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A New Model for EnhancingInteractive Learning inBusiness SchoolsBruce MacNab PhD a & Shyam J. Kamath PhD ba Associate Professor of Marketing, Schoolof Business and Economics, California StateUniversity, Hayward, CA, 94542b Associate Professor of Economics, Schoolof Business and Economics, California StateUniversity, Hayward, CA, 94542Published online: 18 Oct 2008.
To cite this article: Bruce MacNab PhD & Shyam J. Kamath PhD (1991) A NewModel for Enhancing Interactive Learning in Business Schools, Journal of Teachingin International Business, 2:2, 61-79, DOI: 10.1300/J066v02n02_06
To link to this article: http://dx.doi.org/10.1300/J066v02n02_06
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A New Model for Enhancing Interactive
Learning in Business Schools: Pacific Rim Marketing -
The China Experience Bruce MacNab
Shyam J. Karnath
INTRODUCTION
This paper presents a model for teaching international marketing using a unique method for increasing student involvcment in learn- ing by teaching the subject around a "consultancy" core where students prepare project reports and make presentations to client companies in "Host" countries-in this case, the People's Repub- lic of China. A Pacific Rim Marketing course incorporating such a model was designed and offered during.the Spring Quarter, 1989, at California State University, Hayward, School of Business and Eco- nomics.
The course was structured as one where classroom instruction, case analysis, country~immersion learning and project report prepa- ration on Host country companies would be completed during the course of the regular academic quarter with a field visit to the Host country during the break bctween quarters to present the research findings and project reports. While the academic objectives were .
Bruce MacNab, PhD, is Associate Professor of Marketing, and Shyam J . Ka- math, PhD, is Associate Professor of Economics, California State Universiiy, Hayward, School of Business and Economics, Hayward;CA 94542.
Journal of Teaching in International Business, Vol. 2(2) 1990 O 1991 by The Haworth Press, Inc. All rights reserved. 61
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62 JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
achieved, the travel portion of the course had to be suspended be- cause of the political crisis that developed in Beijing just prior to departure and the uncertain conditions in southern China. The expi- riential learning component was a complete success with the excep- tion of travel to China for presentation of findings. All team proj- ects were completed and videotaped for use at a later time.
This paper outlines the model developed for introducing a new approach for teaching international marketing and summarizes the modus operandi and implementational experience of the new method in the specific case of China.
THE CONCEPTUAL FRAMEWORK AND MODEL
There is a (large body of literature) in education and the social sciences which supports the belief that certain types of student learning are best achieved when students are involved in actively doing the work which they are studying or in creating the informa- tion base for such work (Estes, 1972; McKeachie, 1974; Chessner and Martin, 1976; Robinson, 1977; Ruben, 1977; Burns and Gen- try, 1980; and Specht, 1985). In the typical Business Administra- tion Program, the need for student involvement becomes of para- mount importance because of the experiential, real-world nature of the discipline. While recognizing the importance of developing an appropriate theoretical framework, business courses typically intro- duce experiential, real-time learning through the use of the case method, role-playing exercises, organizational games and simula- tions, student apprenticeships, etc.
While all the existing experiential methods have been used quite extensively and effectively in the business school classroom, critics (e.g., Vardi, 1985) contend that these methods do not simulate or- ganizational reality since they lack the essential ingredients and dy- namics that make up the real-world organization reality. Conse- quently and perhaps coincidentally, many business schools require summer jobs or internships as necessary components of their gradu- ation requirements., More recent innovations include new ap- proaches such as case-role-play (e.g., Kamath, 1989), organiza- tional-imitation (e.g., Vardi, 1985), etc.
In the International Business (and related discipline) classroom,
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Bruce MacNab and Shyam J. Kamath 63
the role of experiential learning becomes even more important be- cause of the very nature of the subject matter where learning in- volves developing a "feel" for doing business in "alien" Host countries wherein business practices, social behavior and culture are sometimes radically different. While traditional business-school instruction methods have been useful in the I.B. classroom, the need for more real world experiential methods has been felt for some time. We develop a conceptual framework and model in this paper to m e t this need. . .
A conceptual framework for viewing different teaching strategies in the business classroom is shown in Figure 1. The teaching strate- gies are identified in terms of their focus and the degree of-student involvement. The focus of teaching strategies can be broadly classi- fied into outcomes (solutions and techniques)-orientated and pro- cess-orientated (Hall, Bowen, Lewicki & Hall, 1978; Kolb, Rubin and McIntyre, 1984), depending on whether the teaching strategy is primarily concerned with imparting a given body of knowledge to the student or with facilitating student learning through an experi- mental process of participant-learning respectively. The nature of student involvement is for simplicity classified from one extreme of passive-receptive through passive-interactive, active-interactive, active pro-active to the other extreme of real-time-pro-active. Pas- sive-receptive involvement entails learning by listeninglwatchingl analysis without any interactive participation on the learner's part. Passive-interaction involvement entails learning with interactive student participation but with such interaction limited to discussion or role-play within the context of an assigned tasWsituation. Active- interactive involvement entails student participation on an ongoing, interactive basis on a tasklsituation where innovation, group-inter- action and problem-solving are stressed. The active-pro-active clas- sification involves student-initiation and sustenance of problems, roles and tasks with initiation behavior being the distinguishing fca- ture. The last real-time-pro-active category involves ongoing stu- dent learning in a real world business situation.
The various teaching strategies that are adopted in the business classroom are placed in the appropriate cells according to their out- come/process orientation and the nature of student involvement. It can be seen from the diagram that most conventional teaching meth-
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OI Q Figure 1
Naturc ',of
M R T R l H OF TEACHING STRATEGIES
\,student IN THE BUSINESS CLflSSROOM Focus of teachin, s t r a t e q
nvolvement
PASSIVE - PASSIVE- ACTIYE- RECEPTIVE INTERACTIYE INTERACTIVE
ACTIVE- R E A L - T I M E PROACTIVE ACTIYE
LECTURE METHOD
COHTRIYED HOVIE- WATCHING/ CASE - AHALYSIS METHOD
I I
Y I I STUDENT ORGAHIZATIOH U N I T METHOD
-- -
P R M [ORGANIZATION
COHSU LThblCY GROUP RELATED I M M E R S I O N
LEARNIHC METHOD1
Y l l l
CLASSROOM DISCUSSION METHOD
ROLE- PLAY METHOD
SUMMER J O B / SEMESTER ABROAD
X
ORGAHIZATIOHAL S l t l U C 4 T I O H I BUS1 HESS - GA M ES METHOD
NOMINAL GROUP TECHNIQUE/ CASE- ROLE-PLAY I M M E R S I O N / ORGAHIZATIOHAL I I M I T A T I O N
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Bruce MacNab and Shyam J. Kamalh 65
ods employed in the business classroom fall in the first four left- hand boxes of the matrix with student involvement being passive for the major part. Organizational simulation and business games are the only ones among conventional business-classroom methods that entail active student involvement. Among the more rarely used techniques which are active-interactive are the more recently devel- oped Nominal Group Technique (Neeley and Pringle, 1983), Orga- nizational Imitation (Vardi, 1985) and Case-Role-Play-Immersion (Kamath, 1989) methods. No explicit method which is active-pro- active has as yet been developed, through examples of campus/ student organizations are not difficult to find; they are seldom inte- grated into the business curriculum. Use of real-time active methods such as internships, apprenticeships, cooperative educa- tion, summer jobs, work abroad are common to many business pro- grams but are typically done outside the classroom and involve a high cost of organization.
Figure 2 contains a matrix showing the degree of student involve- ment, the extent of student learning and the nature of costs involved in using the teaching strategies considered in Figure 1. In order to fill the gap in process-oriented, active-pro-active learning, a new teaching strategy was developed especially for classes in Interna- tional Business and its related disciplines. The new method was designed to be a high-student-involvement, medium-to-high learn- ing strategy with low-to-medium cost but which was process-ori- ented so as to help the student internalize hislher learning experi- ence in a permanent manner.
To this point in time, most college and university programs not limited to campus-resident classes have undertaken the challenge to teach international business by organizing semester or quarter abroad programs, wherein students and faculty reside in the Host country for some period of time to better understand the business environment and practices and cultural differences that condition business relationships. Most of these programs provide reinforce- ment by the use of business cases written from the perspective of the "selling" country or the "buying" country. In such cases, even after rigorous case analysis and presentations, the student lacks the "feel" of doing business with counterparts in the Host country and experiencing the nuances of business and social behavior that can
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66 JOURNAL O F TEACHING IN INTERNATIONAL BUSINESS
Figure 2
COST- INVOLVEMENT-LEARNING M A T R I X OF TEACHING STRATEGIES
LEARNING
ROLE PLAY PRM SEMESTER ABROAD/ CRGANIZATIONAL
I ATT ACHPIENT
LOW n E D l Utl H I G H
COST
only be experienced by actively dealing with Host countries and other individuals who are involved in doing business in that country who are concerned with the same subject matter as that studied by the studcnt. To the extent that some programs do incorporate Host country organization training/apprenticeship/attachments, this la- cuna is overcome but the costs of such programs are typically very high and can be only the most well-endowed, ivy league schools. The development of a low-to-medium cost method with the same high involvement and immersion into the Host country business
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Bruce MacNab and Shyam J. Kamath 67
milieu and practices thus provide an important opportunity to fill a major gap in teaching strategies and methods for facilitating student understanding.
DETERMINING THE NEED FOR THE COURSE
A. The Pace of Pacific Rim Economic Development The widely recognized current upward spiral of economic growth and political change in most Pacific Rim countries has captured the attention of the general public, business, and academic circles. Response to the need in those countries during the coming "Pacific Century," as it has been called, for trained business and professional people is growing as well. North American and European business circles have recognized the need for well-traincd business students familiar with Pacific Rim cultures, business practices and environments. Consequently, there appears to be a requirement for specialized courses on the Pacific Rim Marketing to meet this growing need which is fueled by the pace of Pacific Rim development.
B. Survey of University Offerings: The authors, having spent many years in international business and university teaching, be- lieved that there was a need for hands-on academic and experiential learning by North American students of the intricacies of doing business across international borders and through the maze of cul- tural differences, trade barriers and customs regulations that consti- tute the matrix of such trade. A judgement sample and telephone survey of universities in California and other parts of the country failed to reveal any institution that offered such a course.
C. The Need /or a New Methodology: It was felt that existing teaching programs and methods were inadequate to properly ad- dress the challenges raised by the pace of development in the Pa- cific Rim. To the extent that most college and university programs with activelpro-active stances typically involved semesters abroad with no experiential interaction with Host country businesses, the learning expericnce was felt to be inadequate as discusscd above. For the few programs that did incorporate experiential, real-time interaction with Host country businesses, it appeared that the costs involved were excessive and could only be borne by the best-en- dowed, ivy-league institutions. For the majority of business pro-
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68 JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
grams in the U.S. or Canada, a more cost-effective but high in- volvement/interaction method was needed. It is this gap that Pacific Rim Marketing (PRM) was designed to fill.
COURSE DESIGN AND CONSTRUCTION: THE TREK THROUGH THE BUREAUCRATIC JUNGLE
U.S.A. VS. CHINA
I. Concept Approvals st C.S. U.H.
A. School of Business and Economics
Following the telephone survey of universities to determine whether a PRM-type program was being given, and armed with the negative finding that no school was offering such a learning experi- ence, a course outline and syllabus was designed which highlighted the benefits to students and to company sponsors in the Host Coun- try (see Appendix I).
The unique design feature of the new PRM course was its con- struction around a Host country organizational consultancy core where students would be provided extensive information on the Host country businesses organization and the products it wanted to enter the U.S. market with. Students organized the teams of five, twenty-five in all, with the aid of the course instructor who would prepare consultant's project reports for presentation to each Host country business based on their theoretical learning, library re- search and field research during the course. The approach adopted was paradigmatic of the general Strategic Management Research Paradigm (see Kamath, Rosson, Patton and Brooks, 1987, for a discussion).
The Dean of the School of Business and Economics, a very strong supporter of the concept, and the Provost of the University first reviewed the pros and cons of such an undertaking. The result was a most enthusiastic endorsement of the PRM program. What followed was a marathon serics of meetings with all of the adminis- trative units with responsibility for student Extended Education, (foreign travel component) insurance, health, financial guarantees in the event of trip cancellation and selection of certified medical
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Bruce MacNab and Shyam J. Kamafh 69
- . facilities in Mainland China, where accidental injury or illness
could be treated in cooperation with U.S. medical consultation. These meetings were accomplished in just over four weeks. Over- all, the process was rigorous but positive. Those concerned were most cooperative in what all considered to be an exciting project.
B. Chinese Authorities Contacted
Initial contact was made with the Consulate of the Peoples Re- public of China in San Francisco, California. A meeting was held with the Commercial Counsel, then the Counsel General, to present the PRM concepts, its benefits to Chinese companies and the period of travel contemplated. When it was explained to these individuals that the cooperating Chinese company would be the recipient of a marketing research report equivalent to $35,000 to $40,000 U.S.D., the concept was enthusiastically endorsed.
II. Client Company Information Requirements
Our proposal contained a list of the information necessary for us to receive from the Chinese company wishing to enter the U.S. market. This list included such data as: number of employees, age of company, financial strength, principal facilities, detailed list of contents if a food product with accompanying independent test lab reports and all other pertinent information needed to fully under- stand the product and the structure of the company. Further, we asked to be advised whether the company was a joint venture with another foreign national company, or a state owned company.
The obligation of the cooperating Chinese company would be to assume responsibility for all costs for the visiting C.S.U.H./PRM team members for transportation within the P.R.C., all meals and first class hotel accommodations, with translation services as re- quired. This obligation extended to each company for which a re- search report would be undertaken. The Chinese Counsel agreed to this, promising to send our proposal to Beijing for review. After a very brief ten-day period, we received an official invitation from Beijing to contact the Guangdong Province Enterprise Management Association in Guangzhou (Canton) China, to proceed with ar- rangements for a visit and to make arrangements for the program as
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70 JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
proposed. We immediately initiated contact and began making ar- rangements for a rush planning trip in December of 1988.
III. Negotiations and Seminar in Guangzhou, China
During the 14 days prior to Christmas, the first author at the invitation of Guangdong Province authorities presented a six-day seminar on How To Do Business in the U.S. Market, to members and guests of the Guangdong Province Enterprise Management As- sociation in Guangzhou. At the same time, negotiations were con- ducted with trade associations and companies which resulted in three five-year agreements to cooperate in the CSUH Pacific Rim Marketing model. Information exchange began immediately and upon return to the U.S., student applications were taken and a class was formed to enable initiation of research during the Spring Quar- ter, 1989.
N. Marketing Research; Special Facilities at CSUH
The School of Business and Economics at C.S.U.H. has an inter- active learning classroom containing a computer network. tele- phone banks and other research-enabling facilities which made pos- sible highly efficient use of student time in conducting research. MBA and upper level students utilized primary and secondary data gathering techniques, a variety of statistical analysis tools and even- tually several types of printing and publishing equipment to produce research reports of the highest quality. Findings included both posi- tive and negative determinations with regard to the potential for entry of the Chinese products into the U.S. market. At the comple- tion of the course these findings were presented orally to a faculty audience by each team. Extensive use was made of these teams of 35mm slides, overhead transparencies and other visual aids. Video- tapes were made to be used in future teaching and perhaps in meet- ing with the Chinese client companies in China. Unfortunately, just as the class completed its work and was packing for travel to China, the Tiananiman Square Massacre in Beijing forced us to postpone
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Bruce MacNab and Shyam J. Kamath 71
our meetings with our Chinese clients until some time in the future when the political situation in China changed.
V. Background Reading and Course Material
PRM is designed to be a total immersion course which involves extensive and intensive student reading and participation. As such it can be characterized as utilizing a group-related immersion-learning method with a core organizational consultancy/interaction compo- nent. Students are required to immerse themselves in the culture, business practices and social milieu of the Host country and ac- quaint themselves completely with the client company's business. Course materials used included background readings on the social, political, economic and business environment of the Host country (in this specific case, China) in addition to traditional course mate- rial on international marketing. Guest speakers expert in China af- fairs shared their views with the class. For future offerings of the course, the following course materials will be developed or en- larged upon:
A. A background note on the historical, political, social and cul- tural development of the Host country.
B. A Background note on the economic organization and devel- opment of the Host country.
C. A background note on the business environment, policies and laws particularly in relation to international business and in- vestment in the country.
D. A set of video cassettes on life, culture and business in the country.
In addition, a larger number of visiting speakers, expert with regard to various aspects of the Host country will be invited to speak to the class. This adds authority and enables assigned read- ings to come to life in the mind of the student.
An extensive list of supplementary reading material prepared for another context (see Kamath, 1989) will also be provided to course participants to facilitate their total immersion in the history, culture, social and political milieu and business practices of China if the focus is maintained on this country. Similar lists and notes of the
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type identified above are intended to be developed for other Pacific Rim countries such as Singapore, Taiwan, Thailand, Malaysia, In- donesia and others.
CONCLUSION
This paper sets out the conceptual framework and model and the design features and construction experience for a course in Pacific Rim International Marketing developed at California State Univer- sity, Hayward. It is considered to be a low-to-medium cost avcnue for activetpro-active student learning with high involvement and experiential learning. This new method of instruction involves a unique development of an organizational consultancy approach where students provide Host country client firms with high quality research reports on U.S. market entry feasibility strategies based on project information provided by those firms and the integrated study of international marketing theory and practice, and immersion- learning focused on the target Host country. Such a Host coun- try-centered approach is predicated on the objective of enhanced student learning through pro-active, participative, real-time in- volvement so highly favored by research in education and the social sciences. Implementation of the model in the new PRM course has been highly encouraging in its very first attempt as in the case of China.
A significant advantage of the approach adopted in the new PRM course is its cost effectiveness making it a viable proposition for most business programs in contrast to more expensive semester- abroad programs. In fact, the course can be made self-financing as was almost achieved the first time it was offered at CSUH by get- ting the client companies to bear the travel and other related ex- penses. Course effectiveness was found to be significantly en- hanced at CSUH and the major course objectives were achieved even though political events cause the country visit to be sus- pended. Future refinements of course content and operation are ex- pected to streamline the course logistics with consequent beneficial effects on student learning.
Students in courses in the natural sciences as also the applied sciences feel and sense their subject matter so as to actively experi-
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Bruce MacNab and Shyam J. Kamath 73
ence the applicability of their theories to reality. Students in courses in business administration, on the other hand, only read and hear about their subject matter or at most simulate its-reality through games, simulations or case studies, even though it is readily avail- able to experience around them. Analyzing cases or other similar simulations do not actively involve the student in applying hisher learning and theories to real world, pro-active organizational real- ity. It is with the objective of bridging the gap between student learning and reality that the PRM approach has been developed and the results of its first launch are very encouraging. It is hoped that the approach will become a staple in the offerings of programs in business schools.
REFERENCES
Burns, A.C. and J.W. Gentry, "Moving Toward a Theory of the Use of Simula- tion Games and Experiential Exercises," Daniel C. Brenerstuhl and William D. Biggs (eds.), Experimental Learning Enters the 80's. ABSEL Proceedings, 1980, pp. 17-20.
Chesser, R.J. and R.C. Martin, "An Investigation into the Relative Effects of the Experienlial and Case Teaching Methods," Robert L. Taylor, Michael J. O'Connell, Robert A. Zawacki, and D. Warrick (eds.), Proceedings of the Academy of Management, 1976, pp. 29-33.
Estes. W.K.. "Reinforcement in Human Behavior." American Scientist, 1972, pi. 723-7'29. Hall. D.T.. D.D. Bowen. R.J. Lewicki and F.S. Hall. Eberiences in Manarre- -
men! and ~rganizational Behavior, Chicago, IL: st: ~ i a i r Press, 1978. Kamath, S.J., "Teaching International Business from the Point of View of the
Foreign Partner-A Pedagogical Note with an Application to China," Califor- nia State University, Hayward, (processed), 1989.
Kamath, S.J., P.J. Rosson, D. Patton and M. Brooks, "Research on Success in Exporting: Past, Present and Future," P.J. Rosson and S. Reid (eds.), Export- ing Expansion and Market Entry Modes, New Y.ork: Praeger, 1987, pp. 398- 421.
Kolb, D.A., I.M. Rubin, and J.M. Mclntyre, Organizational Psychology: An Experiential Approach to Organizational Behavior, Englewood Cliffs, N.J. , Prentice-Hall, 1984, (Fourth edition).
McKeachie, W.J., "lnstruclional Psychology," Annual Review of Psychology, 1974, pp. 161-193.
Neeley, S.E. and C.D. Pringle, "An Innovative Technique for Improving Case Method Courses," Journal of Business Education, 1983, pp. 40-42.
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Robinson, J.N., "Teaching Economics to Adults: The Use of a Game," Adult Education, 1977, pp. 280-283.
Ruben, B.D., "Toward a Theory of Experience-Based Instruction," Simulation and Games, 1977, pp. 211-231.
Specht, P.H., "Experiential Learning-Based vs. Lecture-Based Discussion: The Impact of Degree of Participation and Student Characteristics on Comprehen- sive and Retention," Journal of Business Educalion, 1985, pp. 283-287.
Vardi, Y., "Experiencing Organizational Realities in the Classroom: A Tentative Experiment," Journal of Business Education, 1985, pp. 234-238.
APPENDIX I
CALIFORNU STATE UNNERSITY, W A R D SCHOOL OF BUSINESS AND ECONOMICS
MARKETING: 693414934 PACIFIC RIM MARKETING Professor B.E. MacNab Spring 1989: Hours as arranged
I. Objective of the Course
A. To gain an appreciation for the nature, significance, difficulties and tools of international marketing, with specific emphasis on the Pa- cific Rim. This quarter will be focused on The Peoples Republic of China.
B. To sharpen marketing research skills, analytical skills and the stu- dent's ability to create and defend conclusions and recommenda- tions.
II. Course Format
A. Students will perform hands-on research of the U.S. market for se- lected products of Chinese manufacture, channels of distribution, pricing import barriers and transportation economics. Development of potential U.S. trade partners, such as wholesale or retail distribu- tors will be accomplished wherever possible. Selected readings and lecture will be provided.
B. .Preparation of a research report with appropriate visual aids, which will be taken at the end of the quarter to China, for presentation by student teams to Chinese company Leaders.
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Bruce MacNab and Shyam J. Karnafh
IIZ. Grading
Letter grades will be assigned to students based on accomplishment of individual assignments, group citizenship and team presentation.
Students traveling to China will receive two (2) additional units of crcdit, assigned on the same basis as above, for their participation in the meetings with Chinese companies and their leaders.
Marketing 693414934 Orientation
Course Outline
Documentation: travel group
Research task Team assignments by product
Schedule to completion
Functional specialists
Materials: Chinese Mind,Came Language tape; Mandarin
Research Tasks: U.S. Market size estimate by product Channels of distribution Current price levels Major competitors Stage in product life cycle Industry trends U.S. Customs regulations U.S.F.D.A. requirements Underwriters Lab or equivalent approvals Freight costs F.0.B or C.I.F. pricing . Packaging; shipment and consumer expectations Advertising considerations List potential U.S. distributor contacts; active or potential. Recommendations for attribute alterations, entry strategy and cost implications. International finance; how parties will be paid.
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COURSE 0 UTLINE
SESSION
April 3 7 P.M. Room MB 2099 Overview of the course. Schedule to completion. Administration details and required documentation for travelers. Team selectionlproduct selection. Review objectives and report format. Functional specialties identifiedlassigned; entertainers?
Weekly meetings of teams with Dr. MacNab as scheduled.
June 5 (week of)
Practice (dry run) presentations, final graphics set. Executive Summary translated and Express Mailed to China.
June 12 (week of)
Final exams; teams polish reports and presentations, be- gin intensive chopstick practice!
June 18 Sunday
Teams depart San Francisco for Hong Kong, Guangzhou and Beijing.
PACIFIC RIM MARKETING
Client Company Information
Research of the American Market for current or potential entrants is facili- tated by a thorough understanding of the client company. Researchers must understand the relative strengths and weaknesses of such com~anies. - Only when current financial, marketing, manufacturing and management strengths are understood can researchers evaluate alternative strategies to recommend.
The following are information items necessary to such research and must be supplied by the sponsor company:
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Bruce MacNab and Shyam J. Kamafh 77
1. Corporate name as used in business 2. Where incorporated; form of business; joint venture? partner(s)? 3. Annual report to stockholders, or similar information giving approx-
imate size in sales dollars, employees, facilities, number of years in business, current trading partners (countries now exported to).
4. If now in the U.S. market: a. how long? b. how are products now being distributed? c. what territory sold to; one state, all states? d. is the product a consumer or industrial product? e. what is the product "position," or image as selected for advertis-
ing and promotion; upscale? low end? luxury? utility? children? etc.
f. who are known competitors in the market and are the domestic- U.S. manufacturers, or do they import from abroad?
g. what prices are now offered from manufacturer, to each step in the channel of distribution to final market?
h. are dimensions metric or imperial system? i. what forms of advertising and what media are now used to pro-
mote the product? j. PLEASE PROV7DE SAMPLES OF PRODUCT BORCHURES,
ADVERTISING MATERIALS, OPERATING MANUALS AND ANY PROMOTION-RELATED MATERIALS THAT WILL HELP RESEARCHERS UNDERSTAND THE PRODUCT AND ITS QUALIW LEVEL.
k. if possible, please provide a sample of the product for direct com- petitor comparison on attributes, or indicate where such represen- tative sample can be seen and studied.
1. if known, please provide data on import quotas, duties, need for F.D.A. compliance, F.C.C. compliance or other special authori- zation; if not available, research will provide this information.
IF CURRENT MARKETING EFFORTS IN THE U.S. MARKET ARE CONSIDERED TO HAVE RETURNED UNSATISFACTORY RE- SULTS, INDICATE WHAT IS BELIEVED TO BE THE PROBLEM.
PLEASE PROVIDE THE NAME, TITLE, FAX, OR TELEPHONE NUMBER OF YOUR COMPANY CONTACT PERSON FOR THIS RE- SEARCH.
Additional information may be requested from time-to-time as research progresses. The objectives. of each individual study will be stated and agreed to by both parties. Schedule for each study and completion of the
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78 JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
work will be developed by the client company representative and C.S.U.H.
C.S. U.H. School of Business and Economics obligation:
C.S.U.H. agrees to undertake the subject research and to use its best ef- forts to produce a professional quality study as developed and agreed to with the client company.
C.S.U.H specifically disclaims that any and all responsibility for damages of any kind, which might be claimed by anyone during the course of or as a result of using the research results developed.
C.S.U.H. respects the clients wishes if so requested in writing for confi- dentiality during or following this study.
TERMS OF AGREEMENT
C.S.U.H. offers to perform market research for (client company) as a function of the operation of the Pacific Rim Marketing course. A team of three-to-five M.B.A. and upper level students will undertake to study questions presented by the client company and to discover specific infor- mation, or to develop alternative courses of marketing action as the client company wishes, as possible within the time frame of the course. Reports of this quality are currently estimated to cost $35,000-to-$40,000, if pur- chased in the San Francisco Bay Area from professional marketing re- search companies.
C.S.U.H. will be compensated for its work in the following manner (dol- lar amounts to be used in U.S. $).
1. client will pay the cost of printing of project report(s), and produc- tion of visual aids.
2. client will pay a portion of the air fare of research team members to travel to client company headquarters to present and defend findings (amounts to be negotiated).
3. client will pay all costs of meals and lodging of research team mem- bers while in the client country and with the client, for purposes of delivering findings and developing alternatives.
The very low cost to the client of this program is possible because of the opportunity to employ selected top level graduate and upper level stu- dents, and to use University computer facilities, telephone survey systems and senior faculty. The unique location and strong faculty, excellent re-
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Bruce MacNab and Shynrn J. Kamarh 79
search fac i~ i t i ks and domestic and international business and governmental contacts have enabled C.S.U.H. to b e selected for demanding research by many government agencies, pr ivate companies, industr ial groups and in- d iv idua l entrepreneurs. Sample studies are available for review.
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