Name and position of the participant and other supporting staff if relevant

Anna Török

PhD student

Name of the course and discipline, level and year of study and any useful background info.

International Marketing

BA in Commerce and marketing, 2^nd year students

Name of community partner and/or any other supporting partners (public or private sector)

Seasonal (project week)

Green Brands (regular course)

Bettina Bifkovics co-lecturer

CERL project title(s)

Seasonal: What are the expectations of customers like and who are our main competitors in Austria, Romania, Slovenia, Croatia? What could be a marketing strategy for us?

Green Brands: How can we support our decision to invest in entering neighbouring countries with market analysis of Slovakia, Czech Republic, Poland, Bulgaria, Romania and countries of the Balkan?

Tangible info – e.g. module descriptor, learning outcomes, assignments, assessment criteria, …

2MF44NDK02B – The subject demonstrates the embedding of international marketing in corporate policy as a whole, through theoretical and practical examples involving a community partner. It examines in detail the environment, the requirements and possibilities of adaptation to it. It focuses on the cultural environment of international marketing, presenting possible corporate strategies and market steps. The focus of the subject is not on the individual transactions, but on the set of transaction planning, we focus on the practical application of the theoretical elements. After completing the course, students are ready to plan the launch of a specific product in a foreign market for that community partner.

How was it taught:

1.      number of students

2.      student groupwork or individual,

3.      how they worked with the partner,

4.      how the project proceeded,

5.      any reflection done with students,

6.      evaluation or formal assessment of their learning,

7.      Could or should we follow up with students?

8.      tech used

9.      Anything else interesting?

10.   For how long have you been teaching this course, and since when there is a community partner involved?

1.      124 students

2.      14 groups of students analysed 7 different countries for Seasonal and 6 groups of students worked with Green Brands analysing 6 countries’ markets

3.      After the introductory meeting where they got to know the partner and what they aim for better, all student groups prepared a PESTEL analysis that they got feedback on from both the partners and the lecturers.

4.      Based on the PESTEL analysis and the feedback all student groups developed the suggested strategies for the countries they analysed and prepared a screen cast for the partners.

5.      The students and the community partner all filled the feedback form as the Spring semester group work ended.

6.      The partners reflected live to all student groups about their work. The groups received points from both the partners and the educators and got a formal evaluation and grade for their work from the lecturers, based on the previously defined requirements.

7.      –

8.      Group work, case studies, discussions, tests

9.      –

10.   Since 2019 spring, but community partners have been involved previously as well.

What did you CHANGE about your programme/course in relation to CERL during CIRCLET?  

1.      Adapted the course more to the partner’s needs – extra focus on the PESTEL analysis

2.      More feedback and discussion provided from the partner – feedback also after the PESTEL analysis and discussion session with the partner before the final deadline of the presentation

3.      Previous discussions with the partner and about their needs – 2 weeks before the course starts

CHALLENGES and how you overcame them?

How could I assist the cooperation of the partners and the students more?

One partner was engaged in the regular course and the other in the project week. How to align both projects, with the structures of the courses being the same but with different time frames? Flexibility was needed from the partner and the students as well.

What did your STUDENTS LEARN or how will they benefit?

“So far I didn’t have to work with external partners throughout my studies, but it was extremely exciting since it’s different when we learn about something at the university and when we use what we’ve learnt in real life and create value for companies trying to improve something for society on their own way. I appreciate this and I am very happy to have been part of it.”

Students enjoyed working together with a community partner on a real problem.

What do you think the BENEFIT was TO THE PARTNER?

Both partners were satisfied with the results and felt supported for their future decisions to be taken regarding entering foreign markets.

The partner’s response in the science shop feedback form:

“I find the project successful. The cooperation was totally smooth. All participants were prepared, the lecturer, the students and the science shop. Keep it up!”

HOW could/will you IMPROVE YOUR CERL teaching practice next time?

Even more discussion with the partner, asking for more feedback during the course from both students and partner.

3 TANGIBLE PIECES OF ADVICE you would give to someone starting a CERL project with students?

1.      Meet the partner before the course starts

2.      Always try to give positive feedback first

3.      Carefully monitor the attitude of the students during the course