Convincing Features
Assignment Type
Subject
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Date
| Faculty: | UNIVERSITI MALAYA-WALES FACULTY OF BUSINESS | |||
| Program Name | MASTER OF BUSINESS ADMINISTRATION (MBA) | |||
| Module Code | MBOC7033 | |||
| Module Name: | INTERNATIONAL MARKETING MANAGEMENT | Module
Edition Version: |
2025 | |
| Year / Semester: | 1/ 1 | Academic Year: | SEPT 2025 | |
| Credits: | 3 | Pre-
Requisites: |
NA | |
| Academics in-charge & email: | Cedric Choong
cedric.choong@iumw.edu.my |
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| Approved Date: | Moderated by:
|
Mastura Basri | ||
|
Approved by: Dean, FOB
|
………
………
Dr. Wong Wai Wah
|
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Faculty of Business Universiti Malaya-Wales Key Information
Module Title: International Marketing Management
Module Leader: Cedric Choong Campus / Building / Room: Block A 2nd FLOOR Extension: 3015
Email: cedric.choong@umwales.edu.my Module Tutors:
Every module has a module which is the officially validated record of the module. You can access the module information via:
All modules are delivered by the Universiti Malaya-Wales Faculty of Business at its main campuses in Kuala Lumpur. In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
The module will expose students to the entrepreneurial behavior, types of leadership and the processes, practices, and decision-making activities that lead to the realization of effective leadership style.
Like all modules at Universiti Malaya-Wales, this module is taught on the basis of achieving intended learning outcomes. On successful completion of the module, the student will be expected to be able to demonstrate the following:
CLO1: Discuss the concept of business incubation, venture creation and start-ups (C2, PLO 1).
CLO2: Integrate the incubation and new venture creation framework and processes to develop an entrepreneurship idea(s) (A4, PLO10).
CLO3: Propose business start-up ideas, processes, approaches and plans by presentation. (A3,PLO5).
The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the assessment task is linked to these learning outcomes.
| Course Learning Outcome and Assessment Strategy (Indicative) | ||||
| Course learning outcomes | Teaching & learning | Assessment | ||
| Demonstrate understanding of international marketing theories and their application (PLO1, C3). | Lecture and
Tutorial through Online lecture and E-Learning Platform |
Assignment | ||
| Evaluate the challenges of international environmental marketing issues faced by the firms (PLO2, C5). | Lecture and
Tutorial through Online lecture and E-Learning Platform |
Case Study | ||
| Identify firms current international marketing positioning and related issues by applying range of strategic marketing management models (PLO5, A4). | Lecture and
Tutorial through Online lecture and E-Learning Platform |
Assignment, Case Study | ||
| **Formative & summative assessment is used in this module | ||||
The table below indicates how the module will be delivered. However, this schedule is indicative and may be subject to change.
Green (2020), Global Marketing. 10 editions. Pearson education.”
|
Week |
Topic/CLO |
Reference
|
| 1
|
The Scope and Challenges of International Marketing | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 2 | The Dynamic Environment of International Trade | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 3 | Cultural Dynamics in Assessing Global Markets | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 4
|
Culture, Management Style and Business Systems | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 5 | The International Legal Environment: Playing by the Rules | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark |
| 6
|
Developing a Global Vision Through Marketing Research | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 7 | Global Marketing Management: Planning and Organisation | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 8 | International Marketing Channels | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 9 | Integrated Marketing Communications and International Advertising | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 10 | Pricing for International Markets | “Philip R. Cateora, John Graham & Mary C. Gilly (2019). International Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
| 11 | Presentation | “Philip R. Cateora, John Graham &
Mary C. Gilly (2019). International |
| Marketing, 18th ed. McGraw-Hill Education.
Daniel W. Baack, Barbara Czarnecka & Donald E. Baack (2019). International Marketing, 2nd ed. SAGE Publications Ltd. Keegan, Warren J., and Mark Green (2020), Global Marketing. 10 editions. Pearson education.” |
||
| 12 | Revision |
You can access this module information via the following channel:
Link: https://www.openlearning.com/iumw/courses/mboc7033-international-marketing-management/ Course Name: MBOC7033: International Marketing Management
Access code: TBC
Teams Name: TBC
Teams Code: NIL
Class ID: TBC
Enrolment Key: TBC
The assessment for this module is as follows:
|
Assessment |
Assessment Task |
Week Due | The proportion of the Final Assessment |
| 1 | Assignment | Week 10 | 50% |
| 2 | Case Study | Week 11 | 50% |
All assessment forms must be submitted by the published deadline detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. You are requested to keep a copy of your work (excluding exams).
Do take note that these sessions are compulsory. Minimum attendance at 80%, which falls below this level will be barred from taking the Final Exam.
| Session No. | Date & Time | Classroom |
| Live Session 1 – 14
(Face-to-Face lectures & tutorials): |
Refer to Pluto | Refer to Pluto |
The following would be the checklist of what you need to accomplish to pass this module:
Students will be given attendance upon several approaches:
From Open Learning, the instructor will be able to monitor students’ progression, status, list of completed activities, such as below:
From the above figure, the lecturer will monitor the following:
You are entitled to feedback on your performance for all your assessed work. For all assessment tasks that are not examinations, feedback should be in week 14 up until study week. The feedback could either be online, during face-to-face sessions or any other platform utilised by the lecturer.
Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer.
The Document Viewer will open and the main feedback on your work is shown in the General Comments:
You have been appointed as an international marketing consultant by a leading Malaysian halal cosmetics and skincare brand that is ready to expand globally. Your client seeks expert guidance to launch its halalcertified beauty products in a new foreign market.
You are required to develop a comprehensive international marketing plan that reflects a strong understanding of the global halal beauty industry, local market conditions, consumer trends, and cultural/regulatory frameworks in the chosen market. The report must also provide a tailored marketing mix strategy to ensure successful internationalization and sustainable growth.
You may select one country for entry: India, New Zealand, France, or Vietnam.
The students are required to follow the following assignment format:
Your WRITTEN REPORT must adhere to 5,000 words (excluding references).
General Criteria:
Submission MUST BE in PDF file.
Please watch the following Youtube video via the link on “China Coffee Wars — Why Starbucks Is Losing The Battle With Luckin” and construct a case study report with the following requirement: Case study video: China Coffee Wars — Why Starbucks Is Losing The Battle With Luckin
Background:
Starbucks has long positioned itself as the “third place” between home and work, emphasizing premium café culture and brand experience. However, in China, rapid growth of digital-first local competitors like Luckin Coffee, Cotti Coffee, and Manner Coffee has disrupted this model. While Starbucks added over 1,500 outlets from 2022–2024, revenue growth has stagnated, suggesting that traditional strengths are not resonating with the evolving Chinese market. Cost-consciousness, digital convenience, and local cultural resonance are shaping consumer behavior in ways that challenge Starbucks’ positioning.
You are required to write a case study report that critically evaluates Starbucks’ position in the Chinese market and develops an international marketing perspective on its challenges and opportunities.
Your report may include the following sections:
The students are required to follow the following assignment format:
Your WRITTEN REPORT must adhere to 5,000 words (excluding references).
General Criteria:
| Student Name | |
| Student ID | |
| Programme | |
| Module Name | |
| Submission Dateline | |
| Academics In-Charge |
I hereby declare that the assignment titled [Title of Assignment] submitted for the course [Course Name] is my own original work. I have acknowledged all sources of information and data that have been utilized in the preparation of this assignment. I have not submitted this work in its entirety or in part for any other course or academic requirement. I have adhered to the ethical guidelines and academic standards set forth by Universiti Malaya-Wales. By signing below, I affirm that this submission is a product of my independent effort and intellectual labor.
[Your Full Name]
[Your Student ID]
[Date]
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
| Generic Assessment Criteria | ||
| 1. Engagement with Literature Skills | 15 | |
| 2. Knowledge and Understanding Skills | 20 | |
| 3. Cognitive and Intellectual Skills | 25 | |
| 4. Practical Application Skills | 25 | |
| 5. Transferable Skills for Life and Professional Practice | 15 |
| Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed.) | Late Submission Penalties (tick if appropriate) | % | |
| Up to 1 week late (40% Max) | |||
| Over 1 week late (0%) |
| Level 6 |
| In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature. |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| Engagement
with literature (including reading, referencing, academic conventions and academic honesty) |
Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and nonauthoritative. Referencing conventions used incoherently or largely absent. | Poor engagement
with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. |
Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently. |
Engagement with an appropriate range of researchinformed
literature, including sources retrieved independently. Some over- reliance on texts. Referencing may show minor inaccuracies or inconsistencies. |
Engagement with a wide range of researchinformed
literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. |
Engagement with an extensive range of relevant and credible literature, informed by the latest research. Consistently accurate application of referencing. | Exceptional engagement with an extensive range of relevant and credible
literature, informed by the latest research. High-level referencing skills consistently and professionally applied. |
| Knowledge and understanding
(Coherent and detailed knowledge and systematic |
Major gaps in knowledge and systematic understanding of the subject matter. Substantial | Gaps in knowledge, with only superficial systematic understanding. Some significant inaccuracies | Limited knowledge and systematic understanding of the relevant concepts and principles within | Knowledge is reasonably detailed, accurate with a good systematic understanding of the field of study | Knowledge is reasonably extensive coherent and detailed. Exhibits very good | Excellent coherent and detailed knowledge and systematic understanding of the principles | Exceptionally coherent and detailed knowledge and systematic understanding of the principles |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.)
|
inaccuracies. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline.
|
and/or irrelevant material. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline. | the subject area which to some
limited extent, is informed by current research and scholarship. |
and to some extent, current research and scholarship. | understanding of the breadth and depth of established views, and the work is, at least
in part, wellinformed by current research and scholarship. |
and theories of current research and scholarship. Clear awareness of challenges to established views and the limitations of the knowledge base. | and theories of the subject, wellinformed by current research and scholarship. A critical, sophisticated and nuanced awareness of the ambiguities and limitations of knowledge. |
| Cognitive and intellectual skills
(Conceptual and critical thinking, analysis, synthesis and evaluation of research, assumptions, abstract concepts and data (that may be incomplete); logic, argument and judgement.) |
Wholly or almost wholly descriptive work. Little or no analysis, synthesis or evaluation. Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations, made without use of any credible evidence.
|
Largely descriptive work, with superficial use of critical evaluation.
Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. |
Limited attempt
at critical thinking, analysis, synthesis and evaluation, tending towards description. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / misinterpretation. Asserts rather than argues a case.
|
Some critical thinking, analysis, synthesis and evaluation. Can analyse new and/or abstract concepts and data without guidance. An emerging awareness of different stances and ability to use evidence (that may be incomplete) to support the argument. Mostly valid arguments and
logical judgements. Some tendency to assert/state opinion rather than argue on the basis of |
Sound critical thinking, analysis, synthesis and evaluation demonstrating critical thinking. Ability to devise and sustain persuasive arguments, and
to review the reliability, validity and significance of evidence (that may be incomplete) to make mostly appropriate and valid judgements.
|
Excellent critical thinking, analysis, synthesis and evaluation. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated judgements. Some evidence of independent thought and
ability to ‘see beyond the question’, suggesting a grasp of the broader field and wider concepts.
|
Exceptional
critical thinking, analysis, synthesis and evaluation based on judiciously selected evidence. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated, nuanced, judgements. Evidence of independent thought and ability to ‘see beyond the question’, suggesting an outstanding grasp of the |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| reason and evidence. | broader field and wider concepts. | ||||||
| Practical skills
(Apply/deploy accurately established tools and techniques; initiate and carry out projects; formulate solutions to solve problems in complex and unpredictable contexts.) |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Limited understanding of the application of theory to practice or making appropriate links between the two. Very weak problem-solving
skills in complex and unpredictable contexts. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problemsolving skills in complex and unpredictable contexts.
|
An adequate awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making
logical links between the two. Can identify problems and propose basic solutions in complex and unpredictable contexts without fully appreciating the complexity. |
A good and appropriate application of standard methods, materials, tools and/or techniques. Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two Can identify problems and propose mostly appropriate solutions in complex and unpredictable contexts. | A very good application of a range of methods, materials, tools
and/or techniques. Very good consideration of the context of the application, with perceptive insights. Can identify problems and propose appropriate solutions in complex and unpredictable contexts. Evidence of some innovation and creativity. |
An advanced
application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, and insightful. Application and deployment extend beyond established conventions. Can identify complex problems and propose excellent solutions. Innovation and creativity evident. |
Exceptional levels of application and
deployment skills in unpredictable, practical contexts, drawing skilfully on the latest research within the discipline. Can identify complex problems and propose sophisticated solutions. Assimilation and development of cutting edge processes and techniques. |
| Transferable
skills for life and professional practice (Exercise of initiative and personal |
Communication medium is inappropriate or misapplied. Work is poorly structured, disorganised and/or | Communication medium is poorly designed and/or not suitable for the audience. Work is poorly presented in a disjointed | Can communicate in a suitable medium but with some room for improvement. Mostly ordered presentation and | Can communicate
effectively in a suitable format, but may have minor errors. Mostly coherent, organised work, |
Can communicate
well, confidently and consistently in a suitable format. Work is coherent, fluent, |
Can communicate
professionally confidently and consistently in a suitable format. Work is coherent, very |
Can communicate with an exceptionally high level of professionalism. Work is exceptionally |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| responsibility; professional
development; initiate and complete tasks and procedures: individually and/or collaboratively; use appropriate media to communicate effectively; fluency of expression; clarity and effectiveness in presentation and organisation.) |
confusingly expressed. Very weak use of language and/or very inappropriate
style. Little or no evidence of autonomy (or collaboration, where relevant) in the completion of tasks. Little or no evidence of the skills required in graduate employment.
|
manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Weak independent
initiative (or collaboration, if relevant). Limited evidence of the skills required in graduate employment. |
structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a team, but with limited involvement in group activities. Demonstrates
the basic skills required in graduate employment, with some areas of minor weakness. |
in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates
the skills required in graduate employment, with some areas of strength and some of minor weakness. |
well-structured and organised. Can work very well autonomously and/or as part of a team, with very good
contribution to group activities. Demonstrates very good graduate employment skills, with just occasional minor weakness. |
fluent and is presented professionally. Can work autonomously with initiative. Where relevant can work professionally within a team, showing
leadership skills as appropriate, managing conflict and meeting obligations. Demonstrates excellent graduate employment skills and an appetite for further development. |
coherent, very fluent and is presented professionally. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Demonstrates exceptional graduate employment skills and an appetite for further development. |
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