Team Meetings For Final Assessment

This week, each team needs to meet with me on Tuesday (15 May) or Thursday (17 May) to discuss the final assessment project.

All team members must be present for the meeting; if you do not meet with me you will be marked absent for both Tuesday and Thursday. You only need to meet with me once on Tuesday or Thursday -- if you need more time or assistance, then plan to meet with me both days. I will be in the office by 2 p.m. both days and will meet with teams until 4 p.m. It's first come, first served -- and again, all team members must be present for the meeting. 

By now you should have discussed your product with me . . . if you have not, you're already behind for the final assessment. 

For our meeting, bring your Action Plan, and if you have a rough draft of your presentation, bring that and I'll review it with you. Information about Action Plans was included in the final assessment details posted on the blog in March. Be sure you have a good Action Plan! (By now, you should have completed most of the steps on your Action Plan).

Details for your final assessment are available here. Starting Sunday 20 May, I will randomly call teams to present in class. Please do not miss -- be prepared to present on Sunday! We will continue to hear presentations as needed Tuesday and Thursday. After you deliver your presentation, turn in your final assessment to me.

Quiz Postponed, Now Set for Sunday

Today's scheduled quiz has been postponed until Sunday 29 April. It will cover chapters 9, 11-12.  

Class Calendar: Last Four Weeks

We are into the final four weeks of the semester and they are going to blow by quickly . . . so I will tell fewer stories in class and pay closer attention to the textbook. You will need to spend more time in the textbook, too, and do so in advance of classes. So here's the schedule, just click on it and follow it, please.

Note that I have indicated the pages you need to read . . . and I strongly suggest you read them before class. I will likely spend less time on most topics -- unless you ask me for clarifications. Thus, you need to read the content before coming to the classroom. You will notice there are several chunks of pages to read. These are important because they cover a main topic and then sub-topics. You want to be certain you understand all of the topics and that you can write about them if asked to with short answers.

Your final quiz is set for April 26 and will cover Chapters 9, 11 & 12. The final in-semester test is set for May 13 and will cover Chapters 9, 11-15. Your final exam is set for 8 a.m. May 29!

The week of May 20 set set aside for your final presentations, and we'll talk more about what's expected early next week.

Please note that I will start the class as quickly as possible each day and the door will close once I start . . . so please be there on time (or within 5 minutes). I'll see you Tuesday 24 April, by which time you must have read the readings for Chapter 12.

Briefing 8: Education & Technology

In this final briefing, explore both the education and technology of your host country. Here's an example, and please keep the briefing to no more than three pages, including the sources. Use at least three sources to gather your information.

Think about and explain how education and technology impact trade in your country of choice.

Thinking about Education

If you were writing about education in Kuwait, as an example, you could explore the need for expat teachers. Why is that? And how does the existence of teachers from other countries impact trade? For example, Americans might crave products from their own country, and Indians might seek products from their country . . . how do these "desires" create opportunities for trade in Kuwait? What complications pop  up as a result?

Thinking about Technology

As for technology, does it support trade in your targeted country? The way people bank and spend money is controlled by technology, including the Internet. Again, thinking about Kuwait, you would explore the amount of money that's sent out of the country to expat families. Then you could explore how those transactions are facilitated by technology. Of course, you'd also want to examine the economic impact of money flowing out of the country instead of being spent in the country!

Deadline

Briefing 8 is due via email no later than 7 p.m. (Kuwait time) Wednesday 25 April. Bring 8 copies of your report to class on Thursday 26 April and be prepared to discuss it. 

Midterm Grades

Please note that your grades are up to date . . . it's always the student's responsibility to check grades regularly and to be certain they are accurate. You have 48 hours after grades are posted to discuss them with me -- grades posted on a Thursday should be discussed with me no later than Sunday.

The Briefing grade is the easiest of all to earn at least an A- providing you submit the Briefing by the deadline and you attend class the day we discuss the Briefings. You earn bonus points if you present your Briefing (providing that you present it well). Turning in the Briefing on time, but not attending class when the Briefings are discussed, results in a lower grade (usually a C -- which rewards you for part of the assignment: preparing the Briefing). If you are absent the day we discuss Briefings, and even if your partner presented the Briefing, you will earn a lower grade because you did not participate. A very important part of this class is to attend and participate so that you get exposed to several cultures. Of course, Briefings that include errors, sloppy work, or do not comply with requirements, etc. will earn lower grades even if they were submitted on time and presented in class.

Work hard as we continue through the second half of the semester -- several of you have earned As, but several of you have earned Cs and less -- every class counts now! 

Briefing 7: Delivering & Distributing Products

Briefing 7

How do products and services reach consumers in your targeted country? Describe infrastructure and distribution. What systems (i.e. transportation, electrical, water, communications, etc.) are utilized in the transportation and distribution of products? Who are the country's major distributors currently?

These and other issues related to infrastructure and communications will be explored in Briefing 7 (see example). Please keep this report to no more than 3 pages, including sources (and use at least three sources).

Explore Infrastructure

Infrastructure is the underlying framework (or series of systems) that supports a country and makes it possible for its inhabitants to communicate, eat, drink, travel, etc.

in-fra-struc-ture
-noun
1. the basic, underlying framework or features of a system or organization.
2. the fundamental facilities and systems serving a country, city, or area, as transportation and community, power plants, and schools.

How does the infrastructure of your country support the distribution of products?

Deadline

Email Briefing 7 to me no later than 7 p.m. (Kuwait time) Wednesday 18 April. Bring 8 copies of your report to class on Thursday 19 April and be prepared to discuss it. 

Test #1: Tuesday 10 April . . . Show Up Early!

The first test (worth 15% of your grade) in International Marketing will be given to you on Tuesday 10 April. The test covers Key Terms and Concepts for Chapters 1-8. The test includes only terms and concepts from your handout. You will be asked to fill-in-the-blanks (for 30 questions), and then you will be asked to write one (1) short answer to a question of your choice.

The best way to study for this test: Memorize and understand the Key Terms and Concepts on the handout that we've used in class. Study with a friend and test each other.

Please arrive early for class; the door will be closed at 5 minutes after the hour to facilitate concentration and prevent interruptions. You will likely need the entire class session to complete this test. 

Briefing 6: Conducting Business In (Your Country)

In Briefing 5, you explored the cultural essentials relative to the country you've been studying. Briefing 6 (see example) is an extension of the cultural topic, but emphasizes how culture relates to conducting business in the country. Use at least three sources to prepare this briefing, which should not exceed 4 pages.

Culture Impacts Business 

Culture dictates behavior in a country, and anyone who wishes to conduct business in a country must be aware of what the locals expect culturally. In South Korea, for example, if you want to meet with a business executive to discuss trade, you should make an appointment at least several weeks in advance. And then, don't expect to finalize business at that first meeting. Culturally, Koreans want an opportunity to get to know you before striking a business agreement. At the first meeting you may explore the host's needs and challenges as they relate to your product or service, but you would probably not discuss terms of a deal. That would occur at a future meeting. If you go to the first meeting with a contract, expecting your host to sign it, you may be politely ushered out of the meeting and eventually out of the country. Even though you are from another country, you are expected to know how business is conducted in your host's country. Ignorance of culture is often interrupted as rudeness.

What to Discuss

Cover these and other topics in your briefing:

• Business Relationships
• Business Communications
• Business Etiquette
• Dress
• Business Cards
• Appropriate socializing customs
• Manners
• Gift Giving

Deadline

Email Briefing 6 to me no later than 7 p.m. (Kuwait Time) Wednesday 11 April. Bring 8 copies of your briefing to class on Thursday 12 April and be prepared to discuss it.

Best of Kuwait Set for 22 May at GUST

Best of Kuwait Fact Sheet

DATE:                                   

Tuesday 22 May 2012

LOCATION:                         

Gulf University for Science & Technology Conference Center

TIME:                                    

6 p.m.   

WHO'S INVITED:               

The public is encouraged to attend! GUST students, faculty, staff, MBAs, family and friends, are encouraged to attend. Local business owners will be invited, including winners of the Best of Kuwait.

The Event

GUST MBA students enrolled in Managerial Communications will reveal the best businesses in Kuwait in the following industries: 

• Diet Centers
• Nail Spas
• Universities
• Kuwaiti Restaurants
• Hotels
• German Auto Companies
• Hospitals
• Airlines
• Arabic Newspapers

Teams of students will have spent weeks researching each niche. Through various research methodologies, including interviewing and surveying, each team will present the top three businesses in these nine categories. The MBAs will reveal the results during formal presentations at the Best of Kuwait.

Briefing 5: Cultural Essentials

An international trader can make dramatic and costly blunders if she's unaware of a country's cultural issues. In Briefing 5 (see example) you will explore the cultural issues that impact trade in your country of choice. This briefing is limited to 3 pages including sources.

Begin with an Overview of the country's cultural essentials. What would you or your company need to know about the culture of your targeted country to successfully trade with that country?

Here are key topics to include in your report:

• Language
• Religion
• Values
• Education
• Traditions

Deadline

Email Briefing 5 to me no later than 7 p.m. (Kuwait time) Wednesday 28 March. Bring 8 copies of your briefing to class on Thursday 29 March and be prepared to discuss it. 

Quiz 3: Chapters 5 and 6

Be prepared for Quiz 3 on Tuesday 20 March. The quiz covers terms from Chapters 5 and 6.

Briefing 4 is due Wednesday 21 March . . . an update about Briefing 5 will be posted that same day. Briefings are due weekly, so watch the blog! 

Final Assessment: Get The Details

Final Assessment details can be downloaded here. Please ask for clarifications if necessary. And be sure to get started early!

Please Observe Class Requirements

1.  Due to the late arrivals, I will now begin closing the door at 5 minutes after 3. If the door is closed, please do not knock because you are late and will not be admitted. Come earlier next time!

2.  Briefings are due as explained on the blog. Partners need to be present to discuss their briefings. If a partner is not present then the attending partner must be fully prepared to present. If you read from your briefing you are not prepared.

Please take these matters seriously, especially if you care about your grade. 

Briefing 4: Economic Essentials

Here's an example of Briefing 4 which covers the economy of your country of choice. This briefing is limited to 3 pages, including sources.

The briefing explores the country's economic issues, especially as they impact trading. Be sure to include these topics:

• Stage of Development
• Demographics
• Consumer Confidence
• Income and Wealth Distribution
• Composition of Gross Domestic Product

Add other relevant topics of your choice. In the Overview, explain how the economy is dependent (or not) on international trade. How does trade impact the country's economy?

Deadline

Email your briefing to me no later than 7 p.m. (Kuwait time) Wednesday 21 March. Bring 8 copies of your briefing to class on Thursday 22 March and be prepared to discuss it. 

Briefing 3: Political, Legal & Trade Issues

As you continue to explore your country of choice, the 3rd briefing covers political, legal and trade essentials. The brief is limited to two pages including the sources. See the example.

In this brief, examine and then outline the political structure of the country. How is the country governed? Who has the power and authority? How are political issues decided and resolved?

Topics to Cover

Examine and outline the country's legal system. How are disputes resolved with foreign entities? Who has rights and what are they? 

Examine and outline the country's trade barriers and prohibitions. Is free trade encouraged? Why do certain barriers exist? What has been the country's experience with trade through the years?

Keep in mind that the above questions are merely suggestions and are not required for you to ask and answer. You may decide to ask/answer these questions, but you should include others as well.

Once again, this assignment is valuable not only because it supports several of the Learning Outcomes for this course as described in the syllabus, but also because it gives you an opportunity to look at a larger issue and reduce it to a brief report. Good marketers are skillful at explaining complex situations. The assignment is also valuable because it helps you learn about issues relevant to a foreign country, and that's important because if you work as a marketer in Kuwait you will almost always deal with international issues.

Deadline

Bring 8 copies of your brief to class on Thursday 15 March and be prepared to discuss it with your classmates . . . email your brief to me no later than 7 p.m. Wednesday 14 March. 

When Wasta Meets Wasta, Who Gets The Job?

I cannot use his name, or company name, except to say that he’s a Kuwaiti executive in a local  petroleum company. When he visited me at GUST we discussed education, students, and skills. I told him that several of my current students are employed at his company.

            “I know that,” he said, which led me to believe that he was either checking up on me, or – them! I found his subsequent comments both enlightening and encouraging, and I thought you might be interested in them, too.

            Certain of his comments echoed the opinions of other Arab executives concerned about the absence of skills among college graduates in the Gulf region. In an Al Watan Daily Op Ed article in 2011, I had quoted Masood Ahmed, from the International Monetary Fund, who said, “Many people have degrees, but they do not have the skill set.” I also had quoted Kuwaiti businessman Omar Alghanim, who said, “The scarce resource (among local college graduates) is talent.”

            My visitor expressed his dismay when he said, “Too many of the students do not want to work and learn. They just want the certificate. Unfortunately, they have been led to believe they deserve this. It is their right to have a certificate even if they cannot do much, or do it well.”

            “At your company,” I inquired, “are you looking to hire people with skills?”

            The expression he shot at me suggested I had insulted him, or his company. What company doesn’t seek to hire skilled people? I didn’t mean to denigrate his company. Clearly, I still must work on my own communication skills!

            “Of course we want skilled people,” he said. “But it is difficult . . . “ and he didn’t finish the statement. “Many graduates do not have the skills, but they need the job.”

            “How important is English?”

            “Very much,” he said. “But as you know it is a struggle. I am sure they tell you it is their second language?”

            “Yes,” I said, “I’ve heard that a time or two.”

            “And what do you tell them?” (Was he testing me now?)

            “I tell them that I can teach them valuable skills, but they’ll need to know English. Just as the engineering professor expects them to know calculus, I expect them to know English. Otherwise, how do I teach them to communicate?”

            “We need them to think and speak clearly in English,” he said.

            “I understand.”

            “Too many students are either lazy, or they use excuses. They expect the certificate, but they do not have skills, and they do not think they need to achieve the skills. Then they come to us and sometimes we hire them,” he explained.

            “How does that happen? Why hire them if they don’t have the skills?”

           

            He paused and looked at me. . . . “You think it is wasta?”

            “I would presume so,” I said.

            “It is not so much today. Wasta is widespread. Everyone has it.” Therefore, he explained, wasta is not always as effective as it used to be. “Two people might have equal wasta. When that happens, they call a draw. Now a man will argue, ‘Why should your son or nephew get this position instead of mine? Let us test them and see which one deserves the position more’.”

            “And English is part of the test?” I asked.

            “Somewhat it is, but moreso work ethic, and problem solving, and ability to communicate. We look for many skills. So do your best to teach them,” he concluded with a smile.

            “I will,” I said, and I offered him some encouraging news. “In a survey that I gave to 32 MBA students, 59% of them said they expect me to grade their use of English because they want to improve their skills. That's the group I can help. Of course, 38% said I should overlook their English because it’s their second language.”

            “Don’t do that,” he said. “Help Kuwait! We need graduates with skills.”

            As he left my office he said he would call soon to meet for coffee. Now I was sure that he’s checking up on me. Good thing I use a Basic English Grading Rubric. Next time I’m going to share it with him.

             

#

Copyright, 2012, John P. Hayes

Chapter Reading Assignments . . . Please Read Ahead!

Using the Key Terms and Concepts list, find the information that you are required to know from each textbook chapter.

In advance of the class discussion about the specified information, make certain that you have read about those key terms and concepts in the textbook. Using the list, find the terms and concepts, the find the appropriate textbook pages (you can use the textbook's Subject Index beginning on peg 695) and read the relevant material.

Come to class prepared to immediately take a quiz on that day's terms.

At the beginning of each week, I will tell you (to the best of my abilities because schedules change) which day we'll discuss which chapter, so you can be prepared. However, it's a good idea to read ahead!

All About Your Country Briefings

This information is tentative and may change during the semester.

You can anticipate completing and delivering a Briefing every week between now and the end of April (except, of course, during Spring Break). There are 8 Briefings (but there could be more). Watch the blog for topics, deadlines and examples. The assignment will be posted on the blog approximately one week prior to the deadlines. You will be required to email the Briefing to me, and then bring a hard copy to class -- bring copies for your classmates, too.

Creating Your Briefings
Always use 12 point Times New Roman to create your briefings. I encourage you to include charts or graphs, when possible and space allows. You must consult at least three sources for each Briefing. Write concisely and, of course, Basic English counts. I accept assignments only in Word and only in Western formatting (reading left to right). Follow this format for naming files: Briefing(#)_YourFirstName_Spring2012.doc. Substitute the the Briefing numeral for #.

All of you (except one) are working in teams, and you are expected to work together to complete these Briefings. It's up to you how you divide the work. Check each other's work, however, to improve your chances of saving points.

Deadlines are written in stone. If you miss a deadline you do not earn any points for that Briefing.

Briefing Topics
Briefings will cover the following topics as related to your targeted country: History, Economics, Political Environment, Education, Technology, Infrastructure, Communications, Transportation, Culture, Business Relationships & Behavior, Product Suppliers & Distribution, etc.

On the due date, come to class prepared to discuss your briefing. Time may not permit every team to discuss their briefing each week.

Final Assessment
Keep your briefings in a Country Notebook . . . at semester's end, you will deliver the notebook to me as part of your final assessment. You will use the content of your Briefings to develop your final assessment presentation, which you will deliver in class. Details about the final assessment will appear on the blog later in the semester.

   

Briefing 2: Historical Overview

The second briefing outlines important historic events in your country's last 100 years. The briefing cannot be longer than two typed pages, including sources. See the example.

Use at least three different sources to study the history of your country of choice. You'll need to devote some time to understand how history may have changed the development of the country, and how history impacted the country's relationship with trading countries. You may divide the work with your partner (if you have one) and then spend time discussing historic events to determine which events should be included in your briefing and why.  Be prepared to explain why you selected the historic events listed in your briefing. Be prepared to explain why/how certain of these events impacted international marketing and trade. Follow the sample briefing to develop your final product.

Why this assignment?

The value of this assignment is that you become a "student" of another country with knowledge about its history and development in terms of international marketing. The assignment is also valuable because it requires you to see a larger issue (history of a country) and reduce it to a briefing. In the real world, marketers are often asked to explore a larger issue and summarize it for the company's leadership. Finally, this assignment helps fulfill several of the Learning Outcomes listed in the syllabus.

Deadline 

Email your briefing to me no later than 7 pm (Kuwait time) Wednesday 7 March . . . bring a hard copy of your briefing to class on Thursday 8 March and be prepared to discuss the details. Please bring 8 copies of your briefing.  

Terms: Chapters 3 and 4

Please learn these key terms; for the next quiz, you will be asked to provide an example to illustrate the term, or to demonstrate why the term is important to international marketers.

3.1.  Climate is the many weather conditions of an area.

Imp.  Weather affects [temperature, humidity, and altitude affect] humans and products.

3.2.  Topology is a bird’s eye view of the land that identifies important features.

Imp.  Geographic barriers can be difficult and expensive to cross.

3.3.  Historic understanding of cultural development is the awareness of the impact of specific events on how people in a country view their world. 

Imp.  A lack of knowledge of a country’s history can create big problems.

4.1.  Culture is what each new generation must learn.  It comes from human work and human thought.

Imp.  A marketer must be aware how a culture will react to planned marketing.

4.2.  Cultural values are long-held beliefs and opinions of a group: the way the world is viewed.

Imp.  There are big differences between countries, and even between parts of countries.

4.3.  Cultural borrowing is learning from other cultures experiences and borrowing ideas to solve problems.

Imp.  Often another culture will have a better solution to a problem.

Terms: Chapter 2

Here are the terms from Chapter 2 of the text. Even though I skipped over it in class, I do want you to know WTO. (You know that quiz is coming!).

2.1.  Balance of payments (also balance of trade) is the difference in value, over a period of time, between a country’s imports and exports.

Imp.  When gains from exports exceed imports, a country grows richer, and vice versa [when the costs from imports exceed exports, a country grows poorer.]

2.2.  Protectionism STOPS unwanted products from other countries.

Imp.  Among the 11 reasons . . . protectionism protects infant industries, keeps money at home, maintains a standard of living, maintains high employment, and helps national defense.

2.3.  Trade barriers SLOW unwanted products from other countries. 

Imp.  Trade barriers exist and protect local industry.

2.4  Tariffs are a tax imposed by a government on goods entering at its borders.

Imp.  Tariffs generate revenue; they also discourage the importation of goods.

2.5  GATT was formed after WWII to reduce tariffs and serve as a watchdog over world trade.

Imp. Offers nations a forum for negotiating trade and related issues. Decisions are not binding.

2.6  World Trade Organization is an institution, not an agreement, that sets rules for governing trade among 148 member countries.

Imp. Hears and rules on trade disputes and unlike GATT it issues binding decisions. 

Terms: Chapter 1

Here are key terms to understand from Chapter 1 of your text . . . (expect a quiz!)

1.1.  International marketing is business for profit that crosses a national border [boundary].

Imp.  As soon as a national border is crossed, different factors affect business.

1.2.  Environmental factors are situations or circumstances that affect doing business.

Imp.  Marketers must learn about different environmental factors, and adjust [adapt] to them.

1.3.  Self-reference criteria. When in another culture we do what we have learned before without thinking.

Imp.  This can become a major problem in another culture, resulting in perceived rude behavior or alienating oneself from the host country.   

1.4.  Three strategic orientations.  A business’s international sales are:

• not important [incidental] because most sales are domestic [local];
• very important [crucial] to sales but each country is treated alone; or
• serving global market segments around the world.

Imp.  As competition increases, many companies need to have a global marketing plan.

Assignment: Briefing #1

You (and a team member, so you will be in groups of 2) will write a series of Country Briefings during the semester. You and your team member must select a country and get it approved by me. Please email to me your two countries of choice (you cannot choose Kuwait or South Korea) no later than noon (in Kuwait) Saturday 18 February.  Subject of email: Country selection.

Approval for your country
Once your country has been approved, then you can begin to research the country. For the first briefing, you will need to research the country's geographic location on a map, plus provide brief information about the country's history, political, legal and economic essentials. I have provided this example for you to follow.

Briefing #1 deadline
Deadline for Briefing #1 is no later than noon (in Kuwait) Saturday 25 February.  Subject of email: Briefing #1. Submit via email, of course.

Please know that while there will be two of you per group, only one of you has to send me the emails and attachments (the Briefings). Look at the example and you will see that it requires both of your names and GUST IDs so that I can assign grades appropriately.

Importance of deadlines
While I frequently use Saturday as a deadline, some students complain that Saturday is not a school day. Please note that the "deadline" is the last day/time (moment) that you can submit your assignment. If you'd like to submit your assignment earlier, i.e. on a school day, please do! You must submit your work before the deadline; waiting until the last minute does not demonstrate good judgment. However, having some extra time to look over your project (especially to correct English) may be a huge benefit to your grade! But as to when you submit your assignment -- it's up to you, so long as it's before my deadline.

Mark your calendar . . . at 12:30 pm every Monday and Wednesday (no classes are scheduled during that time slot) plan to attend the GUST Grammar Clinic! It's one hour that will likely help you earn more marks in all of your classes (certainly in mine)!

Topics covered include Parts of Speech, Verb Tenses, Verb Forms, Modal Verbs, Articles, Conditional Clauses, Relative Clauses, Prepositions, and more!

For more information contact Dr. Marta Tryzna or visit WILL (N2-103) and ask for details.

GUST Grammar Clinic meets in room N4-103. Sessions begin 13 February and continue through 17 May.

Students who attend 8 different sessions will receive extra credit in my courses. The Grammar Clinic must verify in writing (by the last week of the semester) that you attended at least 8 different sessions.

Syllabus: MRKT 460 International Marketing

Click here for your course syllabus!

Please note: The syllabus has been revised; only 1 required textbook. Make certain 
you download the revision as of 14 February 2012.

WILL Invites You To Improve Your Grades

GUST offers you the opportunity to improve your writing . . . so you can earn the grade you really want!

You (and I) can be very proud to be affiliated with a university that cares so much about the writing skills of its students. The Writing Lab (aka WILL) requires an investment of GUST's money . . . and it's now up to you (it's in your hands) to improve your writing skills. 

The Help You Need Is At The Writing Lab

In all cases (unless your writing skills are advanced) you should go to WILL and ask for help with grammar, spelling and punctuation. Help is available from 9 to 5 Sunday through Thursday. 

In some cases I will require you to go to WILL and get assistance before I will grade your work. If I tell you that you must seek help from WILL, please do so quickly so that I can assess your work and post your grade. Failure to go to WILL will result in a lower grade. 

Most of you can do yourselves a huge favor by improving your ability to write in English . . . what a wonderful opportunity. Hooray for GUST, and hooray for each of you who needs this help -- now you can get it easily and at no extra cost! 

Click on the image to enlarge it.

Assignments: Use Only English Language Formatting

If you submit assignments in the format below, the assignment will not be accepted and your grade will be zero. If you do not know how to submit written material with left to right formatting, and no justification on the right margin, then go to IT, or a colleague, and learn how!

Swipe Only One Card: Your Own!

It's been brought to my attention that some students are swiping cards for students who are not attending classes. Please revisit item #8 in this article: "My GUST Attendance Record Is My Responsibility."

I repeat: It is dishonest to swipe a card (or record attendance in any other way) for a student who is absent. Students who violate this policy are subject to disciplinary action. Don't do it!

Related to this point: Students sometimes swipe cards for friends who actually are in attendance, but for whatever reason don't come forward themselves to swipe their cards. To avoid any confusion (or suspicions), swipe your own card and tell your friends to do likewise.

How To Avoid Child-Like Treatment

The obvious message here is that you can avoid child-like treatment by avoiding child-like behaviors. Click on the link for the complete article . . . be sure to read it! Otherwise, you may be treated like a child during the semester.

Basic English Grading Rubric

For all Courses Taught by

Dr. John P. Hayes

Gulf University for Science & Technology

Score Yourself!

Spelling Errors

1-3                        - 3 PTS

4-7                   - 5 PTS

8 or more       - 10 PTS

Grammar Errors

1-3                      - 3 PTS

4-7                  - 5 PTS

8 or more       - 10 PTS

Incomplete Sentences

1                        - 3 PTS

2                    - 5 PTS

3 or more       - 10 PTS

Punctuation Errors

1-5                     - 3 PTS

6-9                 - 5 PTS

10 or more     - 10 PTS

Not Interested in Developing Your Skills? Then What Are You Doing in Marketing?

Please click on this link and read the advertisement placed by Universal Media (it's in the lower portion of the newspaper page, on the right).

Pay particular attention to the list of Skills required for these jobs. Some of you may argue that you're not going to get a job in marketing -- you're looking for a job in accounting or finance. Be aware that all employers seek to hire people who have many of these same skills. Accountants and finance people are expected to communicate and to work cooperatively.

Why do we have to do that? 

Students often ask me (usually to object) why it's necessary to work in teams, and why they have to make presentations to the class.

These activities build skills, the skills that employers seek.

Getting an education is not just about reading texts and supplementary materials. It's not just about passing quizzes and exams.  It's not about attending lectures and slide shows. An education isn't complete without the student learning skills.

Working with teams

This employer is seeking someone who has the "ability to foster a cooperative work environment." How do you learn that? By working with teams. Chances are very good that when you work with a team of students at GUST you'll be unhappy with the results. Some students, as you'll discover, aren't interested in doing any work. Some will agree to show up for meetings, but they won't show up and they won't give you any advance notice. Some are not capable of doing the work that's required, sometimes because their command of English is so poor. This usually means the better students do the brunt of the work -- and the poorer students do little or nothing. Keep in mind that the poorer students also are more likely to earn an F for their lack of contributions.

These jobs require people who have the "ability to communicate effectively, both orally and in writing." How do you learn that? By doing it! When you're required to write a presentation and present it to the class you begin to master this skill.

Wanted: Thinkers!

The employer seeks people who have the "ability to analyze and solve problems." That's why I include essay questions in tests. I want you to demonstrate your ability to think. Employers will demand that of you.

The employer wants to hire a person who has an "excellent command of English and preferably Arabic." That's why I emphasize Basic English. You must demonstrate your ability to use it! Sorry, I can't help you with your Arabic, but I hope that you have an excellent command of your native language.

And then the employer seeks to hire someone who has the "ability to communicate and motivate via written media with presentation skills." Employers seek people who can get results for their business. You must be able to communicate effectively with employees, as well as customers and suppliers.

How to develop these skills

You won't learn all of these skills in a Basic Marketing course. However, this course provides an opportunity to introduce the skills. Other courses, including some in other disciplines, are designed to help you acquire all of the skills that employers demand.

Pay attention! Unless you don't intend to seek a job, these skills are extremely important. The world is a competitive place and employers are looking for the very best people to hire.