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The Impact of Cultural Values on Marketing Ethical Norms:
A Study in India and the United States
Table of Content
1. Introduction 1
1.1 Problem Statement 1
1.2 Purpose of the Study 2
2. Literature Review 2
2.1 Culture and Ethical Norms in Marketing 2
2.1.1 Culture 2
2.1.2 Ethical Norms in Marketing 3
2.1.3 Relationship between Culture and Ethical Norms in Marketing
4
2.2 Trompenaars and Hampden-Turner’s Framework 4
2.3 Stages of Ethical Decision-Making Process in Marketing
5
2.3.1 Ethical Perception 5
2.3.2 Ethical Judgment 5
2.3.3 Ethical Intention 5
3. Impact of Cultural Values on Ethical Norms in Marketing
6
3.1 Case Study in India & the United States 6
3.2 Implications 7
4. Conclusion 7
References 7
客户要求说明：
GROUP作业,是Marketing across culture方面的,2000字的作业,我被分配到写500字,能否叫当然为我写这篇个人作业的老师抽空帮我写几下,相信以他的实力一二个小时就能写完,如果他忙的话,请其它老师帮我写下也行.
附件里,HANDBOOK第十六页中有作业的要求.
我被分配到的作业内容如下:
背景:
小组选取了Gillette 公司的剃须刀进入中东国家伊朗,因为中东国家有很多不刮胡子,所以Gillette产品进入时市场销售情况并不好,后来公司改变经营册略,把产品进行改进,推广可以修理胡须的剃须刀,并鼓励中东国家的消费者使用吉列的产品.
我被要求写Gillette产品的4P'S 里的Product & Price 两个部分,一共是500字.
TABLE OF CONTENTS
GENERAL INTRODUCTION 4
The purpose of this module handbook 4
What is a learning outcome? 5
PART 1: MODULE INFORMATION 6
1.0 Brief description of the module and module aims 6
2.0 Learning outcomes of this module 6
2.1 Knowledge and Understanding 6
2.2 Skills and Attributes 6
2.3 Intended Learning Outcomes matched to Assessment 7
3.0 What teaching methods are used on this module? 7
4.0 MODULE SCHEDULE
5.0 Assessment Details 12
5.1 Details of coursework - type and weighting of assessment
12
5.2 Strategic Marketing Techniques Group Coursework - Assignment
1 (40%)
Requirements
Specific Requirements for Complete Coursework
Style and Content
Referencing
Sources of research information
Structure and Development
Assessment
Helpful hints
5.3 Strategic Marketing Techniques Coursework - Assignment
2 (60%)
Requirements
Specific Requirements for Complete Coursework 13
Style and Content 13
Referencing 13
Sources of research information 13
Structure and Development 13
Assessment 14
Helpful hints 14
5.4 Assessment criteria 17
5.5 Handing in written coursework 17
5.5 Feedback on coursework 18
5.6 Moderation of coursework and examinations
5.7 Responsibilities for studying and course work preparation
5.7.1 Students’ responsibilities
5.7.2 Presentation of written work:
5.7.3 Lecturer’s responsibilities
6.0 Reading/Resource List
Essential Reading/Resources:
Further Reading/Resources:
PART 2: GENERAL INFORMATION 24
1.0 Communications 25
1.1 Notice boards, the web and e-mail 25
1.2 Contacting Academic Staff 26
1.3 The Student Support and Guidance Office 27
1.4 Student representation on School committees 27
1.5 Generic Study Skills Support 28
1.6 Equal Opportunities Issues 28
1.7 English Language Support 28
PART 3: MODULE HANDBOOK EVALUATION 30
GENERAL INTRODUCTION
You will note that this module handbook contains both module
(course) specific information and information that relates
more generally to your studies. You will find that Part 2
covers the same information in all the module (course) handbooks
that you receive for all of your modules (courses) while Part
1 is more focused on the particular module that the module
(course) handbook is for.
The purpose of this module handbook
The purpose of this module handbook is to give you information
about lecture/tutorial details, assessment details, contact
details for teaching staff and information about learning
resources. The aim is to provide sufficient information to
enable you to study effectively, including planning the work
involved in assessment in good time so that you have adequate
time for completing the work. Given the nature of the study
provision in the Business School, you may find that assessment
hand-in dates can fall within a few days of each other, or
even on the same days, and hence forward planning is all important.
One of the functions of this module handbook is to help you
plan your workload, by giving you sufficient information at
the start of your studies.
It is important to realise that the module handbook is just
one mechanism to help you with your studies and that you need
to utilise the full range of support that is available in
the School. You need to have read either the Undergraduate
or Postgraduate Student Handbooks and the University Student
Charter. If you need copies of these, please contact the School
Student Support and Guidance Office (Room M030).
Your main lines of support are as follows:
§ Module/tutorial tutor(s)
§ Programme Tutors (see PG Programme Handbooks for details)
§ Head of PG Programmes (see UG/PG Handbooks for details)
§ The Student Support and Guidance Office (see Section 7.0,
below)
§ The Head of Department (see Section 7.0, below)
§ The Dean (see Section 7.0, below)
What is a learning outcome?
You will note below that this module handbook specifies ‘learning
outcomes’ for this module. A learning outcome characterises
what it is that you are expected to have learned at the end
of the module if you have successfully completed it. You will
note that the learning outcomes are specified in terms of
what knowledge/ understanding and skills you will have acquired.
This will then tell you beforehand, what the module aims to
teach you and what it is that you need to learn in order succeed.
It is important to realise is that the assessment for this
module is designed to test your achievement of the stated
learning outcomes.
PART 1: MODULE INFORMATION
The Marketing Across Cultures (MAC) module aims to explore
contemporary marketing thinking by understanding cross border
marketing & cultural issues to develop an organisation’s
strategic options and achieve a competitive advantage in a
global environment. It aims to provide students with the knowledge
and understanding required to identify the strategic options
available to cross border marketers when developing a competitive
position by incorporating brand building, cross border innovation,
strategic alliances and building multinational customer relationship
strategies.
1.0 Module aims
The aims of this module are to enable students to;
1. Understand cultural diversity and its effects for cross
border marketing
2. Understand how culture driven macro environmental changes
and global trends impact the cross border marketing function
3. Understand how marketing activities are planned, organized
and implemented across cultures
2.0 Learning outcomes of this module
2.1 Knowledge and Understanding
Successful students will have a knowledge and understanding
of:
1) how to use fundamental marketing concepts across borders
with clear consideration for cultural differences and variants
2) how to analyze cultural diversity when formulating an organisation’s
marketing strategy
3) the essential skills necessary to manage alliances across
cultures
4) how to create, evaluate and manage the marketing communications
function across cultures
2.2 Skills and Attributes
Successful students will be able to:
1) Collect, analyze and interpret data to understand cultural
diversity
2) discuss the dimensions that are needed to manage marketing
alliances across cultures
3) Explain the conceptual and theoretical justifications behind
marketing strategy for cross border marketing activities
4) Show an understanding of the strategic marketing value
of cultural differences
5) Formulate, critique and evaluate cross border marketing
communication campaigns
solutions to improve an organisation’s global competitive
position
2.3 Intended Learning Outcomes matched to Assessment
Successful students will be able to:
Knowledge & Understanding Skills & Attributes
1 2 3 4 1 2 3 4 5
Course Work 1 X X X X X
Course Work II X X X X X
This is what you are being assessed on.
3.0 What teaching methods are used on this module?
In this module, there are two main methods of teaching method
and delivery: the lecture programme, where all students are
in the same room receiving the lecture input, plus supporting
notes available in advance on Studynet. Students undertaking
this module must note that interaction is welcomed and answered.
However, in addition to the one hour lecture period students
must attend a one hour seminar class each week; during this
time emphasis is on student-led participation and presentation.
Prior reading and preparation is essential.
4.0 Module schedule and lecture/seminar information
In this section you will find a week by week schedule for
this module. Please note that there are sometimes unforeseen
circumstances, such as staff illness, that may necessitate
some changes to this schedule (e.g. order of topics). The
staff will make every effort to communicate these changes
to you in good time.
4.0 Weekly teaching programme:
Module Schedule
Date: Week No Topic Objectives &Key concepts Reading
Seminar topics: details Dates to note
31/1 1 What is Marketing Across Cultures? Strategic importance
to a global organisation · Understand the role of Marketing
in global organisations· Importance of cross-cultural marketing
techniquesHow to evaluate cross border marketing options in
organisations and explore criteria for success Usunier (2005)Bradley
(2003)Johnson & Scholes Doyle (1998)Koecklin (1998)Ranchhod
2004
7/2 2AG Analysis of culture § Understanding the significance
of cultural differences and the benefits of diversity§ Able
to apply models of analysis of culture§ Aware of a range of
models for the analysis of cultural differences Journal Article
14/2 3AG Managing marketing alliances across cultures · What
is a marketing alliance?· Understand the Management process·
Key issues in alliances across cultures Jeannet & Henessey
(2004)Keller (2003)Kapferer (2001)Aaker (2003) Case questions
21/2 4AG Cultural diversity and its effects for cross border
marketing · What is cultural diversity?· Achieving strategic
competitiveness through managing marketing across cultures·
Global implications for cross border marketing Usunier (2005)Keller
(2003)Kapferer (2001)Aaker (2003)Lindstorm (2005) Koecklin
(1998)
28/2 5AG Product and service delivery across cultures and
international markets · Understand the significance of standardisation
versus adaptation· Innovation and New Product Development
in cross cultural marketing
7/3 6AG Create, evaluate and manage - the marketing communication
function across cultures · Understanding language and culture
to create effective communications· The importance of creative
communications· Integrating cross border communicationsWhat
is acceptable in cross border advertising & promotions.
Usunier (2005)Bradley (2003) Keller (2003) Kotler & Keller
(2005)Koecklin (1998)
14/3 7AG Managing across cultures · Identify, describe and
analyse the significance of culture to organisational management
· Develop strategies to achieve effective management across
cultures Assignment 1 due in on 15th March
21/3 8AG Understanding consumer behaviour traits for marketing
across cultures · Techniques for understanding consumers·
global stage and consumer trends· Local consumers and globalisation
Usunier (2005)Foxall (1997) China & Globalisation CNN
Connect video Assignment 1 brief
28/3 9AG Market entry strategies · aware of the issues facing
a company planning its international marketing strategy as
it determines its market entry strategies· understand the
factors influencing selection· understand the implications
of the choice· able to select an appropriate market entry
strategy
Easter Break
25/4 10AG How marketing activities are planned, organized
and implemented across cultures · Implications for planning
forecasting and implementation of marketing plans across borders·
Measuring success and cross check criteria Usunier (2005)
Keller (2005) Trompenaars & Woolliams (2004) Save the
children campaign
2/5 Presentations Assignment 2 due in 3RD May 2007
5.0 Assessment Details
The purpose of the assessment for this course is to ascertain
whether, and to what extent, you have reached the learning
outcomes for the course. It is important that you know early
what the assessment criteria is and what is expected of you.
Assessment criteria specify what it is that you will be assessed
against and what, in general terms, you will need to demonstrate
in your assessed work in order to achieve the specified grades.
5.1 Details of coursework - type and weighting of assessment
Assignment 1 -(See below)50% Individual Assignment [5.2]Submission
deadline15th March 2007
Assignment 2 -(See below)50% Group Work [5.3]Report Submission
deadline 3RD May 2007Presentation DateWeek commencing 23rd
April 2007
Details of coursework assessment:
Assessment is by;
a) Individual Assignment of a max of 2500 words – A critical
analysis and evaluation of core cross cultural marketing strategy,
illustrating the ability to understand key literature and
their application in a real world marketing environment. (50%)
b) 2000 word group report followed by a group presentation
looking at a cross border marketing strategy for an identified
product and/or organisation(50%)
5.2 Individual Assignment: 50%
Word Limit 2500 (10% + or -)
Hand-in deadline 15th March 2007
Read the article in appendix A.
“The Impact of Cultural Values on Marketing Ethical Norms:
A Study in
India and the United States”
Pallab Paul, Abhijit Roy, and Kausiki, Mukhopadhyay
You are required to critically analyse this publication using
concepts and academic literature including but not limited
to strategic marketing, marketing across cultures, brand management,
global innovation and creativity, cultural diversity and sustainable
competitive advantage.
Your essay must be a critical academic investigation where
you have also demonstrated real world application by using
appropriate examples from industry. Mere statements of facts
and data are not acceptable.
Specific Requirements for Complete Coursework II (Individual)
Style and Content
This essay should around 2,500 words, an allowance is made
for being within 10% (+ or -), but work over or under this
will be penalized. The work should be typed up in 12pt Times
New Roman font with 1.5 line spacing. A header sheet containing
your full name, module name & number, title of essay,
student number, word count and submission date should be attached.
Referencing
Use the Harvard referencing system to acknowledge all information
sources and to attribute quotations and concepts used. Almost
all your references should be from academic journals and books.
http://www.herts.ac.uk/lis/help/tutorials/refbooks.html
http://www.herts.ac.uk/lis/ltdu/projects/mm10/exercises/references/harvardid.htm
Sources of research information
You will find information from a wide variety of sources,
including academic and trade journals, press reports, company
and industry produced material. Look under learning resources
on Studynet.
Structure and Development
Try to ensure that the structure of your essay follows a clear
pattern and that the themes develop in a way that is appropriate
to your line of argument. Avoid using irrelevant information
in your answer. We will not allocate marks to any particular
format for the written work but expect to see headings, sub-headings
and other “signposts” in your work. We must be able to follow
your line of thinking and analysis, without too much effort!
Assessment
The aim of the assignment is to present you with an opportunity
to demonstrate your understanding of the current strategic
marketing environment, factors influencing strategic marketing
techniques and for you to present this to others in a clear
and concise manner;
§ Higher marks will be awarded to work that show use of current
academic journal articles and up-to-date market information.
§ The creation of a well-argued and balanced critical essay.
§ Clear evidence of research, using journals and books.
§ An understanding of the impact of key issues discussed in
class have on marketing strategies
§ Good business examples, demonstrating both positive and
negative outcomes.
Helpful hints
a) Here are some helpful suggestions:
§ Focus on a few well identified key issues, this will give
you an opportunity to really explore the literature of this,
and discuss business examples in great depth.
§ A critical essay considers that there is always more than
one perspective on any matter, read around the topic and explore
the different opinions regards the positive and negative perspectives.
Now give your own opinion.
5.3 Group coursework: 50%
Assignment 2
This is a group assignment. You may choose your own partners
for this assignment. Each group must have 5 members. Use STUDYnet
– “Group Discussion” to identify potential partners.
Your task is to;
Launch a product or service into a country of your choice
(not your own country). You are advised to select a business
on which you can acquire sufficient data indirectly. You could
use the following:-
1. MarketLine has company profiles for 10,000 companies,
worldwide (best to browse by name or by industry), also includes
news items, SWOT analysis, and top competitors
2. Mintel (click Search and click companies to highlight this
as the Search Type)
3. KeyNote (company profile info included within industry
reports)
4. GMID (use Keyword search, or click Browse reports and browse
by name or indusry)
The final report must consist of the following:
1. Identify key relevant marketing data needed in order to
launch it in the chosen country. Justify why this information
is of importance (500 words max) 10% marks
2. Produce a marketing communications plan which should include
the following:
20% marks
- Marketing objectives
- Brief outline and justification of mode of market entry,
product/service, distribution, pricing
- Detailed marketing communications plan
Word Limit 2000 words max
Total word count should not exceed 2500 words.
The plan must be supported with actual market data. You may
make appropriate assumptions where actual data is not available
but these must be clearly indicated using footnotes.
Word limits are exclusive of appendices and numbered figures,
tables, diagrams etc.
3. Presentation & Discussion - On submission of the above
marketing plan, you will be required to make a 10 minute presentation
and may be followed by a 5 minute discussion with tutors.
You will be required to convince tutors why your plan is effective
and can be implemented successfully. (20%)
Report Submission date
3RD May 2007
Presentation Dates
Week commencing 23rd April 2007
(b) A matrix detailing Intended Learning
Knowledge & Understanding Skills & Attributes
1 2 3 4 1 2 3 4 5
Course Work 1 X X X X X
Course Work II X X X X X
(c) Feedback from coursework assignments will be normally
provided using the Business School Assignment Assessment Form'
which will provide details of the strengths, weaknesses, grading
rationale and points for improvement regarding your submitted
work.
5.4 Assessment criteria
Grades will be awarded as shown below and not in percentages.
Grade Criteria
A1-A3 As B but additionally shows originality of approach,
exceptionalinsight to business analysis, original relevant
conceptual reasoning, adds to existing knowledge or challenges
thinking.
B1-B3 Demonstrates full and authoritative understanding of
theory, evidence of wide reading and research, well-developed
powers of critical reasoning, impressive and articulate application
of knowledge to business analysis & synthesis
C1-C3 Shows understanding of theoretical ideas, analytical
as well as descriptive, demonstrates abilities of synthesis
and comparison from reading a variety of sources; constructs
a critical and evaluative approach to the application of knowledge
to business analysis.
F Fails to show understanding of theory, very limited reading,
no application of ideas to business analysis.
5.5 Handing in written coursework
Hard copies of coursework must be handed in by the agreed
deadline. Soft copies for both assignments MUST be submitted
via Studynet and will be checked for plagiarism with dedicated
software.
One hard copy for each assignment must be submitted via the
coursework hand in system. An electronic version must also
be submitted on Studynet. You should complete an Assignment
Assessment Form which must be submitted with the assignment.
· The first page or cover page of your assignment must detail
your name, student number, module title and code, assignment
number and title and the word count
· Your assignment must be submitted in a plastic folder which
opens on 2 sides and secured by a paperclip, with the assessment
form as the first page (not attached).
· Your assignment must include the submission receipt.
· You will receive back your assignment with a grade and comments.
There are penalties up to 5%for failing to adhere to guidelines,
resulting in loss of marks, and there are UH & school
guidelines for the return of marked assessments by lecturers.
Penalties for failing to comply with the guidelines stated
in this handbook concerning the submission/format of coursework:
§ Up to 5% of the coursework mark will be deducted for failure
to comply with the guidelines in this handbook.
Penalties for late submission of coursework
§ Assignments handed in up to one calendar week after the
published deadline will be awarded a maximum grade of C3.
§ Assignments handed in later than one calendar week after
the deadline will be awarded a fail grade. (F1)
5.5 Feedback on coursework
The University Student Charter states that students will
normally receive feedback on their coursework not later than
six weeks from handing in the work. The School will make every
effort to abide by this and will inform students if any difficulty
arises with this.
Tutors will give feedback on your written work via two main
mechanisms:
§ By writing comments on the Assignment Appraisal Sheet
§ By writing comments on the work itself (annotated feedback)
Tutors will aim to give you feedback that is both summative
and formative. Summative feedback relates specifically to
the particular assignment (e.g. the accuracy of the content)
while formative feedback is transferable to other assignments
(e.g. structuring of paragraphs).
In many cases, there are suggested seminar activities included
with this handbook, to enable students to prepare ahead for
classes. Additional materials for consideration, and for seminars
where materials are not included in this handbook, will be
posted on Studynet during the delivery of the programme. Students
are also encouraged to use Studynet to get involved in class
discussions, provide relevant examples, and to identify additional
academic sources which may generally be of use.
Please note: this programme will be adhered to as closely
as possible. In the event that changes to the programme are
necessary students will be notified via Studynet.
Lecture notes will be made available on Studynet shortly
before the delivery of each lecture.
5.6 Moderation of coursework and examinations
All work submitted will be assessed in keeping with UH regulations,
ensuring highest academic quality.
5.7 Responsibilities for studying and course work preparation
5.7.1 Students’ responsibilities
Students are expected to show in their assignments that they:
· have attended the lectures and understood the material
· have attended seminars and taken part in seminar exercises
· have read around the topics covered in the formal classes,
in addition to set texts and recommended readings
· understand the concepts being dealt with, and can apply
them to case study and real life situations
· can present written information in acceptable report format,
using grammatically correct English and clear succinct written
style
· can orally present information and arguments in ways that
are clear and comprehensible to the audience
· can come to their own judgement about particular issues
and can support present evidence to support these views and
opinions
Students are expected not to:
· miss classes or arrive late
· rely solely on class handouts to the exclusion of other
reading material
· merely copy out or repeat large chunks of texts from books
or journals. Plagiarism will be penalised and repetition without
analysis or application to situations will not get high marks.
This point must be fully understood and accepted by all students
· copy out any section of a printed work without adequately
referencing it.- guidance on the Harvard referencing system
will be given and students are expected to follow this carefully.
For additional information on this topic, visit these websites:
· http://www.herts.ac.uk/lis/help/tutorials/refbooks.html
· http://www.herts.ac.uk/lis/ltdu/projects/mm10/exercises/references/harvard_id.htm
· http://www.studynet.herts.ac.uk/ptl/common/LIS.nsf/lis/business
· paraphrase set texts without actually applying the concepts
to the case study/real life situations
· present work in an unprofessional manner - for example,
poor layout, poor spelling, poor grammar, and inadequate referencing.
5.7.2 Presentation of written work:
When submitting work for assessment, please take note of
the following points:
o font size 12 is the most appropriate font size to use. If
an assignment cannot be read it will be returned unmarked
o generous left, right, top and bottom margins make work more
visually attractive and easier for the reader to access
o line-spacing 1.5 spacing should be left between paragraphs
within a paragraph, leave three spaces between a full stop
and the beginning of the next sentence
o ensure that full references to data and quotations used
are included in the body of the report with a bibliography
using the Harvard system at the end of the work (see other
references in this handbook, and workshops during this semester)
o students should also ensure that their work is grammatically
correct and well presented. Care must be taken to proof work,
so that mistakes do not occur.
5.7.3 Lecturer’s responsibilities
Lecturers are happy to assist students with queries, problems,
and other issues. However, students can help lecturers to
help them by following a number of general guidelines:
o attendance at classes – particularly seminars – allows
you to ask questions about the module, assignment and examination.
It is irritating to the tutor if you have spent some time
going over issues in class to then be contacted by students
who want one to one guidance simply because they have not
bothered to attend
o please do not accost staff in corridors and throw questions
at them – we may not have the information, we may provide
the wrong information, and there are examples of staff providing
the wrong information because the student has not made it
clear what module or assignment it is that they are talking
about
o email is the best way of communicating outside the classroom
o please email appropriately. Emailing is not texting: emailing
a colleague is a comparatively formal method of communication,
and emails which are constructed like text messages will not
be answered.
Our overall responsibility is to provide you with the course
objectives, course structure, required reading and an outline
of the lecture and tutorial programme.
Basic lecture notes will be made available on StudyNet and
you will be expected to refer to seminar exercises on Studynet,
and be familiar with them prior to attending each class.
It is not possible for the tutor to ‘hand hold’ individual
students, or provide tuition on a one-to-one basis (this includes
reading draft assignments prior to submission). However it
is hoped that the tutorial periods will provide an opportunity
for students to discuss any issues arising from the lectures
or assignments, and drop-in ‘surgery sessions’ will be made
available to students once the timetable has been confirmed
– please check tutor’s doors for surgery details.
6.0 Reading/Resource List
Essential Reading/Resources:
Usunier, Jean-Claude & Lee J.(2005) Marketing Across
Cultures, FT Prentice Hall, ISBN: 0273685295
Schneider, S. C,&Barsoux, J-L (1997) Managing across
cultures, Prentice Hall
Gregory J.R (2002) Branding Across Borders, McGraw Hill,
ISBN 0-658-00945-1
Hoecklin, L. (1998) Managing Cultural Differences, Addison
Wesley, ISBN 0-201-42770-2
Recommended Reading
Aaker, A. D. (1991) ‘Managing Brand Equity, Capitalizing
on the Value of a Brand Name’, The Free Press, New York.
Aaker D & Alexander L.B (1993) ‘Brand Equity & Advertising’
Advertising’s role in building strong brands. Lawrence Erlbaum
Associates, London.
Assael H.(1998) ‘Consumer Behaviour and Marketing Action’
6th edition, International Thomson Publishing.
Baker, M. (1996) ‘Marketing. An Introductory Text’ 6th edition.
Macmillan Business, London
Baker, M. (1995) ‘Marketing: Theory & Practice’ 3rd Edition.
Macmillan Business, London. (Baker)
Blois, K. (ed.) (2000) ‘The Oxford Textbook of Marketing’,
Oxford University Press, Oxford.
Chernatony L. de. and McDonald M.H.B (1992) ‘Creating Powerful
Brands’ Butterworth/Heinemann.
Doyle, P.D, (1998) Adding Value to Marketing, Kogan Page.
Drawbaugh, K. (2002) Brands in the balance, Reuters
Fill, C, Marketing Communications, 3rd Edition, Prentice Hall,
2002.
Ford K, (2005) Brands Laid Bare: Using Market Research for
Evidence-Based Brand Management, Wiley.
Foxall, G.R and Goldsmith, R.E (1994) ‘Consumer Psychology
for Marketing’ Routledge.
Gesteland, R.(1999) Cross Cultural Business Behaviour: Marketing,
Negotiating and Managing across culture
Gobe, M. (2001) Emotional Branding, Allworth Press
Godin. S (1999) ‘Permission Marketing’ Simon & Schuster.
Jeannet J & Hennessey D.H, (2004) Global Marketing Strategies,
6th Edition, Houghton Mifflin, ISBN 0-618-310592
Kapferer Jean-Noel (1992) ‘Strategic Brand Management: New
Approaches to creating and evaluating Brand Equity. The Free
Press, New York.
Kapferer Jean-Noel (2001) ‘Strategic Brand Management: Creating
and sustaining Brand Equity Long Term’, Kogan Page.
Kapferer, Jean-Noel, (2001) [re]-inventing the brand, Kogan
Page.
Keller, K.L. (2003) ‘Strategic Brand Management: Building,
Measuring and Managing Brand Equity’, 2nd Ed, Prentice hall,
New Jersey.
Kotler, P. & Keller, K.L. (2006) ‘Marketing Management’,
12th Ed, Prentice hall, New Jersey.
Lindstrom, M. (2005) Brand Sense, Kogan Page ISBN: 0749443715
Lindstrom, M. (2003) Brand Child, Kogan Page
Solomon, M.R, (2002) ‘Consumer Behaviour’ Prentice Hall International
Editions, 5th Edition, 2002
Smith, P.R, (2003) ‘Marketing Communications’ Kogan Page,
3rd Edition.
Riezebos, R, (2003) Brand Management, Prentice Hall.
Journals
The University of Hertfordshire holds a number of marketing
related journals. The following journals will be of particular
relevance for this module:
Journal of Marketing
Journal of Brand Management
Journal of Product and Brand Management
Journal of Marketing Management
Journal of Marketing Communications
Journal of Consumer Research
Journal of International Marketing
Many of these journals are available online. We are continually
updating and expanding our journal provision, we will try
to notify you of new additions via email.
You should also read the following trade magazines:
Marketing Week
Marketing
Harvard Business Review
Sloan Management Review
Further Reading/Resources:
Note - All aspects of the Module are potentially examinable.
The information given in this Module Guide is believed correct,
but Faculty reserves the right, at its discretion, and for
any reason, to make changes to the
Guide without prior notice and in particular:
a. To make changes to syllabuses and modules for reasons
including meeting technological or academic developments or
employer's requirements particularly in specialists options;
b. Not to offer options, specialisms or elective modules within
a programme of study where there is insufficient student demand.
Expectations of the University for students on taught programmes
In order to get the best from your studies and achieve your
goals, the Business School expect you:
· to behave in an acceptable, respectful and considerate
manner to fellow students, administrators and academic staff
· to realise that being a full time student is equivalent
to having a full-time job requiring at least 35 hours per
week self study in preparation for workshops, seminars, lectures
and assessments
· to attend and participate in lectures, tutorials, workshops
and other timetabled classes
· to be punctual in attending classes
· to turn off mobile 'phones prior to entering class
· to complete and hand in all assignments by the appropriate
deadline
· to provide responsible feedback on your learning experience
as requested
· to ensure you do not breach the University Regulations
with regard to cheating, plagiarism and ethical issues
· to comply with any University and external regulations
affecting your studies
PART 2: GENERAL INFORMATION
1.0 Communications
Staff will communicate with you via several mechanisms and
it is your responsibility to access the information that is
directed to you. The School always aims to improve the way
it supports students’ learning and we would greatly appreciate
if you could alert your course tutor or the Student Support
and Guidance Office to any difficulties that you may experience
in gaining access to information or staff.
1.1 Notice boards, the web and e-mail
The Business School utilises both electronic and ‘regular’
notice boards. Please check these regularly.
The electronic notice boards are used for communicating more
urgent and topical information and hence the information can
change daily. Please check these regularly.
Many modules and courses also operate their own web-sites
(StudyNet) and these are becoming increasingly important for
shared communication. Module specific web-site information
will be found in this module handbook. Your course tutor and
the UG/PG Handbooks will give the addresses to course sites.
Staff will also communicate with you via e-mail, via your
University address, unless you have agreed with your tutor/pathway
tutor that another address can be used for you. It is important
that you check your e-mail regularly.
1.2 Contacting Academic Staff
There are a number of mechanisms via which you can contact
academic staff and which are put in place to ensure that any
queries that you may have will be dealt with effectively.
Depending on the type of query that you have you may contact
staff as follows:
Module/Tutorial Tutors: Each tutor has office hours, as specified
in the front cover of this module handbook and on the door
of their office. In addition, you can make an appointment
to see your tutor at another time. The Student Support and
Guidance Office has also details of tutors’ teaching commitments
and whereabouts, and the staff there are happy to advice you
of your tutors’ availability, if required. E-mail is also
an effective means of communication with most staff.
Course Tutors: Course tutors are available in their offices
at specified times which are communicated to students via
the UG/PG Handbooks and pathway web-sites (where available).
Again, the Student Support Guidance Office has details of
the availability of pathway tutors, if required.
Head of UG/PG Programmes: You may not need to contact the
Heads of UG/PG Programmes during your studies as it is likely
that your module /course tutor will be able to deal with any
difficulties that arise. However, the Heads of the Programmes
have a role in supporting your studies, when a difficulty
cannot be resolved at course/module level. The Head of UG
Programmes is Edwina Byass [Mike Herman – deputy] and the
Head of PG Programmes is Keith Randle. Further details can
be found in the UG/PG Handbooks.
Head of Department: The School has four departments: The
Department of Human Resources and Strategic Management – Head:
Jerry Forrester; The Department of Management Systems – Head:
Aziz Boussosiane; Department of Marketing and Tourism – Head:
Julie Newlan; and The Department of Statistics, Economics,
Accounting – Head: Mick Broadbent. The front cover of this
module (course) handbook identifies the department within
which this particular module (course) resides. The Head of
Department is responsible for the quality of the courses offered
and the teaching staff. If you have a difficulty that cannot
be resolved at the module (course)/pathway/programme levels
you may be asked to contact the relevant Head of Department.
The Dean: The Dean, Martin Timbrell, has an overall responsibility
for the running of the School. It is unlikely that you will
need to contact him during your studies, but very occasionally,
a difficulty arises where the Head of UG/PG programmes or
the Heads of Department may refer your query to the Dean.
Please see also the UG/PG Handbooks for procedures for student
complaints.
1.3 The Student Support and Guidance Office
The role of the SSG Office is to provide a ‘first point of
call’ if you have a query that you are not sure who could
help you with it. The Office is located in Room M232. The
opening hours are posted on the door and also available on
the electronic notice board daily. The Office can guide you
in all types of query and will direct you to the appropriate
agency (including Counselling Services; Financial Advisor
etc) if they cannot give you the appropriate support.
Please feel free to give the Office feedback on its strengths
and weaknesses as we would very much like to evaluate the
service that the office provides.
1.4 Student representation on School committees
Several mechanisms have already been outlined in this booklet
describing how you can communicate with staff and hence, get
your voice heard. One further avenue exists via the School
committee structure. All major committees in the School have
student representatives, from different levels of study, whose
role is to bring the student perspective to the School’s decision
making processes. The following committees have student representatives
Pathway Committees, UG/PG Scheme Committees, Faculty Learning
and Teaching Committee, Faculty Academic Quality Committee;
The School Board.
You may like to become a student representative for one of
the committees (training is provided by the Students Union),
by contacting the relevant pathway tutor or the Senior Administrator
for Academic Quality (for the Faculty Academic Quality or
Teaching and Learning Committees). Membership of a School
committee will do your C.V.no harm !
1.5 Generic Study Skills Support
You will have received guidance on study skills and study
skills support during your induction programmes and through
School-wide and course specific skills learning. Note also
that generic study support is given through the University
Study Net pages http://www.studynet1.herts.ac.uk/. This site
provides support on study skills, disability issues, learning
and information services, student services, etc.
1.6 Equal Opportunities Issues
The University and the School are committed to providing
an equal learning experience to all students. You may find
it useful to look at the following web-sites if you would
like to gain further insight into equal opportunity issues.
There are guidelines for anti-sexist: http://www.britsoc.org.uk/about/antisex.htm,
anti-racist: http://www.britsoc.org.uk/about/antirace.htm
,and non-disablist language at the British Sociological Association
web site:: http://www.britsoc.org.uk/about/ablist.htm; http://www.britsoc.org.uk/about/.
The University disability: Study Net pages http://www.studynet.herts.ac.uk/
provide information on disability issues and self-help guides
for students with disabilities. There is also a disabilities
support network which is web based: http://www.herts.ac.uk/lis/services/spirenet.
This site provides vital information on access to university
buildings, sources of finance and funding, contact information,
and advice on university policies on students with disabilities.
There is support available on other aspects of equality of
opportunity in higher education. For further queries on equal
opportunities and students with disabilities, you can contact
Ms Denise Firman in the SSG, second floor M block.
1.7 English Language Support
If English is not your first language and you feel that you
would like to
study more, you are advised to attend In-Sessional English
for Academic
Study classes which are run weekly in the Business School.
Please check with the Student Support and Guidance Office,
if you are not sure when the classes run. Your tutor may also
direct you to these classes and it is
important that you attend them if you have been advised to
do so.
The university has entrance requirement regarding competence
in the use of the English language and we expect all students
to be able to cope with their studies in English. However,
many students feel the need to continue taking English classes
while they are at UH. For that reason, we hold a range of
English classes. The object of these classes is to help students
overcome some of the linguistic difficulties involved in studying
in English.
Most of the classes we hold concentrate on general academic
language skills.
The main classes we have found useful to hold are:
1. Academic writing
2. Listening comprehension and note-taking
3. Speaking in academic contexts
4. Reading skills for academic study
5. Pronunciation of English
6. Grammar at different levels
7. English for specific subjects: Business, Education, Law
etc.
8. Workshops - one-to-one discussion with a lecturer to deal
with particular problems.
Help and advice can also be obtained from http://www.uefap.co.uk
If you would like more information about In-Sessional English
for Academic Study classes at the University, please contact
either the Student Support and Guidance Office at the Hatfield
Campus or
Andy Gillett
Department of Inter-Faculty Studies
Hatfield
A.J.Gillett@herts.ac.uk
PART 3: MODULE HANDBOOK EVALUATION
1.0 Module Handbook Evaluation
We have tried to include in this module handbook information
that would be helpful. We may, however, have missed out something
that you would like to be included here or maybe somewhere
else.
We would very much like to get your feedback on this and
therefore would greatly appreciate if you could fill in the
feedback form at the end of this module handbook and return
it to your tutor. Thank you in advance.
THE BUSINESS SCHOOL
MODULE HANDBOOK EVALUATION
We would appreciate your feedback on this module (course)
handbook. Please complete the following evaluation form, tear
it off and return it to your tutor/module (course) leader.
Thank you.
Module Title: Evaluating Strategic MarketingModule Code:
MBSP0194Level: MAcademic Year:Module tutor/Module leader:
Chris Brown
What works well in this module (course) handbook?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
What could be improved?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Any other comments?
APPENDIX A
The Impact of Cultural Values on
Marketing Ethical Norms: A Study in
India and the United States
ABSTRACT This research investigates the relationship between
the cultural
values and the marketing ethics in two diverse countries:
India
and the United States. The results show that these countries
are
indeed culturally different, though the gaps have narrowed
con-
siderably since Hofstede’s (1991) study. Furthermore, the
results
indicate significant differences in the interpretation of
the mar-
keting ethical norms between these two countries. The study
concludes with an analysis of how different dimensions of
cul-
ture influence the different facets of marketing ethical norms
for both countries. Such a framework should provide valuable
insights that international marketers can use to identify
differ-
ences in the perception of ethical norms across nationalities
and, thus, to design more effective and efficient international
marketing and management strategies.
Pallab Paul, Abhijit
Roy, and Kausiki
Mukhopadhyay
With the recent revelations about Arthur Anderson, Enron,
and WorldCom, the role of ethical issues in business has
become more important than ever. Such issues are even more
salient when dealing in an interdependent global economy.
Contemporary scholars (see, e.g., Hofstede 2001; Mead 1994;
Trompenaars 1994) have posited that a person’s value system
and his or her interpretation of the ethics are greatly influenced
by cultural background, at both the individual and the
national level. Notably, however, pioneering deontological
thinkers (e.g., Kant 1959) believe that ethical judgments
are
based solely on experiences and are not tainted by the subjective
lenses through which they are viewed. In Foundations
of the Metaphysics of Morals, Kant (1959, p. 3) notes
that the basics of moral obligation “must not be sought in
the
nature of man or the circumstances in which he is placed,
but sought a priori solely in the concepts of pure reason.”
Yet
today, with the advent of rapid globalization, trying to normalize
activities across countries and across industrial and
service sectors by creating a common set of norms and values
and, thus, simplifying ethical decision making seems like
a
utopian dream.
The focus of our research is to investigate the relationship
between the cultural values and the marketing ethics across
two diverse countries: India and the United States. We chose
these two countries because the recent fast-paced growth in
globalization has accelerated the trade between the world’s
largest economy of a political democracy (i.e., the United
States) and the fastest-growing democracy (i.e., India) over
the past decade, a trend that promises to continue in the
twenty-first century. According to the Pew Research Center’s
(2005) Global Attitudes Project, among all countries polled,
India had the most favorable impression of the United States,
thus holding promise for increased trade between these two
countries. Furthermore, in the past few years, many consultant
reports, such as the Kearney FDI Confidence Index (see
http://www.atkearney.com/main.taf?p=1,5,1,168), have consistently
ranked both countries in the top three preferred
countries in which to invest. More than half of the Fortune
500 companies are involved in some form of outsourcing
operation to India, and the rest are busy explaining to their
shareholders why they are not doing so (The Economist
2006). The U.S.-based company General Motors alone
imports $1 billion of automotive components from India,
and Cisco plans to invest $1.1 billion in the next three years.
Similarly, Indian firms, such as Infosys, TCS, and Indian
Oil
Corporation, rank among the most prestigious firms in the
world and conduct a fair share of their business in the United
States. More than 65,000 Americans now live in India, and
more than 2 million Indians live in the United States.
According to a special report in The Economist (2006, p. 31),
“Tomorrow belongs to Asia,” and perhaps the United States
needs India as much as (if not more than) India needs the
United States. Given the volume of current and future trade
between these two countries and because of the seeming cultural
differences that exist between the East and the West, it
is worthwhile to study the impact of cultural values on the
marketing ethical norms in these two countries.
We begin by investigating the differences between cultural
and marketing ethical practices in the United States and
India. After demonstrating significant differences between
these countries on both these domains, we explore the interrelationships
between them and subsequently provide guidelines
for designing more effective and efficient international
marketing and management strategies. We also provide suggestions
for further research.
As we stated previously, the goal of this research is to gain
a
better understanding of the interrelationships between culture
and marketing ethical norms in the context of the United
States and India. We begin by describing the two factors,
culture
and marketing ethics, and then we present our
hypotheses.
Culture has long been believed to be the force that influences
people in a society to follow the norms of their collective
identity image. The anthropologist Robert Redfield (1948,
p.
vii) defines culture as “shared understandings made mani-
LITERATURE REVIEW
Cultural Values
30 Pallab Paul, Abhijit Roy, and Kausiki Mukhopadhyay
fest in art or artifact.” Subsequent definitions of the term
have been varied and diverse; for example, Kroeber and
Kluckhohn (1952, p. 181) find 164 different descriptions,
which they classify into seven categories; they suggest the
following comprehensive definition:
Culture consists of patterns, explicit and implicit, of
and for behavior acquired and transmitted by symbols
constituting the distinctive achievements of human
groups, including their embodiments in artifacts; the
essential core of culture consists of traditional (i.e., historically
derived and selected) ideas and specially their
attached values; culture systems may, on the one hand,
be considered as products of action, and on the other as
conditioning elements of further action.
Kluckhohn (1962, p. 25) offers a more concise definition of
culture as the part of human makeup that “is learned by
people as the result of belonging to a particular group, and
is
that part of learned behavior that is shared by others. It
is our
social legacy as contrasted to our organic heredity.”
Cultural dimensions characterize particular groups of
people, which take on a supraidentity that constitutes the
framework for each individual in the group (Hall 1973; Martin
2001). Recently, House and colleagues (2004) identified
nine dimensions of culture on the basis of a study conducted
by 150 researchers and data collected from 15,000 middle
managers from 875 organizations in diverse industries in 61
countries. Hofstede (1991, 2001) defines culture as “the collective
programming of the mind” and finds distinct cultural
differences among people from different nationalities. He
created five dimensions of cultural values that differentiate
people’s national culture: collectivism versus individualism,
uncertainty avoidance, femininity versus masculinity, power
distance, and long-term versus short-term orientation.
The first dimension of cultural values, collectivism, pertains
to “societies in which the ties between individuals are close:
it pertains to societies in which people from birth onwards
are integrated into strong, cohesive in-groups, which
throughout people’s lifetime continue to protect them in
exchange for unquestioning loyalty” (Hofstede 1991, p. 50).
In other words, a collectivist’s identity is based on the
social
network to which he or she belongs, his or her opinions are
predetermined by group membership, and harmony and consensus
in society are the ultimate goals. Japanese and most
other Asian cultures are examples of high-collectivist cultures,
whereas U.S. and Western European cultures are typically
low in collectivism.
Cultural Values on Marketing Ethical Norms 31
The second dimension of cultural values is uncertainty
avoidance, which is defined as “the extent to which the
members of a culture feel threatened by uncertain or
unknown situations” (Hofstede 1991, p. 113). For example,
people of certain cultures, such as Greece and Portugal, seem
to be more uncomfortable with unclear, ambiguous, or
unstructured situations than people from India and Hong
Kong.
Hofstede (1991, p. 82) defines the third dimension of cultural
values, masculinity, as pertaining to “societies in which
social gender roles are clearly distinct (i.e., men are supposed
to be assertive, tough, and focused on material success
whereas women are supposed to be more modest, tender,
and concerned with the quality of life).” Conversely, “femininity
pertains to societies in which social gender roles overlap
(i.e., both men and women are supposed to be modest,
tender, and concerned with the quality of life)” (p. 83).
Japan
and Austria outranked all other cultures in the measure of
masculinity, whereas Sweden and the Netherlands were at
the bottom.
Hofstede (1991, p. 28) defines power distance as “the extent
to which the less powerful members of institutions and
organizations within a country expect and accept that power
is distributed unequally.” In other words, countries and/or
individuals with a large power distance expect and desire
inequalities among people and believe in authoritarian values
and a centralized system. Hong Kong and France are
examples of high-power-distance cultures, and Austria and
Denmark are examples of low-power-distance cultures.
The final dimension of cultural values is long-term orientation,
which incorporates values such as persistence (perseverance),
the ordering of relationships by status and its
observation, thrift, and having a sense of shame. The other
end of this dimension, short-term orientation, emphasizes
values such as personal steadiness and stability; protecting
“face”; respect for tradition; and the reciprocation of greetings,
favors, and gifts (Hofstede 1991). The differences
between these two orientations are mostly based on Confucian
dynamism and are characterized by the philosophy of
the East versus the West, virtue versus truth, and dynamic
versus static. Hong Kong and Taiwan both show long-term
orientation, whereas Spain and the United Kingdom are at
the other end of this continuum.
Some researchers have argued that the investigation of cultural
dimensions at the national level leaves the possibility
of “stereotyping” because distinct subcultures exist within
a
given country (Donthu and Yoo 1998; Lenartowicz and Roth
2001). The study of national-level cultural dimensions
32 Pallab Paul, Abhijit Roy, and Kausiki Mukhopadhyay
assumes that all individual members of a country exhibit the
same cultural values (e.g., all Indians have a long-term orientation,
and all Americans have a short-term orientation). To
avoid such broad generalization, individual-level cultural
values must be measured and then linked to marketing
ethics, which is an individual-level characteristic (Yoo and
Donthu 2002). Therefore, our study also aims to investigate
the effect of individual cultural dimensions on marketing
ethics for each country. Afterward, a cross-country comparison
will help determine whether there are any important
insights into the relationship between cultural values and
marketing ethics as a function of the national culture.
The concept of culture implicitly assumes that people from
various backgrounds are exposed to their unique traditions,
heritages, rituals, and customs, which provide them with different
learning environments and histories, which in turn
lead to variations in moral standards, beliefs, and behaviors
across cultures. Therefore, culture not only influences learning
but also affects what is perceived as right or wrong,
acceptable or unacceptable, and ethical or unethical (Lu,
Rose, and Blodgett 1999). As we noted previously, what
defines a culture is the way that a person pursues his or
her
objectives in a given direction. A possible way of understanding
this is to consider the perspective of a system of
accepted rules and standards of behavior, or “a code of ethical
values” of culture. In other words, in many ways, ethics
overlaps with culture because it represents the moral dimension
of how people should behave in the world. Values are
inextricably related when confronting an ethical dilemma.
Subsequently, most models of ethical decision making either
explicitly or implicitly incorporate the effects of culture.
As
Bartels (1967, p. 23) concludes, “Contrasting cultures of
different
societies produce different expectations and become
expressed in the dissimilar ethical standards of those
societies.” Hunt and Vitell (1986) embed cultural norms in
their theory of marketing ethics, as do Ferrell and Gresham
(1985), who incorporate the influence of cultural and group
norms on individual behavior in their framework for understanding
ethical decision making.
Business ethics is an extensive domain that encompasses
many domains (e.g., professions, such as marketing, accounting,
and finance; specific sectors, such as health care and
information technology; see Jakubowski et al. 2002; Miller,
Bersoff, and Harwood 1990; Singhapakdi, Vitell, and Franke
1999). We focus exclusively on marketing ethics, though our
study participants were not limited to marketing professionals.
This is to acknowledge the dispersion of marketing
activities throughout all employees in a firm (Moorman and
Rust 1999; Webster, Malter, and Ganesan 2005). Note also
Marketing Ethical Norms
Cultural Values on Marketing Ethical Norms 33
that different constituents (e.g., marketers, consumers, different
ethnic groups) may have different perceptions of marketing
ethics (Christie et al. 2003; Cui and Choudhury 2003;
Keenan 2002; Pires and Stanton 2002).
Although there are several definitions of marketing ethics,
Hunt and Vitell’s (1986, p. 7) definition stands out as the
most robust definition: “an inquiry into the nature and
grounds of moral judgments, standards, and rules of conduct
relating to marketing decisions and marketing situations.”
On the basis of an investigation of the code of ethics of
the
American Marketing Association, Vitell, Rallapalli, and
Singhapakdi (1993) identify four specific marketing-related
norms—price and distribution, information and contracts,
product and promotion, and obligation and disclosure—and
a general honesty and integrity norm. The specific items for
each norm explain the conceptualization of these norms.
These norms adequately operationalize the concept of marketing
ethics and are used widely in this stream of research.
Given the close connection between people’s cultural values
and ethical decision making, scholars have attempted to
investigate this relationship (Hunt and Vitell 1986; Whipple
and Swords 1992). Hunt and Vittell’s (1986) theory of ethics
proposes that people’s ethical judgments differ because of
differences in both deontological moral reasoning theory,
which is based on the premise that acts are ethical/unethical
because of their nature, not because of their consequences,
and teleological moral reasoning theory, which stipulates
that acts are ethical/unethical because of their consequences,
not because of their nature. Recently, there has been a flurry
of research focusing on the importance of cultural values
in
learning ethical behavior and assessing moral issues. An
example of this is the work of Blodgett and colleagues (2001),
who find an effect of culture on a person’s ethical sensitivity
toward his or her company, customers, competitors, and colleagues.
In another study, Singhapakdi and colleagues (1999)
compare and find some significant differences between consumers
from Malaysia and those from the United States in
terms of their perceptions of marketing ethics situations.
However, few researchers have empirically studied how
these cultural values are related to marketing ethics directly
(Lu, Rose, and Blodgett 1999; Vitell, Nwachukwu, and
Barnes 1993). An objective of the current study is to examine
the effects of various national cultural values on marketing
ethics. On the basis of Hofstede’s research (and recent studies;
see, e.g., Kracher, Chatterjee, and Lindquist 2002; Lu,
Rose, and Blodgett 1999), we find that the national cultures
of India and the United States are different on most of the
dimensions. Moreover, there is both direct and indirect evidence
of differing levels of ethical values. For example,
34 Pallab Paul, Abhijit Roy, and Kausiki Mukhopadhyay
Transparency International’s (see www.transparency.org)
reports show major differences in corruption practices
between these two countries across most national institutions
and sectors (e.g., business and private sector, media,
nongovernmental organizations) and the impact of such
practices on political life, the business environment, and
personal and family life.
As we noted previously, our goal is to investigate the impact
of cultural values on marketing ethical norms across India
and the United States. Specifically, in the past two decades,
much attention has focused on national culture as a key
determinant and predictor of several business activities.
Within the field of marketing, Clark (1990) proposes why
national culture is a strong indicator of decision making
in
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