Course Title: Profile international markets

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: MKTG5792C

Course Title: Profile international markets

School: 650T TAFE Business

Campus: City Campus

Program: C5219 - Diploma of International Business

Course Contact : Tim Wallis

Course Contact Phone: +61 3 9925 5423

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course applies to individuals with managerial responsibility for selecting and confirming appropriate international market/s by identifying the target market, profiling the target market and developing a positioning strategy.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBMKG516A Profile international markets


Performance Criteria

1. Select potential international markets for further investigation

2. Identify the target market

3.Profile the target audience

4. develop a positionong strategy

Performance Criteria:

1.1 Determine readiness to market products or services internationally
1.2 List potential international markets for further investigation
1.3 Identify information sources to inform process for selection of international markets
1.4 Determine and document criteria to determine suitability of international markets for product or service
1.5 Access and use information sources to determine suitability of international markets for product or service to be marketed
1.6 Select international markets for profiling
2.1 Evaluate and choose approaches to determining and describing the total market within selected countries for a product or service
2.2 Define the target market for a product or service in terms of prospective users/consumers, the selected market segment/s and cultural appropriateness of the product or service
2.3 Use segment descriptors to describe the target market
2.4 Identify available marketing strategic options and select the targeting strategy that best meets the requirements of the marketing plan
2.5 Check the cultural appropriateness of the chosen targeting strategy using available information sources
3.1 Describe the total and selected market and the selected market segment/s in the form of a consumer profile
3.2 Ensure the consumer profile identifies consumer characteristics in standard statistical terms and/or the descriptive terms used in media selection
3.3 Use demographic data and/or psychographic descriptions in the consumer profile in accordance with the requirements of the marketing plan
3.4 Ensure the profile meets organisational requirements in terms of language, format, content and level of detail
4.1 Identify available positioning strategies are and choose a strategy to meet marketing requirements and the consumer profile including the culture of profiled groups
4.2 Check cultural appropriateness of chosen positioning strategies using available information sources
4.3 Write a positioning implementation plan in accordance with organisational requirements

Learning Outcomes

This course delivers the skills and knowledge to serlect and confirm an appropriate international market.

Details of Learning Activities

A range of learning activities are planned for this course including self-paced and collaborative class room based activities.

The self-based activities will be delivered through various technology platforms and will include student contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.

The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice skills in a simulated workplace environment.

Teaching Schedule

 Those students who enrolled in 2012 will follow a schedule in 2013 which accords to the CRICOS Regulations applicable to International Students and comprises four Diploma courses conducted over ten weeks, followed by two Advanced Diploma courses over the remaining six weeks. Students commencing the Program in 2013 will follow the Tri-Semester Program which provides for First Semester for the Certificate IV in International Trade, Second Semester for the Diploma of International Business followed by the Advanced Diploma of International Business in the Third Semester (2014).

The nominal hours associated with this are a guide only and represent the total teaching time and student effort required to successfully complete the course. This may include not only scheduled classes but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities>


1. Pre-training review:
Familiarisation with:
• Program
• Services/facilities
• Other students
• Teacher(s)
• Where to get support
• Student responsibilities
• Course requirements
• Course support documents
• Pre-reading
• Blackboard
• Overview of assessment requirements
• Grading
• Plagiarism
• Appeals
• Extensions
• Feedback
• Privacy
• Submission requirements
• Resubmission policy

2. Introduction to the Profiling Concept,  Determine potential international markets and identify information sources

3. Segmentation, Strategic international marketing and cultural aspects

4. Drafting of consumer profile using statistical data and descriptive terms,

5. Refinement of consumer profile to suit marketing plan and product adaptation

6. Formulation of the Marketing Plan, Case Study One due

7. Marketing Entry Strategies, Channels of Distribution

8. Marketing Organisation, Case Study Two due

9. Final drafing and submission of Major Projectof Major Assignment

10. Presentation

Learning Resources

Prescribed Texts


Czinkota, Michael et al, 2008, International Marketing, Thomson, Australia Quester et al, 2997, Consumer Behaviour - Implications for Marketing Strategy, McGraw-Hill, Australia Summers, Jane, 2005, Essentials of Marketing, Thomson, Australia

Other Resources

Overview of Assessment

Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.

Assessment Tasks

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of consumer profiles
analysis of responses to case studies and scenarios
observation of demonstrated international market profiling, targeting and segmentation techniques
observation of presentations on international marketing profiles developed
oral or written questioning to assess knowledge of international markets
assessment of positioning implementation plan.

Assessment Schedule

Assessment One: Case Study One

Assessment Two: Case Study Two

Assessment Three: Major Assignment and presentation

Critical aspects of assessment

The critical aspects of assessment are:
• Validity – the assessment tool is designed and implemented so that it measures performance accurately and precisely
• Reliability – the assessment tool is designed and implemented so that the measurements received are consistent over a period of time or a number of assessment events
• Fairness – the assessment tool is designed and implemented so that it is non-discriminatory and unambiguous
• Flexibility – the assessment tool is designed to allow for its application in a range of different contexts and conditions, and uses a range of methodologies.

Submission Requirements

Assessment tasks must be submitted via Blackboard.

You should:

• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.

Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.

You need to demonstrate you are competent in each element of the unit of competency you are studying.

You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.

Please refer to the Final Grades table below.

Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.

The grading is according to the following criteria:


We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task


We are looking for depth of understanding of the key concepts and knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.


We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in managing pertinent issues and how these might be addressed.


If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course requirements and timely submission of all required assessment tasks.


We expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.

Final Grades table:

CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment

Further information regarding the application of the grading criteria will be provided by your teacher

Assessment Matrix

Full details on how this course is assessed against the Unit elements and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher.

Other Information

The total number of scheduled hours of teaching, learning and assessment involved in this course includes all planned activities including face to face classes, lectures. Workshops and seminars; workplace visits, on line learning and other forms of structured teaching and learning. The total scheduled hours also covers the amount of effort required to undertake, evaluate and complete all assessment requirements, including observation of work performance, discussions with supervisors and others providing third party evidence and one on one and group assessment sessions with students.

Regardless of the mode of delivery, it represents a guide to the relative teaching time and student effort required to successfully complete a particular competency/module. This may include the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Course Overview: Access Course Overview