Marks)
As a guide you should:
(a) Provide an analysis of the environment in which Xerox operates (in a chosen country) and critically evaluate the impact of the most significant environmental forces on elements of the marketing mix (70 marks)
(b) Provide recommendations on future marketing strategies whilst considering the implication on the environment, various stakeholders and society as a whole (30 marks)
You should draw upon relevant academic as well as practitioner sources to support your points (i,e. Broadsheet newspapers available on Nexis, reputable new agencies, documentaries via Box of Broadcasts etc).
Do not address the questions (if any) in the printed case study.
Please note that you should use the printed case study as a starting point in your analysis, as you are expected to undertake your own desk research to update your understanding of the current corporate context of the company in the case study.
You may find the following paper on the extended case study method of assessment useful in guiding your preparation:
http://usir.salford.ac.uk/17001/1/paper_39.pdf
Your work should be in a creative, critical and evaluative manner. Ensure that your arguments are clear and logical and where appropriate include academic sources, i.e. academic journal papers, which add weight to your points raised. Please show in your list of references an appropriate breadth and depth of references relevant to the topic.
Your work must be correctly referenced throughout in the Harvard format.
Your assignment should be word processed and produced in an appropriate academic style. The font should be 12, and be double spaced. The work should be completed on an individual basis.
We have set up a draft submission area so that you can check whether your work is adequately referenced. You are strongly advised to make use of this system. You can submit a draft to turnitin as many times as you wish but you can only submit one final version. Therefore please ensure you submit to the correct area of blackboard turnitin systems.
WARNING –MISCONDUCT
The task’s policy on Good Academic Conduct applies. Plagiarism, collusion and other forms of misconduct identified by the Policy are serious offences leading to potentially very severe disciplinary consequences. Cases of academic misconduct WILL be reported.
In a nutshell plagiarism means passing off somebody else’s efforts as your own work.
The following are NOT permitted:
• Copying somebody else’s work in whole or in part
• Getting somebody else to help you with the specific content of your assignment (only general discussion with somebody else about the topics covered in the assignment is permitted – not discussion about the specific assignment contents)
• Getting somebody else to correct your work
• Copying (or cutting and pasting) text or web site content into your assignment without attribution of the source with full academic referencing
• Quoting more than 100 words of text verbatim even with attribution to the source
Any student who assists another student to plagiarise or collude (by allowing their work to be copied or by specific assistance/checking another student’s work) or participates in any other form of misconduct is ALSO guilty of misconduct and will be penalised along with the student who has been assisted.
Assessment criteria
Very good (90+): Demonstrates a very good understanding of a complex body of knowledge and the ability to use such knowledge in an innovative and creative manner to develop new insights and relate these to the particular circumstances of the situation under consideration. Candidate demonstrates very good arguments in relation to the theory and application of marketing mix and marketing environment as well as corporate social responsibility. They may briefly link elements of the marketing mix and marketing environment to underlying issues covered in the module for example, sustainability, branding, societal marketing etc. Relevant secondary data and academic literature has been very well applied in the work.
Good (80-85%): Demonstrates a good understanding of a complex body of knowledge and the ability to use such knowledge in an innovative and creative manner to develop new insights and relate these to the particular circumstances of the situation under consideration. Candidate demonstrates good arguments in relation to the theory and application of the marketing mix, marketing environment and corporate social responsibility. They may briefly link elements of the marketing mix and marketing environment to underlying issues covered in the module for example, sustainability branding, societal marketing etc. Relevant secondary data and academic literature has been well applied in the work.
Satisfactory (70-75%): Demonstrates a satisfactory understanding of a complex body of knowledge and the ability to use such knowledge in an innovative and creative manner to develop new insights and relate these to the particular circumstances of the situation under consideration. Candidate demonstrates satisfactory arguments in relation to the theory and application of the marketing mix and marketing environment as well as corporate social responsibility. They may briefly link elements of the marketing mix and marketing environment to underlying issues covered in the module for example, sustainability branding, societal marketing etc. Relevant secondary data and academic literature has been reasonably well applied in the work.
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International Business will have to manage significant shifts in global power during the next few decades. India is in a better position than South Africa to succeed in the new global economy?.

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This house believes that?.International Business will have to manage significant shifts in global power during the next few decades. India is in a better position than South Africa to succeed in the new global economy?.

This house believes that?.International Business will have to manage significant shifts in global power during the next few decades. India is in a better position than South Africa to succeed in the new global economy?.
1.Introduction to International Business
•    What is international business?
•    A typology of international business firms
•    The international environment of firms
2.Globalization
•    What is meant by the
term globalization?
•    What are the main
drivers of globalization?
•    The debate on globalization    Reading and Preparation Week
Reading:  Daniels, J.D. Radebaugh, L.H. & Sullivan, D.P. (2009, 12e),
International Business: Environments & Operations, NJ: Pearson Prentice Hall, Chapter 1 – this is available as a digital document on the NOW system.
Preparation work – Worksheet 1 – Introduction to International Business
Active Learning Exercise:  Carnival Cruise Lines: Exploiting a Sea of Global Opportunities – this is the in the digital reading
Daniels, J.D. Radebaugh, L.H. & Sullivan, D.P. (2009, 12e), on NOW.
11    08.10.12    1. National differences in political economy
•    Understand how the
political systems of
countries differ.
•    Understand how the
economic systems of
countries differ.
•    Understand how the legal
systems of countries
differ.
2. Business environment in Africa
Preparation work – Worksheet 1 – Introduction to International Business
Reading:  Daniels, J.D. Radebaugh, L.H. & Sullivan, D.P. (2009, 12e),
International Business: Environments & Operations, NJ: Pearson Prentice Hall, Chapter 1 – this is available as a digital document on the NOW system.
•    Introduction to Module
a)    Examination of module documentation
b)    Set text
c)    NOW
d)    Assessment
e)    Introduction to the context of the module
f)    Workload expectation
g)    Set up the debate groups for future seminars
•    Active Learning Exercise:  Carnival Cruise Lines: Exploiting a Sea of Global Opportunities – this is in the digital reading
– Daniels, J.D. Radebaugh, L.H. & Sullivan, D.P. (2009, 12e),
on NOW.
12    15.10.12    1. Differences in culture
•    What is culture?
•    The determinants of culture
•    Identify the sources that lead to differences in social culture
•    Identify the business and economic implications of differences in culture
•    Understand how differences in social culture influence values in the work place.
2. Communication in
China
(Professor Weili Teng)
Preparation work – Worksheet 2     National Political Economy
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 2, p 40-85.
•    Questions: See worksheet 2
•    Active Learning Exercise:  India’s Transformation, p81
13    22.10.12
1.    Business environment in India
(Dr Banita Lal)
2.    Traditional trade theory
•    Understand why nations trade with each other.
•    Be familiar with the different theories explaining trade flows between nations.
Preparation work  – Worksheet 3 International business and culture
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 3, p 87-121.
•    Questions: – Worksheet 3
•    Active Learning Exercise: Wal-Mart’s Foreign Expansion, p118-119
14    29.10.12
1. New trade theory
•    Increasing Product Variety and Reducing Costs
•    Economies of Scale, First-Mover Advantages and the Pattern of Trade
•    Implications of New Trade Theory
2.Business environment in Southeast Asia
(Ms Aldilla Dharmasasmita)
Preparation work  – Worksheet 4 Understanding International trade
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 5, p159-195
•    Questions:  – Worksheet 4
•    Active Learning Exercise:  Boeing versus Airbus: Two Decades of Trade Disputes, p302-307
15    05.11.12    1.Regional economic integration
•    Regional integration and globalization
•    Levels and forms of integration
•    Major regional economic groupings
•    Static and dynamic effects of regional economic integration
2. Business environment in Russia
(Dr Sergej Ljubownikow)
Preparation work  – Worksheet 5  European Union
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 8, p265-295
•    Questions:  – Worksheet 5
•    Active Learning Exercise: NAFTA and the United States Textile Industry, p 298.
16    12.11.12    1. Foreign Direct Investment
•    Foreign investment in the global economy
•    Patterns of FDI
•    Traditional and eclectic theories of FDI
2. Business environment in France
(Mr Chris Crabot)
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 7, p212-245
•    Debate preparation– Groups A and B
Here is the motion of the first debate:
•         “This house believes that….International Business will have to manage significant shifts in global power during the next few decades. China is in a better position than Russia to succeed in the new global economy“.
•      Group A – support the motion
Group B – contest the motion
•    Debate preparation workshop – Groups C and D
Here is the motion of the second debate:
•         “This house believes that….International Business will have to manage significant shifts in global power during the next few decades. India is in a better position than South Africa to succeed in the new global economy“.
Group C – support the motion
Group D – contest the motion
17    19.11.12    1. The Foreign Exchange Market
•    Be conversant with the functions of the foreign exchange market
•    Understand what is meant by spot exchange rates
•    Understand the different theories explaining how currency exchange rates are determined and their relative merits
2.Biotechnology and international business in the UK
(Mr Amon Simba)    Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 9, p311-339.
First assessed debate – Groups A and B
18    26.11.12    1. The International
Monetary  System
•    The international monetary system
•    Review of the system’s evolution.
•    The Global Capital Market.
•    Important segments of the Global Capital Market:
•    Implications for international business
2.Coursework briefing
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 10, p340-366.
Second assessed debate – Groups C and D
19    03.12.12    1.Ethics and sustainability in international business
•    Ethical considerations in international business
•    Norms, values and ethics
2.Corporate social responsibility  in international business
•    Corporate responsibility in the global economy
•    CSR and the international firm    Preparation work  – Worksheet 6    Foreign Direct Investment
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 7, p230-264.
•    Questions:  – Worksheet 6
Active Learning Exercise:  Starbucks Foreign Direct Investment, P308
24    07.01.12    1. IT outsourcing and offshoring
(Dr Mumin Abubakre)
2.Revision lecture    Preparation work  – Worksheet 7  Ethics in International Business
Reading:  Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 4, p122-148.
•    Questions:  – Worksheet 7
•    Active Learning Exercise: Google in China, p154-155.
25    14.01.13    No lecture    Revision – make an appointment to see your seminar tutor.
26    21.01.13    Personal revision – make an appointment to see your seminar tutor if you require more support.
27    28.01.13    Submit your individual research report by 12 at noon on Monday 28 January 2013
•    Please be aware that the Lecture and Seminar Programme might make slight changes due to the availability of guest lecturers!
Worksheet 1
Introduction to International Business
Set Reading & Preparation
READING PACK
1.    Daniels, J.D. Radebaugh, L.H. & Sullivan, D.P. (2009, 12e),
International Business: Environments & Operations, NJ: Pearson Prentice Hall, Chapter 1. This is a digital file available in the module area on NOW.
2.    Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 1, p 2-36.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
a) What do we mean by the term ‘international business’?
b) Highlight some of the differences between international and domestic business.
c) Why might companies engage in international business?
d) How do firms conduct or ‘carry out’ their international business transactions and operations? Ensure that your answer differentiates between leading ‘modes of operation’ (modes of entry).
Active Learning Exercise:  Carnival Cruise Lines: Exploiting a Sea of Global Opportunities
In addition to answering the questions above, examine the Carnival Cruise Lines: case study at the end of the set reading (digital file).
During the class we will work in small groups to consider what this case tells us about the varied character of international business today and evidence some of the challenges in producing and marketing products/services on an international basis.
Worksheet 2
National Political Economy
Set Reading & Preparation
SET TEXT
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 2, p40-85.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
1.What do we mean by political, economic and legal systems? Highlight major forms of each of these supported with some examples.
2.    Identify the major changes that have occurred in spread of democracy and free market economies during the last two decades.
3.    Explain the following concepts as relevant to investors and business managers: political risk; economic risk; legal risk.
4.    Why do international investors need to make risk assessments before investing in overseas projects? Can you think of examples where developments overseas have badly affected a company’s sales, operations or profitability?
Active Learning Exercise: India’s Transformation, p81-82
After attempting the questions above, conduct some research on this case study and answer the case discussion questions.
Web world
Another Perspective: The U.S. State Department produces a series of annual “Country Reports” to acquaint American businesses with other countries. The site is {http://www.state.gov/travelandbusiness/}.
Another Perspective: A summary of U.S. Trademark law, which may be interesting to you can be found at {http://www.law.cornell.edu/topics/trademark.html}.
Another Perspective: The World Intellectual Property Organization’s web site contains extensive information on various treaties and agreements between countries regarding the protection of intellectual property.  The site is {http://www.wipo.org/treaties/ip/}.
HTTPS://WWW.CIA.GOV/LIBRARY/PUBLICATIONS/THE-WORLD-FACTBOOK/
Worksheet  3
International business and culture
Set Reading & Preparation
SET TEXT
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 3, p 86-117.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
a)    What is culture?
b)    What are the main determinants of national culture?
c) What is ethnocentrism? How can we guard against the dangers of ethnocentric behavior?
d) Examine the summary of your own national culture, available @  http://www.worldbusinessculture.com/cultural/issue/2/Culture-and-Business.html  and http://www.kwintessential.co.uk/etiquette/doing-business-in.html
e)    Assess the ratings for your own national culture along Hofstede’s five bi-polar dimensions: http://www.geert-hofstede.com/
f)    Compare and contrast the frameworks of Hofstede and
Trompenaars. Are there significant differences in content and/or
emphasis?
Active Learning Exercise: Wal-Mart’s Foreign Expansion
In addition to the question work above, examine the Wal-Mart’s case study p118-119 in the set chapter and answer the discussion questions on Page 119. During the class we will work in small groups to examine the case.
Web based materials
Another Perspective: Duke University’s Department of Religion sponsors a web site that offers links to and brief descriptions of four of the most comprehensive sites for religion on the Internet.  These are excellent sites that provide a broad array of information to augment the information about religion provided in the textbook.  The site is available at {http://www.duke.edu/religion/main/links.html}.
Another Perspective: To give students an opportunity to “experience” cultural differences create a mock business meeting.  Executive Planet maintains a web site, {http://www.executiveplanet.com/index.php?title=Main_Page}, with guidelines for doing business in different countries.  The site allows visitors to explore relevant issues in a variety of cultures.
Worksheet  4
Understanding International Trade
Set Reading & Preparation
SET TEXT
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc.,  Chapter 5, p158-189.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
a)    Outline the principal arguments for free trade between nations. Ensure reference to key theories.
b)    Identify major instruments of protectionism.
c)    What are some of the justifications for restrictions on trade and for the protection of domestic markets? Ensure reference to key theories.
d)    What issues are presently dominating the WTO’s agenda?
Active Learning Exercise – Boeing versus Airbus: Two Decades of Trade Disputes, p302-307
In addition to the question work above, examine Boeing versus Airbus ’s case study p302-307 in the set chapter and answer the discussion questions on Page 307. During the class we will work in small groups to examine the case.
Web World
http://www.globalization101.org/issue/trade/
http://www.wto.org/
http://europa.eu.int/comm/trade/issues/newround/doha_da/
Worksheet  5
European Union
Set Reading & Preparation
SET READING
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc.,  Chapter 8, p264-292.
The answers to these questions can be found at http://europa.eu/index_en.htm  the section Europe at a Glance.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
1.    Outline the members of the European Union and the dates that they joined.
2.    Which major treaties have contributed to the development of the EU? Identify some key points in relation to each Treaty that you identify.
3.    Which are the key EU institutions? What is their role?
4.     How might a single currency be of advantage to a) businesses in Europe; b) consumers in Europe?
Active Learning Exercise – NAFTA and the United States Textile Industry, p 298.
In addition to the question work above, examine the case of ‘NAFTA and the United States Textile Industry’ and answer the questions on page 298.
Useful websites
Sources of information on international institutions, business and exchange rates include:
www. europa.en. int
www.wto.org
www.imf.org
www.eubusiness.com
www.un.org
For information on past decisions of the UK Competition Commission, go to: www. mmc.gov. uk
Worksheet  6
Foreign Direct Investment
Set Reading & Preparation
SET TEXT
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 7, p230-260.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
a)    Explain the difference between foreign direct investment (FDI) and foreign portfolio investment (FPI).
b)    What is the distinction between horizontal and vertical FDI?
c)    Why do firms undertake FDI? Employ and reference theories of FDI in order to answer this question.
d)    Identify some of the major modes or ‘forms’ of foreign direct investment (FDI). Assess their advantages and disadvantages.
e) Countries can adopt policies designed to encourage and restrict the FDI. Give examples of such policies and explain the possible benefits and costs of FDI to host countries.
Active Learning Exercise 1 – Starbucks’s Foreign Direct Investment case study
In addition to the question work above, examine the case notes  ‘Starbucks Foreign Direct Investment’ p308 featured in the set chapter reading.
Web World
http://www.globalization101.org/issue/investment/
Another Perspective: Students may want to explore Starbucks’ web site to see where its most recent stores have opened, and what form of investment was used.  The site is available at {http://www.starbucks.com}.  Click on “international” to see a list of countries where the company operates.
Another Perspective: To expand this case, consider asking students to explore Starbucks’ recent entry into the French market, and its strategic changes in its Chinese operations.  Details on both can be found at {http://www.businessweek.com/globalbiz/content/apr2006/gb20060420_895395.htm?chan=search} and {http://www.businessweek.com/globalbiz/content/oct2006/gb20061025_712453.htm?chan=search}.
Worksheet  7
Ethics and international firms
Set Reading & Preparation
SET TEXT
Charles.W. Hill (2011, 8e),
International Business: Competing in the Global Marketplace, NY: McGraw Hill Inc., Chapter 4, p122-148.
Before coming to this session attempt the task-work & discussion questions listed below. Enter some notes in the spaces provided.
1.    Explain the term ethics and why is it a legitimate area of study?
2.    Identify the key ethical issues for international business and use some relevant examples to collaborate your discussion.
3.    Outline and establish the differences between the key philosophical approaches to ethics.
4.    What are the key actions that international business managers can use to ensure that ethics are embedded in their organisations?
Active Learning Exercise – Google in China, p154.
Read the case study in the reading pack in the set text and consider the following questions:
1.    What philosophical principle did Google’s managers adopt when deciding that the benefits of operating in China outweighed the costs?
2.    Do you think that Google should have entered China and engaged in self-censorship, given the company’s long-standing mantra” Don’t be evil”?  Is it better to engage in self-censorship than have the government censor for you?
3.    If all foreign search engines companies declined to invest directly in China due to concerns over censorship, what do you think the results would be?  Who would benefit most from this action?  Who would lose the most?
4.    Provide the group with more information on Google’s international operations, go to the company’s web site at {http://www.google.com/corporate/index.html}.
5.    Useful websites
Pressure group websites include:
www. foe.co.uk
www. tiwf. co. uk www.greenpeace.org.uk
The issue of sustainability can be considered at:
www.sustainability.co.uk
Visit The Body Shop website for material on human rights and environmental issues:
www.body.shop.co. uk
The Business Owners Toolkit has a section on pricing and elasticity: www.toolkit.cch.com
KPMG has a section devoted to business ethics: www.kpmg.com/ethics
Appendix 1: Debating skills and marking criteria
A debate is, basically, an argument. That is not to say that it is an undisciplined shouting match between parties that passionately believe in a particular point of view. In fact the opposite is true. Debating has strict rules of conduct and quite sophisticated arguing techniques and you will often be in a position where you will have to argue the opposite of what you believe in.
Assessment of team-based debates can encompass an evaluation of several elements:
Organisational skills (planning, co-ordination etc.)
Agenda setting
Content of case (arguments, evidence etc.)
Skills of persuasion
Presentation standards
Data management
Arguing techniques
Responsive skills
As noted in the main ‘briefing’, assessment for this exercise relates to your performance vis-à-vis three categories covering those points above.
Matter
Matter is what you say, it is the substance of your speech, your rebuttals and your ‘answers’ to questions. You should divide your matter into arguments and examples co-ordinating content across speakers. Your tutors will examine the quality and relevance of these in all stages of the exercise – the paper, the rebuttals and succeeding discussions.
Any arguments/examples that you use should be relevant to the topic at hand and relevant to any roles adopted in role play based exercises. Contributions which have very little or nothing to do with the topic and/or role only make a speech look weak and lacking in substance.
Matter cannot be just a long list of examples. You do not win a debate by creating the biggest pile of facts. Facts are like bricks in a wall, if you don’t use them and cement them together properly then they are useless. Similarly you cannot win a debate solely by proving that some of the facts of the opposition are wrong. It may weaken their case a little, the same way that removing some of the bricks from a wall will, but you really need to attack the main arguments that the other side presents to bring the whole wall crashing down.

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MKT3017 Principles of Marketing Management

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MODULE: MKT3017 Principles of Marketing Management

MODULE: MKT3017 Principles of Marketing Management
Order Instructions:
Assignment title: “Project Report” – PJ1
Assignment weighting: 60% of module grade
Hand-in date: 06-07-2015
Atlantic Quench Cranberries Inc.
Atlantic Quench Cranberries Inc. (AQC) is an agricultural co-operative
based in the United States. It was formed 80 years ago by three
cranberry growers from Massachusetts and New Jersey. Florida grapefruit
growers joined the co-operative in 1974. It is now owned by about 630
cranberry and 46 grapefruit farmers. The co-operative is justifiably
credited with pioneering and developing the cranberry segment. It has
become North America’s leading producer of canned and bottled juices
and juice drinks, and has best-selling brand name in the canned and
bottled juice category since 1981. It has also enjoyed great success in the
UK.
Product Range
Atlantic Quench is best known for its fruit juices but it also sells dried
cranberries under the brand name Crantanas. Its product range is
classified as either juice or non-juice drinks.
Examples of its juice product range include:
Cranberry Original Juice
Cranberry Mixed Juice Drinks
Juice Max – pure Juice
Grab ‘n’ Go – Single Serve
Examples of its non-juice drinks range include:
Cranberry Sauces
Cranberry Cordial Juice Drinks
Fresh Cranberries
New Dried Cranberries
New Conserve
The Cranberry Classic range includes juices and juice drinks with
cranberry as the core flavour, including a light juice drink as well as a
high juice cranberry cordial. In 2002, the co-operative launched the
Cranberry Classic in a 250 ml can to target impulse buyers in the
convenience sector. In 2003, Atlantic Quench increased its range of ‘light’
low calorie fruit drinks, which included cranberry and blackcurrant,
cranberry and raspberry, and cranberry and mango. A white cranberry
juice drink was launched in 2004 and was promoted as a sweeter and
smoother alternative to the red cranberry juice drinks. In September
2004, the Cranberry Select Premium Chilled Juice Drink was launched in
new 1.75 litre packaging, specifically aimed at the fast-growing chilled
drinks sector. A cranberry and mandarin juice drink was introduced to the
market in 2005.
Common Stock Equity Quota
There is a close working relationship between the farmers and the
organisation. Atlantic Quench has to purchase all the crops that the
farmers grow at the highest possible price, together with a dividend
reflecting the profits of the Atlantic Quench brand. Although most of the
farmers are small producers, their combined produce accounts for about
two-thirds of the world’s cranberry harvest. However, each farmer has to
commit to an annual quota of production under a scheme called the
‘common stock equity quota’. Farmers can be penalised if they fall short
on the agreed quota allowing Atlantic Quench Co-operative to redeem
(buy Back) share equal to the shortfall, at the original issue price enabling
them to reallocate the quota. For example, the share issue price was $25,
equal to one barrel of cranberries, although the current market value is
closer to $250 per share. This arrangement instils discipline, not always
present on co-operatives, and is likely to have contributed to the
organisation’s success.
Organisational Issues
The co-operative has not been without its problems. The market for farm
produce is volatile, reflecting changes in climate as well as market trends.
As such it is often difficult to predict harvest yields. Overproduction in
2000 resulted in the price of raw cranberries falling from over $60 a
barrel to under $20. Atlantic Quench responded to the volatile market by
reducing its advertising and marketing budget. In addition to cutting back
on expenditure, the co-operative paid the farmers $12 a barrel instead of
the $18-a-barrell market price. As a result the relationship between the
management of the co-operative and the farmers deteriorated, and the
farmers exercised their power as shareholders of the co-operative by
voting out four successive Chief Executive Officers (CEOs) between 2000
and 2003.
When Chuck Berrie was appointed CEO in 2003, his immediate priority
was to discuss with the farmers whether or not a co-operative approach
to managing the business was still an appropriate and preferred option.
The CEO had previously spent six years working for another co-operative
as Chief Marketing Officer at Welch Foods Inc. During those six years he
had contributed to doubling the market share of the organisation.
According to Berrie, ‘The beauty of being a co-op is not being judged by
quarterly results, but by generations passing on to the next generation.’
Indeed, many Atlantic Quench farmers are third- and fourth-generation
owners and one is seventh-generation.

 
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