Market+Entry+Strategy+Project

Market Entry Strategy Project (MESP)

Instructor¶s Guide Prepared by:

David C. Wyld

Kenneth L. Wild John J. Wild

Market Entry Strategy Project Guide

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Introduction This Market Entry Strategy Project (MESP) is a completely new interactive supplement to accompany I nternational nternational Business: The Challenges of Globalization , by Wild, Wild & Han and I nternational nternational Business: A Managerial Perspective , by Griffin and Pustay. This project is specially designed to illustrate three themes that have become ha llmarks of that textbook: (1) globalization , (2) e-business/technology , and (3) culture. This comprehensive yet accessible learning tool is suitable for both undergraduate- and graduate-level courses in international business. We invite you to preview the project at ( www.prenhall.com/mesp). This project requires students to research a nation as a future market for a new video game system, the M-box. The M-box competes against the video games of companies already in the market, such as Sony, Nintendo, and Microsoft. The M-box can be played either at home or between players in an online, interactive format. Working in teams , students will research and analyze a country, then recommend a course of action to the producer of the M-box , MESP Corporation. Instructors can assign from one to four project modules , depending on the time available and desired level of difficulty. Although instructors can assign only the MIR module , assigning at least one additional module provides a richer learning experience. While all subsequent modules build on work completed in the MIR , the ROME module is the only one that departs from the M box video game. It asks students to identify two real import and two real export opportunities for a country using real companies.


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Brief Overview Instructors can adapt this project to suit their particular course through four reporting tracks that differ in the time required and level of difficulty. The project consists of a base component and three distinct add-on modules , each of which is described below. Base

Module: Market Intelligence R eport This first module results in a Market Intelligence Report (MIR) for the country in which the M-box will be introduced. This report provides a broad overview on the country including its people, economy, and infrastructure. The MIR takes up to two weeks to complete.

Add-on Modules: Business Environment Analysis R eport This second module requires a Business Environment Analysis Report (BEAR) for the M box in the country being researched. It involves rating and evaluating key national characteristics that may affect the marketing of the M-box. The BEAR takes up to four weeks to complete.

R eport on O pportunities for Market Entry This optional module departs from the M-box. It requires a Report on Opportunities for Market Entry (ROME) that identifies several import and export opportunities for the country being researched. Real products and real firms must be chosen and a recommendation made. The ROME takes up to five weeks to complete.

Market Entry Strategy Analysis This third module requires a Market Entry Strategy Analysis (MESA) for the M-box in the country being researched. The strategy formulated must reflect conditions in the country and address a range of issues such as entry mode , pricing, and promotion. The MESA takes up to six weeks to complete. Depending on the module, students may need to answer fill-in-the-blank , factor rating, longanswer , and essay-type questions. They may conduct research on several pre-selected online resources, access additional online resources , or visit the campus library. Students will also have

a special research tool available at all times through a hotlink in the corner of each screen on the project Web site. The remainder of this project guide provides details on each module listed above. Following a detailed description of the MIR module is a completed sample MIR report on Romania. This sample represents a ³prototype´ of a downloaded and word-processed report (as opposed to a simple project printout). Explanations of the BEAR , ROME, and MESA modules contain the questions of each as they appear on the project Web site. Following the descriptions of the project modules is: (1) a brief description of the project¶s registration process; (2) an explanation of the online screen; (3) several additional ³pointers´ for instructors , and (4) a list of additional online sources.


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Market Intelligence Report (MIR) Potential Schedule:

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MIR

Objective: This first phase of the project requires each student team to develop a Market Intelligence Report (MIR) for the country in which they will introduce the M-box. The MIR is a structured learning experience that asks students to gather baseline data on the country for use in later project modules. Requirements: The students¶ task is to complete several pages containing 67 fill-in-the-blank questions. Topics examined include the target nation¶s people , government , physical infrastructure, economy, and technological infrastructure. Questions can be completed in a single sitting or over several sessions. Students are able to type answers in directly or ³cut and paste´ them into position , and students are encouraged to include the year of the data (if available). Sources: Answers to fill-in-the-blank questions are found by accessing a set of ³Quick Research Links´ on each screen that lead to pre-selected online resources. The project presents each team with a customized interface depending on their chosen country. This means that students clicking on a Quick Research Link are taken directly to that country¶s information page within the source. Students also supply the source for each answer by selecting it from the following drop-down list: 1. CIA World Factbook 2. World Bank (Country Profile) 3. World Bank (ICT at a Glance) 4. Atlapedia Online 5. Information Please 6. Target nation¶s e-Government Web site Assigning/Grading: The MIR is designed for students to complete within a two-week period. If this is the only module assigned, it can be completed at any time during the course or assigned over a period of more than two weeks. Instructors can assign only this module by asking students to stop after completing the online questionnaire and submitting the MIR report. Students can print or download a customized MIR report for grading purposes and for use in later modules. The MIR can be graded objectively based on its completeness. A completed sample MIR for Romania appears on the next several pages.


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SAMPLE MIR ***

Market Intelligence Report: Romania

Prepared by:

Romania Team Members: Student #1 Student #2 Student #3 Student #4

Prepared for:

Course Title & Number Instructor¶s Name College/University Completion Date

Note: The fill-in-the-blank questions in this sample M IR are identical to those online. Answers that students supply to the online program appear underlined in all printouts. The year of data (when available) appears in parentheses, and the source appears below each answer. The project¶s customized interface will display the name of the country that a student team is researching in place of ³ Romania.´

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Market Intelligence Report: Romania by Team Romania: (Student Name).

Basic

Information:

The official national name of Romania is Romania. source: Atlapedia

A citizen of Romania is properly referred to as a (an) Romanian. source: Atlapedia

Products or materials from Romania are referred to as Romanian in origin. source: Atlapedia

Demographics:

The population of Romania is 22,355,551 (2004). source: CIA Factbook

The population of Romania is growing at a rate of -0.11% per year (2004). source: CIA Factbook

The median age of the population of Romania is 36.1 years. source: CIA Factbook

The age structure of Romania is as f ollows: 0-14 years: 16.2% 15-64 years: 69.4% 65 years and over: 14.4% source: CIA Factbook

The urban/rural composition of the population of Romania is 55.5% urban / 44.5% rural. source: World Bank ICT

The population (in percent) that each ethnic group comprises in Romania is: Romanian (89.5%); Hungarian (6.6%); Roma (2.5%); Ukrainian (0.3%); German (0.3%); Russian (0.2%); Turkish (0.2%); and other (0.4%), (2002). source: CIA Factbook

The major languages spoken in Romania are: Romanian, Hungarian, and German. source: CIA Factbook

Romanian is the official language. source: CIA Factbook

The major religions of the country are: Eastern Orthodox: 87% source: CIA Factbook

The life expectancy for residents of Romania is 71.12 years (2004). source: CIA Factbook


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The fertility rate for women in Romania is 1.35 births per female (2004). source: CIA Factbook

The infant mortality rate of Romania is 27.24 deaths per 1,000 live births. source: CIA Factbook

44.5% (2000) percent of the population in Romania lives below the poverty line. source: CIA Factbook

The educational attainment and literacy of adults (age 25 and older) are as follows: Educational attainment (1977): primary schooling: 55.6% secondary schooling: 39.8% higher education: 4.6% Literacy (2003): overall: 98.4% male: 99.1% female: 97.7% source: CIA Factbook

The total number of adults living with HIV/AIDS in Romania is 6,500 (2001). source: CIA Factbook

0.03% (2001) percent of the adult population of Romania is living with HIV/AIDS. source: CIA Factbook

Government:

Romania gained its independence from the Turkish Ottoman Empire. source: CIA Factbook

Romania gained its independence on the date 9 May 1877. source: CIA Factbook

The type of government in Romania is a Unitary Multiparty Republic. source: Atlapedia

The current head of state of Romania is Mr. Traian Basescu (December 2004). source: CIA Factbook

The official currency of Romania is the Leu (plural: Lei). source: Info Please

Geography:

The geographic coordinates (latitude and longitude) of Romania are 46 00 N and 25 00 E. source: CIA Factbook

The surface area of Romania is 237,500 sq km. source: CIA Factbook

The population density (the number of people per square mile) of Romania is 94.12 per sq km.


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source: CIA Factbook

Romania shares borders with: Bulgaria: 608 km Hungary: 443 km Moldova: 450 km Serbia and Montenegro: 476 km Ukraine (north): 362 km; (east): 169 km source: CIA Factbook

Romania has 225 km of coastline. source: CIA Factbook

The largest cities in Romania, by population, are: Bucharest (2,066,700); Constanta (349,000); Iasi (337,600); Timisoara: (325,400); Galati (324,200); and Brasov (324,100), (1993). source: Info Please

The climate of Romania is: temperate; cold, cloudy winters with frequent snow and f og; sunny summers with frequent showers and thunderstorms. source: CIA Factbook

40.82% of the land in Romania is arable. source: CIA Factbook

Economics:

The Gross Domestic Product (GDP) of Romania is $155 billion at purchasing power parity (2003). source: CIA Factbook

The Gross Domestic Product (GDP) of Romania is growing at an annual rate of 4.9% (2003). source: CIA Factbook

The GDP per capita of Romania is $7,000 at purchasing power parity (2003). source: CIA Factbook

The GDP of Romania is drawn proportionately from: agriculture: 13.1% industry: 38.1% services: 48.8% (2003) source: CIA Factbook

The size of the available labor force in Romania is 9.28 million (2003). source: CIA Factbook

The labor force in Romania works proportionately in: agriculture 41.4% industry 27.3% services 31.3% (2000) source: CIA Factbook

The inflation rate for consumer prices in Romania is 15.3% (2003). source: CIA Factbook


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The unemployment rate in Romania is 7.2% (2003). source: CIA Factbook

The major trading partners of Romania are: Italy, Germany, France, United Kingdom, United States, Turkey, Russia, Austria, and Hungary. source: Info Please

The total value of exports from Romania is $17.63 billion (2003), and the total value of imports into Romania is $22.17 billion (2003). source: CIA Factbook

As a percentage, exports and imports are 11.4% and 14.3%, respectively, of the GDP of Romania. source: CIA Factbook

The major exports of Romania are: textiles and footwear, metals and metal products, machinery and equipment, minerals and f uels, chemicals, and agricultural products. source: CIA Factbook

The major imports of Romania are: machinery and equipment, fuels and minerals, chemicals, textile and products, basic metals, and agricultural products. source: CIA Factbook

The primary natural resources of Romania are: petroleum, timber, natural gas, coal, iron ore, salt, arable land, and hydropower. source: Info Please

The major industries of Romania are: textiles and footwear, light machinery and auto assembly, mining, timber, construction materials, metallurgy, chemicals, food processing, and petroleum refining. source: CIA Factbook

The major primary products made in Romania are: cereals, coal, copper, fish, fruit and vegetables, grapes, gold, iron ore, lignite, livestock, oil and natural gas, potatoes, salt, silver, sugar, timber, and uranium. source: Atlapedia

The external debt of Romania is $18.34 billion (2003). source: CIA Factbook

Romania received $700 million (2002) in economic aid. source: CIA Factbook

Physical

Infrastructure:

There are a total of 198,603 km of roads and highways in Romania. Of these roadways, 98,308 km (including 113 km of expressways) are paved and 100,295 km (2000) are unpaved. source: Info Please

There are a total of 11,385 km (3,888 km electrified) (2002) of railways in Romania source: Info Please


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There are a total of 62 airports in Romania, with 25 having paved runways and 36 (2003) having unpaved runways. source: CIA Factbook

There are 1,731 km (2004) of navigable waterways in Romania. source: CIA Factbook

The port cities of Romania are: Braila, Constanta, Galati, Mangalia, Sulina, and Tulcea. source: CIA Factbook

Communications

Infrastructure:

There are 76 daily newspapers in Romania, with a circulation of 7,500,000 (1992). source: Atlapedia

For every 1,000 people in Romania, there are 358 radios and 379 (2001) televisions. source: World Bank ICT

There are 40 AM radio stations and 202 (1998) FM radio stations in Romania. source: Info Please

There are 48 (1995) broadcast television stations in Romania. source: Info Please

For every 1,000 people in Romania, there are 192.35 telephone mainlines and 308.65 (2003) mobile phones. source: CIA Factbook

For every 1,000 people in Romania, there are 35.7 (2001) computers. source: World Bank ICT

There are an estimated 4.0 million (2003) Internet users in Romania. source: CIA Factbook

There are 38 (2000) ISP's, or Internet Service Providers, in Romania. source: Info Please

(.ro) is the two-letter Internet country code for Romania. source: CIA Factbook

More Information: The URL of the e-government site for Romania is (www.gov.ro/engleza). source: Country Website

The embassy for Romania in the United States can be contacted at: Chancery: 1607 23rd Street NW, Washington, DC 20008 Telephone: (202) 332-4846, 4848, 4851 Fax: (202) 232-4748 Consulates general in Chicago, Los Angeles, and New York source: CIA Factbook


The American embassy in Romania can be contacted at: Embassy: Strada Tudor Arghezi 7-9, Bucharest Mailing address: American Embassy Bucharest, Department of State, 5260 Bucharest Place, Washington, DC 20521-5260 (pouch) Telephone: [40] (21) 210-4042 Fax: [40] (21) 210-0395 Branch office in Cluj-Napoca, Romania source: CIA Factbook

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Business

Environment Analysis Report (BEAR)

Potential Schedule:

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MIR BEAR

Objective: This second phase of the project requires each team to create a Business Environment Analysis Report (BEAR) for the country in which they will introduce the M-box. Students develop a detailed report on the attractiveness of the country using a highly structured online framework. Requirements: Students¶ first task for this module is to examine a series of country variables that may enhance or detract from the success of their team¶s marketing of the M-box. This involves rating 25 factors in five categories: (1) demographics , (2) government, (3) physical infrastructure, (4) economics, and (5) communications infrastructure. Students rate these 25 factors on a sequence of Likert-type scales. Each team must then justify its ratings by composing ³talking points´ on each variable , which can later be used in presenting the report to the class. The final task is to make an overall assessment of the potential market , and to forecast the future market outlook. Sources: Students can once again access the ³Quick Research Links´ as in the MIR , but are encouraged to seek additional sources. Students are invited to consult the broad list of ³Further Online Sources´ provided near the end of this MESP guide , and are also urged to locate additional sources. Assigning/Grading: The BEAR module is designed for students to complete within a four-week period and follows the successful completion of the MIR. After students finish the assigned tasks for this module, they can print or download a customized BEAR report for grading purposes and for use in later modules. The BEAR module can be graded objectively based on the c ompleteness of the ratings , and subjectively as regards the quality of students¶: (1) justifications for each rating; (2) overall market assessment; and (3) future outlook. Abridged versions of this module¶s questions begin on the next page.


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BEAR Module

Questions: In question #1 below, students are to rate each of the 25 variables (in five sets) listed on Likert-type scales ranging from ³Not at all adequate´ to ³Highly adequate.´ After they rate the first set of five variables (within ³demographics´ for example) , students are presented with question #2 below²which asks them to justify their ratings of each variable. After students rate and justify all five sets of five variables each , they will answer the four parts of question #3.

1. Your Analysis: Rate It Listed below are five variables that may influence your marketing strategy in ( country name). Please click the radio button that reflects your team¶s assessment of the adequacy of each item. 1.1.

Demographics

Total Population Population Growth Rate Age Structure Middle Class Size Urban/Rural Composition 1.2. Government Government Stability Economic Freedom Openness to F DI Legal System Currency Convertibility 1.3.

Physical Infrastructure Roads and Highways Railways Airports Navigable Waterways Ports

1.4. Economics GDP Growth Rate Per Capita GDP Consumer Inflation Rate Trade as Share of GDP Potential Market 1.5.

Communications Infrastructure Fixed Telephone Market Wireless Telephone Market PC Ownership Internet Users TV Ownership


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2. Your Analysis: Explain the Ratings Below are the five criteria presented earlier and your team¶s rating of each. In the space provided under ³Talking Points ,´ please explain why your team gave each criterion the rating it did. For each criterion, list at least three specific points drawn from your team¶s evaluation. Describe the team¶s rationale in full and be prepared to defend each reason you list. (See question #1 for individual variables for which students will justify their ratings ) 2.1. Demographics 2.2. Government 2.3. Physical Infrastructure 2.4. Economics 2.5. Communications Infrastructure

3. Global Attractiveness Rating for the Country Listed below are four questions regarding your team¶s overall assessment of the country examined. In the space provided under ³Talking Points ,´ please provide your team¶s answer to each question. Your team should be prepared to defend each of its answers. 3.1.

Assessment: Is your team satisfied with the overall ³global attractiveness rating´ for your country? Given the chance , would your team change any portion of its analysis? Explain your answers.

Holistic

3.2. Key Factors to Watch: According to your team, what three key factors should companies looking to do business in the country monitor? Explain your answer. 3.3. Short-Term Assessment: Does your team believe that the country¶s business environment will improve, worsen, or remain the same over the coming 12 months? Explain your answer. 3.4. Long-Term Assessment: Does your team believe that the country¶s business environment will improve, worsen, or remain the same over the coming decade? Explain your answer.

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Report on Opportunities for Market Entry (R OME) Potential Schedule:

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MIR BEAR ROME

Objective: This optional phase of the project departs from the M-box project and requires student teams to develop a Report on Opportunities for Market Entry (ROME) for the country being researched. Students build on knowledge gained from the earlier MIR and BEAR modules and get a taste of the key issues involved in market entry decisions. Requirements: Students¶ first task in this module is to identify two import opportunities into the country¶s market, and two export opportunities from the country to the world market. Teams must choose real products of real companies and explain the rationale behind each selection. Students will then rank each of the four opportunities from most to least appealing , and then justify their rankings. Sources: Students can once again access the ³Quick Research Links´ as in previous modules , but are encouraged to seek additional sources. Students are invited to consult the broad list of ³Further Online Sources´ provided near the end of this MESP guide , and are also urged to locate additional sources. Assigning/Grading: The ROME is designed for students to complete within a five-week period and follows the successful completion of the MIR and BEAR modules. After students finish the assigned tasks for this module , they can print or download a customized ROME report for grading purposes. For the most part, the ROME module is to be graded subjectively based on students¶: (1) creative selection of imports and exports; (2) ranking of opportunities and recommendations; and (3) use of outside research materials. This module¶s questions (exactly as they appear online) are included on the following page.


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R OME Module Questions:

1. Import Opportunity 1 Identify the first import opportunity in the country you are researching. Your selection must be a real product of a real company, and must be useful and valued in the local market. Then , in the large text box below , please explain the reasons why your team believes this product/firm opportunity will be successful.

2. Import Opportunity 2 Identify the second import opportunity in the country you are researching. Your selection must be a real product of a real company , and must be useful and valued in the local market. Then, in the large text box below, please explain the reasons why your team believes this product/firm opportunity will be successful.

3. Export Opportunity 1 Identify the first export opportunity from the country you are researching to the world market. Your selection must be a real product of a real company , and the product should have global appeal. Then, in the large text box below, please explain the reasons why your team believes this product/firm opportunity will be successful.

4. Export Opportunity 2 Identify the second export opportunity from the country you are researching to the world market. Your selection must be a real product of a real company , and the product should have global appeal. Then, in the large text box below , please explain the reasons why your team believes this product/firm opportunity will be successful.

5. Ranking and Recommendation In the ³Ranking Summary´ box below, rank each import and export opportunity that your team identified in this report. Then, in the large text box below, please explain why your team ranked each import and export opportunity the way it did in a recommendation to the MESP Corporation.

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References Please list the references consulted by your group in preparing this ROME Report. Please give all references in proper APA (American Psychological Association) format.

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Market Entry Strategy Analysis (MESA) Potential Schedule:

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MIR BEAR MESA

Objective: This third phase of the project requires student teams to develop a Market Entry Strategy Analysis (MESA) for the country in which they will introduce the M-box. The end result of this module should be a report containing a strong managerial component that is theoretically actionable by management. Requirements: The students¶ task is to a pply critical thinking skills and creative abilities to f ormulate a fullyfledged market entry strategy. They should incorporate knowledge gained from the earlier MIR and BEAR modules, thereby adding depth to their proposed strategy. Specifically , students must complete a series of detailed and complex questions on the country market they are researching. Sources: Students can once again access the ³Quick Research Links´ as in previous modules , but are encouraged to seek additional sources. Students are invited to consult the broad list of ³Further Online Sources´ provided near the end of this MESP guide , and are also urged to locate additional sources. Assigning/Grading: The MESA is designed for students to complete within a six-week period and follows the successful completion of the MIR and BEAR modules. After students finish the assigned tasks for this module , they can print or download a customized MESA report for grading purposes. For the most part, the MESA module is to be graded subjectively based on students¶: (1) market analyses and sales projections; (2) discussion of operations; (3) entry mode analysis; (4) marketing campaign; (5) recommendations; and ( 6) use of outside research materials. This module¶s questions (exactly as they appear online) begin on the following page.


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MESA Module Questions:

1. Challenges Please gather the MIR and BEAR reports your team produced earlier. What do you see as the greatest challenges for marketing the M-box in ( country name) within each of the following categories? Demographics Government Physical infrastructure Economics Communications infrastructure y y y y y

2. Target Market Please define the target market for the M-box in ( country name). Drawing on information contained in the MIR and BEAR reports , what is your best estimate (in numbers of households) as to the total potential market for video games in ( country name)? Who do you think will be your main competitors , and what products do they sell? Explain your answers. 3. Projected Sales Please project total sales for the M-box in ( country name) over each of the coming three years. Incorporate these estimated retail price points in your projections: Base system: $100 Accessories: Extra controllers: $30 Online access kit: $50 DVD player kit: $40 Monthly rate for online multiplayer capability: $10/mo. NOTE: Give projections in both U.S. dollars and the local currency based on current exchange rates (many free web-based currency converters are available). y y

y y y y

4. Operations Please discuss the operational concerns surrounding the introduction of the M-box in ( country name). Identify and examine as many practical issues , advantages, and disadvantages that may be associated with each of the following activities: Engaging in local sales efforts Undertaking local manufacturing operations Management by personnel from home or host nation y y y

Conduct each of the following activities as part of your analysis: Visit an online travel agency (such as Expedia or Travelocity) and calculate the cost of a typical, three-night business trip to the capital city of ( country name). At a minimum, consider a round-trip airfare in coach class, a three-night hotel stay , a fourday rental car (if available) , token gifts for local contacts , and entertainment expenses. Access a shipping Website (such as UPS or FedEx) and calculate the cost of sending a four-foot-square crate of M-boxes weighing 100 pounds to the capital city of (country name). Price every available option, from the slowest to the quickest means of shipment. y

y


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5. Entry Modes Please consider the following list of entry modes for introducing the M-box in ( country name). For each viable option , identify its advantages and disadvantages. Recommend the most appropriate entry mode for the M-box in ( country name) at this time. Explain the reasons for your recommendation. Exporting Countertrade Turnkey project Management contract Licensing Franchising Contract manufacturing Joint venture 6.

Marketing Campaign Please outline a marketing campaign for launching the M-box in ( country name). Estimate an appropriate marketing budget and sketch an advertising campaign aimed at the target market you defined earlier. Also, what media does your team recommend for marketing the M-box , and why?

7.

Final Analysis In your team¶s final analysis , do you recommend that MESP Corporation market the M-box in (country name) at this time? Please be unequivocal in your answer.

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References Please list the references consulted by your group in preparing this MESA Report. Please give all references in proper APA (American Psychological Association) format.


Pro ject Registration Process Step 1: Welcome to the Market Entry Strategy Project Purpose of project Outline Register y y y

Step 2: Information Student name Email address Select password Join/Create student group y y y y

Step 3: Login Student login with email and password just created y

Step 4: Create the project Choose project nickname Select country market Select reporting track (chosen by instructor): 1. MIR and BEAR 2. MIR , BEAR , and ROME 3. MIR , BEAR , and MESA y y y

Step 5: Project confirmation Begin/Resume editing a report View printable version of a report y y

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Pro ject Screen Explanation As students work through the pages in this online project , they will encounter a uniform screen design. The explanation below details the purpose of each screen section.

1. Students will answer questions posed to them in this area of each screen. Here they will complete fill-in, rating, and essay-type questions , and when prompted, provide sources and references. 2. Students will save their information by clicking this ³Save and Continue´ button. Navigational buttons (First | Previous | Next | Last) near the top of data-input screens also save information, but are intended to help move more easily about the program. 3. Students can gather detailed information on the country they are researching by clicking on one of these pre-selected ³Quick Research Links.´ 4. Students will navigate freely around their project using the buttons along the bottom of each screen. Whatever module they are working on , returning to the project¶s ³Home Page´ is always an option. 5. Students move quickly among their project¶s modules (and sections of modules) by clicking ³Current Project: Tools´ at the bottom of any screen , and selecting the appropriate link from the popup menu. 6. Students can access the online ³Atlas Research Tool´ by clicking this button in the upperright corner of any screen. This special feature allows them to navigate a world map , gather geographic and demographic information, and view each nation¶s flag. This tool is particularly useful when selecting the country in which to market the M-box video game.


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Additional Pointers Selecting a national market to research: You may decide to supervise the selection of national markets to research. This would guide students toward nations that are likely to have widely published data that can make their research task somewhat easier , or possible even. Supervision also ensures that students select at least an emerging market because of the potential impracticality of marketing the M-box video game to the least-developed nations.

Citing information sources: While working through the MIR , students are asked to choose from a drop-down list the preselected online source on which they found the answer. You may , however , want students to cite an outside source when it contains more up-to-date information. In this case , students should ignore the reference box that accompanies each question and compile a separate references document. This option might improve the accuracy of subsequent modules that rely on information contained in the MIR report. You can also ask students to remark on how data quality might affect managers¶ decisions regarding the M-box.

Inputting data in multiple sessions: Students are not to worry if they are unable to complete the online questions in a single session. If students must exit the project at any time , they need only click ³Save and Continue´ near the bottom of the screen, then log out of the program. As long as students save their information , they can return to the online project at any time and pick up right where they left off.

Navigating and saving answers: The project is programmed to save students¶ answers whether they press the ³Sa ve and Continue´ button near the bottom of each screen, or use the navigational buttons (First | Previous | Next | Last) to move between data-entry screens. So students can be assured that their answers will be saved regardless of which buttons they use on data-input screens.

Printing reports: You may have your students submit a printout directly from the project or create a word processed report. Printouts directly from the project contain certain information that can act as a limited check for authenticity. Printed on the header and footer are the: (1) name of the student who logged in and printed , (2) date of the printout , (3) and project¶s Web site address.


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Further Online Sources Students will complete the MIR module by visiting the Web sites of several pre-selected online resources. However , completing the BEAR , ROME, and MESA modules encourages students to use additional online and offline information sources. Thus students should feel free to visit the sources listed here. Sources are divided into the following three categories: International Business News Sources Government and Non-Government Organizations Centers for International Business Education and Research (CIBER) y y y

International Business News Sources: ABC News (http://abcnews.go.com) ABYZ News Links (http://www.abyznewslinks.com/) Barrons (http://www.barrons.com/) BBC (http://news.bbc.co.uk/) Bloomberg (http://www.bloomberg.com/) Business 2.0 (http://www.business2.com/) Business Daily (http://www.businessdaily.com/) Business Week Global Business (http://www.businessweek.com/globalbiz/index.html) Business Wire (http://www.businesswire.com/) Canada Newswire (http://www.newswire.ca/) CBS news (http://cbsnews.com/) Christian Science Monitor (http://www.csmonitor.com/) CFO (http://www.cfo.com/cfo_home) CIO (http://www.cio.com) CNBC Business (http://www.msnbc.com/news/COM_Front.asp?ta=y) C-NET (http://news.com.com/) CNN (http://www.cnn.com) CNNmoney (http://money.cnn.com/) CNN Money International (http://money.cnn.com/news/international/) ComputerWorld (http://www.computerworld.com/) Drudge Report (http://www.drudgereport.com/) The Economist (http://www.economist.com/) The Economist Business (http://www.economist.com/business/) Economist Intelligence Unit (http://www.eiu.com/) European Internet News (EIN) News (http://www.europeaninternet.com/) Fast Company (http://www.fastcompany.com/) Finance Journal (http://www.topfinancialnews.com/) Financial Times (http://news.ft.com/home/us/) Forbes (http://www.forbes.com/) Foreign Policy (http://www.foreignpolicy.com/) Fortune (http://www.fortune.com/) Fox News (http://www.foxnews.com/) Global Trading (http://www.globaltrading.com/) Globe and Mail (http://www.globeandmail.com/) Inc. (http://www.inc.com/) International Herald Tribune Business (http://www.iht.com/business.htm)


Investor's Business Daily (http://www.investors.com/) Intl. Centre for Trade & Sustainable Development (http://www.ictsd.org/) Kiplinger's (http://www.kiplinger.com/) Journal of Commerce (http://www.joc.com/) Le Monde (http://www.lemonde.fr/) London Times (http://www.timesonline.co.uk) MSNBC News (http://www.msnbc.com/) Multinational Monitor (http://www.essential.org/monitor/monitor.html) News Now (http://www.newsnow.co.uk/) Newsweek (http://www.msnbc.com/news/NW-front_Front.asp) New York Times (http://www.nytimes.com/) PR Newswire (http://www.prnewswire.com/) Reuters (http://www.reuters.com) Singapore Business Times (http://business-times.asia1.com.sg/home) Smart Money (http://www.smartmoney.com) Strategy & Business (http://www.strategy-business.com/) TIME (http://www.time.com/) UPI (http://www.upi.com) US News (http://www.usnews.com/usnews/home.htm) USA Today World News Stories (http://www.usatoday.com/news/world/nw1.htm) WN Business (http://www.wnbusiness.com/) Wall Street Journal (http://www.wsj.com) Wired (http://www.wired.com/wired/current.html) Yahoo Finance: International News (http://biz.yahoo.com/reports/world.html) World Economist (http://www.worldeconomist.com/) World Economic Forum Worldlink (http://www.worldlink.co.uk/) World Press Review (http://www.worldpress.org/) Yale Global Online (http://yaleglobal.yale.edu/)

Government and Non-Government Organizations:

U.S. Department of Commerce Basic Guide to Exporting (www.unzco.com/basicguide/index.html) U.S. Department of Commerce Export Portal (www.export.gov) Office of Trade and Industry Information, U.S. Department of Commerce (http://tse.export.gov) International Trade Centre (ITC) (UNCTA D/WTO) (www.intracen.org) United Nations Conference on Trade and Development (UNCTAD) (www.unctad.org) World Trade Organization (WTO) (www.wto.org)

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Organization for Economic Cooperation and Development (OECD) (www.oecd.org) Inter-American Development Bank (www.iadb.org) World Bank (www.worldbank.org) GlobalEDGE at Michigan State University (http://globaledge.msu.edu/ibrd)

Centers for International Business Education and Research (CIBER): University

CIBER Website

Brigham Young University

http://marriottschool.byu.edu/gmc/

Duke University

http://faculty.fuqua.duke.edu/ciber/

Florida International University

http://www.fiu.edu/~ciber

Georgia Institute of Technology

http://www.ciber.gatech.edu/

Indiana University

http://www.kelley.indiana.edu/CIBER/

Michigan State University

http://ciber.msu.edu/

Purdue University

http://www.mgmt.purdue.edu/centers/ciber/

San Diego State University

http://www.sdsu.edu/ciber

Temple University

http://www.sbm.temple.edu/

Texas A&M University

http://cibs.tamu.edu/

The Ohio State University

http://fisher.osu.edu/international/ciber/

The University of Texas at Austin

http://www.mccombs.utexas.edu/ciber

Thunderbird

http://www.t-bird.edu/research/ciber/

UCLA University of Illinois at ChampaignUrbana

http://www.anderson.ucla.edu/research/ciber/

University of Connecticut

http://www.business.uconn.edu/CIBER

University of Kansas

http://www.business.ku.edu/kuciber

http://www.ciber.uiuc.edu

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30

University of Memphis

http://www.people.memphis.edu/~wangctr/

University of Michigan

http://www.umich.edu/~cibe/

University of North Carolina

http://www.ciber.unc.edu/

University of Pennsylvania

http://lauder.wharton.upenn.edu/ciber

University of Pittsburgh

http://ibc.katz.pitt.edu/

University of Southern California

http://www.marshall.usc.edu/web/CIBEAR.cfm?doc_id=90

Market+Entry+Strategy+Project

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