Main Content
Syllabus
The information presented here is reflective of the MBA version of this course. Content, assignments, and other aspects of the class may vary when offered in other programs.
MBADM 821: Marketing in a Global Environment
Marketing in a Global Environment (3 credits): Examining strategic issues in global marketing, including opportunity analysis, planning, and implementation.
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Course, Program, and World Campus Policy Overview
Course Overview and Objectives
Overview
This is a comprehensive marketing management course examining strategic issues in marketing. The areas of analysis, planning, implementation, and control of marketing activities and processes are examined. Marketing is presented as more than a business function—as a philosophy of doing business. The main emphases of the course are on
- market assessment and measurement;
- analysis of consumer and business markets and buyer behavior;
- competitive marketing strategies;
- market segmentation, target marketing, and positioning strategy;
- product development and commercialization;
- pricing;
- channels of distribution; and
- communication and promotion strategies.
The course uses a combination of readings, online discussions, presentations, group projects, and a comprehensive simulation to help students not only gain a broad understanding of marketing strategies but also acquire hands-on experience in taking control of an enterprise operation involving marketing, production, and financial decision-making at both strategic and tactical levels.
Course Objectives
By the end of the course, you should be able to do the following things:
- Understand marketing management concepts and techniques in both domestic and international markets.
- Articulate the role of marketing management and its impact on developing successful business strategies.
- Critically analyze corporate marketing decisions and apply problem-solving approaches to domestic and international marketing.
- Be aware of marketing's impact on society and recognize that businesses and consumers are all constant targets of marketing activities.
- Apply the concepts of marketing management to businesses and employment.
Program Information
Program Learning Goals
- Learning Objective 2.4 (Communication Skills): Graduates can demonstrate effective virtual team-building skills, including team dynamics, leadership, planning, and organizing within a team environment.
- Learning Objective 3.2 (Critical Thinking Skills): Graduates can develop alternative solutions to business problems.
- Learning Objective 3.3 (Critical Thinking Skills): Graduates demonstrate sufficient skills to reason logically and draw relevant conclusions.
Integration, Collaboration, and Engagement (ICE)
The OMBA is designed around the three-part ICE framework, a teaching and learning approach that incorporates the principles of integration, collaboration, and engagement (ICE). Learning and application of these essential business concepts through course content will provide students with a comprehensive and innovative outlook on the challenges in today’s business environment. The OMBA program embodies the ICE framework in the following ways:
- Integrative learning unifies concepts across business disciplines, allowing you to engage in authentic problem-solving from a holistic perspective.
- Collaborative learning embraces hands-on projects that promote team-based problem-solving, decision-making, and project management.
- Engaged learning applies business concepts in an interactive and participative learning environment through the use of virtual classrooms and diverse multimedia forums.
Curricular Themes
The OMBA course design and instruction processes are based on eight curricular themes that embody fundamental principles of business and industry. These themes are deliberately woven throughout the curriculum; together, they represent anchors for the OMBA program that fosters skill-based learning characterized by vision and transformation.
- leadership: Understand how to empower and inspire people through a shared vision based on ethical decision-making and integrity.
- innovation: Understand how to create new methods, products, and/or ideas in a way that generates added value to solve a problem.
- globalization: Understand the benefits of an integrated global economy by capturing diverse perspectives related to the interconnectivity of technology, products, services, goods, and knowledge.
- collaboration: Understand how groups and individuals work collectively across functions to achieve a common goal.
- ethics: Understand ethical principles and moral decision-making as they relate to business decisions and management doctrines.
- sustainability/community: Understand the management of financial, social, and environmental risks to ensure ongoing and responsible outcomes.
- strategy: Understand the creation and implementation of a high-level plan that guides decision-making to ensure future success.
- analytics: Understand how the collection, assessment, and application of digital data can be used for optimal decision-making and management.
Collaboration and Teams in the OMBA
Each OMBA course will include some level of teamwork, given the importance of group dynamics in the contemporary professional environment. Course team activities are designed to allow active group problem-solving and decision-making. Student Badges, created in the Team Performance course, serve as an introductory point of reference for your team members to get to know you and your preferred working environment. OMBA teams are encouraged to meet at the beginning of each course to draft/discuss a team contract that will define the critical components of how best to work together.
Helping you enhance skills and competencies related to group dynamics and teaming is a principal goal of the OMBA. Consequently, this course includes team activities and group work that allows for the application of teaming concepts that you learned in the Team Performance course (MBADM 810). You are expected to work in teams effectively and productively to complete all team assignments. You may not request to work individually on team projects. Any adjustments to team composition are the sole right of the instructor. If you have concerns related to this commitment, please contact your instructor.
Synchronous and Asynchronous Learning
To provide an optimal learning experience, all OMBA courses will incorporate both synchronous (live) and asynchronous (on your own) learning activities that create balance, stimulate engagement, and appeal to diverse learning styles. Zoom is one example of a synchronous tool used in the OMBA. All synchronous sessions will be recorded for your convenience. Conversely, asynchronous tools include discussion boards, blogs, quizzes, and tests, where participation occurs at your own pace but within stated deadlines and due dates. Instructors will identify when and how each synchronous and asynchronous tool will be used throughout their course.
You are not required to attend the synchronous sessions, and no topics covered in these sessions will be assessed via a graded component (e.g., quiz).
Important Policy Information
Late Policy
Late assignments will not be accepted. It is your responsibility to contact the instructor and your team (for team assignments) before the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline.
Honor Code and Professionalism
As a professional, you are expected to act with the highest level of integrity and an exemplary work ethic. Likewise, in this course, you're required to adhere to the Smeal Honor Code and the Penn State University Code of Conduct and to hold your peers accountable to the same standards. In group assignments, you should do your share of the work on time and to the best of your ability. In discussions, always be courteous and accepting of others' thoughts. Be supportive of classmates on assignments that allow or encourage collaboration. Keep in mind that you're in this course to study and learn new material that will benefit you in the future; you aren't here to simply get a grade in the easiest way possible. Enjoy and embrace the learning experience with an ethical mindset, and you'll always be proud of your work.
Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Intent to Graduate
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Accommodating Disabilities
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Military Students
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Mental Health Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Reporting Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Required Materials
Textbook(s) and Harvard Business Review Case(s)
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Design
Important Course Information and Requirements (Assignment Categories)
Live Zoom Sessions
Throughout the course, there will be several live sessions held via Zoom. These sessions will cover course content, assignments, and current marketing topics. You may be asked to read online materials or watch videos before the session. While you are not required to attend the live session itself, you should watch the videos of them, they are recorded and saved in the Media Gallery.
Discussions
Discussions serve as our classroom and are integral to your success in the course. The class discussions are intended to enhance your learning and reinforce the application of key marketing concepts. Your job during these discussions is to demonstrate your knowledge of the content/topic. You are required to include at least one reference/citation to an outside source (that is not course content) to highlight or support your ideas, and you should discuss this material in your post (not just include a citation at the end). You are also required to respond to at least one other post on the discussion board.
Move beyond merely offering your opinion. Think about your life or work experiences that support your positions. Approach the discussions from the business side, not as a consumer.
For each discussion, the instructor will provide a question prompt to spark the conversation. Your contribution to these forums will be evaluated based on the substantive (value-adding) nature of the posts, not on the number of posts made to each board. The more you apply the information from the textbook and the lessons, the better! To learn the material in this course, you must read and apply. Integrate the theoretical concepts and frameworks provided in the textbook and lessons. You should “go digging” to support your ideas.
You can find marketing-related articles on a variety of sites. Professional marketing websites are a good place to start. Also relevant are popular business publications. Here are a few examples; as we start the course, take some time to review them. (This list isn't exhaustive. If there are others that you would like to explore in addition, feel free.)
- American Marketing Association: Marketing News
- Ad Age
- Quirks
- Marketing Week
- Forbes (or, specifically, Forbes Sales and Marketing)
- Entrepreneur: Marketing News and Topics
Note that all of the resources listed are free. You're not required to subscribe to them to fully engage in this course or to complete the assignments. Some sites, like Marketing Quarterly, will require you to subscribe, although this is also free. If you have any questions or concerns, please let your instructor know.
Case Study
There is one case study assignment in the course, with two parts. You will work in your assigned teams to respond to each part. For this case project, you will act as consultants to provide a strategic solution for a brand that is in decline (Wheaties). You will identify a new market segment that the brand can address, align a product offering to meet their needs, and craft a media plan for connecting with them.
Case Study: Wheaties Part 1
In this first part of the assignment, you will identify the issues the brand is having, conduct a category evaluation, and select a viable target segment that the brand can focus on to improve overall market share.
Case Study: Wheaties Part 2
In the second part of this assignment, you will propose a new product offering that will be relevant to addressing your chosen target segment. You will clarify the product strategy and align a media plan to go along with it.
Simulation
This is an individual assignment. The Data Analytics Simulation, developed by Tom Davenport for Harvard Business, will serve as your final assignment in this course. In this simulation, you'll be operating as a brand manager for a laundry detergent. As the brand manager, you'll have the opportunity to demonstrate your understanding of brand strategy, market demand, marketing channels, and forecasting.
Use of Artificial Intelligence
You may use artificial intelligence, such as ChatGPT, in this course as an optional preparation tool for assignments. Preparatory examples include:
- literature reviews,
- idea generation, or
- generating an outline.
You may not use AI for discussions as it is important that you advance your own professional voice, writing style, and critical thinking skills. Your course instructor may provide additional guidance about AI tools used for specific assignments. Should you have questions about using artificial intelligence in this course, ask your instructor or TSS for clarification before using AI for any assignment.
If used, you must be transparent in how you used the AI-based tool in your work and cite it using APA Style
- in-text,
- as a reference, and
- include the prompts and responses you used as an appendix or supplemental material along with your assignment.
Failure to cite artificial intelligence or use of artificial intelligence outside of what is specified above may be considered an academic integrity violation per university policy G-9 Academic Integrity—see the Academic Integrity section of the course syllabus for additional information.
Additionally, artificial intelligence may hallucinate and produce biased, inaccurate, incorrect, or incomplete information. By using artificial intelligence as part of your assignment preparation, you implicitly understand that you are ultimately responsible for your submissions. This means thinking critically about AI output, adding your interpretations and insights, verifying and citing all sources generated through your use of AI before submitting your assignments, including citations of the AI itself. Also, as any information you submit to an AI tool may be used to train the tool, you should never provide personal or private information, restricted data, or other sensitive information to an AI tool.
Grading
Grades will be determined based on the following assessments.
| Assessment | Working Method | Format | Percentage of Final Grade |
|---|---|---|---|
| Discussions | Individual | Oral/Written | 35% |
| Case Study | Team | Written | 40% |
| Simulation | Individual | Written | 25% |
| Total | - | - | 100% |
Final grades will be assigned as follows. Note that grades are not rounded in this course. Thank you for understanding this policy.
| Percentage Earned | Letter Grade |
|---|---|
| 93.0%–100% | A |
| 90.0%–92.9% | A- |
| 87.0%–89.9% | B+ |
| 83.0%–86.9% | B |
| 80.0%–82.9% | B- |
| 77.0%–79.9% | C+ |
| 70.0%–76.9% | C |
| 60.0%–69.9% | D |
| 0.0%–59.9% | F |
Course Schedule
- Spring and Fall Semesters: 16 weeks
- Summer Semester: 12 weeks
Module 1: Modern Marketing
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Textbook
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