Syllabus: International Baccalaureate - Individuals and Societies - Business management (Higher Level)
Module: Unit 4: Marketing
Lesson: 4.6 International Marketing (HL Only)
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Introduction
This article focuses on IB Business Management (Higher Level), specifically Unit 4: Marketing, subsection 4.6 International Marketing, as outlined in the official International Baccalaureate syllabus. This HL-only unit explores how marketing strategies must adapt when businesses operate across borders.
International Marketing is essential to developing students’ commercial awareness, exposing them to real-world decision-making in multinational contexts. It builds understanding of global market dynamics, cultural considerations, and international growth strategies — all critical for professional readiness and commercial literacy.
Key Concepts
The IB syllabus outlines the following key ideas under 4.6 International Marketing (HL only):
International Marketing Objectives – Understanding why firms expand globally, including diversification, profit maximisation, and market development.
Entry Strategies – Modes of entering foreign markets (e.g. exporting, franchising, joint ventures, strategic alliances, direct investment).
Adaptation vs Standardisation – The tension between tailoring marketing mix elements (4Ps/7Ps) to local markets or maintaining global consistency.
Cultural Differences – How language, customs, values, and religion influence product, promotion, pricing, and place decisions.
Global Branding – The power and risks of global brand identity, and how it influences consumer behaviour in diverse markets.
Ethical Considerations – Marketing in emerging economies, respecting local norms, and avoiding exploitation.
Students are expected to evaluate these concepts with real-world evidence, weighing strategic options and cultural nuances across international contexts.
Real-World Relevance
International marketing is a dynamic, ever-changing field. Consider the following case examples:
McDonald’s Global Menu Strategy: McDonald’s adapts its menu to local tastes — from McAloo Tikki in India to Teriyaki Burgers in Japan — a clear example of adaptation.
Apple’s Consistent Global Branding: Apple demonstrates standardisation, maintaining consistent product design and advertising worldwide while tweaking local customer service.
Netflix’s Market Entry: Netflix used joint ventures and tailored content (e.g. Korean dramas, Spanish-language originals) to grow global subscriptions by adapting both product and promotion to cultural expectations.
These examples bring the IB concepts to life and demonstrate the commercial decision-making that underpins global strategy.
How It’s Assessed
International Marketing is examined exclusively in Paper 2 of the HL IB Business Management assessment.
Key assessment details:
Paper 2, Section C: Extended response questions focused on HL-only content, requiring analysis and evaluation based on unseen case studies.
Command terms often used:
Analyse – Break down marketing strategies into components and show relationships.
Evaluate – Make judgments based on evidence, weighing pros and cons of different approaches (e.g. standardisation vs adaptation).
Discuss/To what extent – Explore arguments and come to a supported conclusion.
Assessment tip: Students should integrate terminology, case evidence, and theoretical frameworks (e.g. Hofstede’s cultural dimensions) for top marks.
Enterprise Skills Integration
This unit is rich in decision-making and problem-solving. Students engage with complex, real-world trade-offs — like choosing between a high-control direct investment or a lower-risk franchise entry mode.
Key enterprise-aligned skills include:
Strategic decision-making: Comparing market entry options with cultural and financial implications.
Stakeholder analysis: Understanding how global decisions impact customers, partners, employees, and regulators.
Commercial awareness: Recognising how global trends (e.g. inflation, regulation, tech adoption) affect marketing choices.
Cross-cultural competency: Respecting and responding to local norms in international markets.
These align closely with Enterprise Skills’ active learning approach, which develops higher-order thinking through simulated decision environments.
Careers Links
This unit supports Gatsby Benchmarks 4, 5 and 6 by linking curriculum content directly to global business roles and workplace readiness:
Benchmark 4: Curriculum Learning to Careers
Students explore real job functions: international marketing manager, brand strategist, cultural consultant.
Benchmark 5: Encounters with Employers
Activities can be enriched through case studies from real companies or guest speakers discussing global roles.
Benchmark 6: Experiences of Workplaces
Simulated scenarios (like global product launches) mirror real business decisions and build commercial literacy.
Possible career pathways linked to this unit include:
International Marketing Executive
Global Brand Manager
Export/Import Manager
Market Entry Strategist
Consumer Insights Analyst
Teaching Notes
Practical Tips:
Case-Based Learning: Use international case studies (e.g. Starbucks in China, IKEA in India) to explore cultural adaptation.
Debate Activities: Split students into “Adaptation vs Standardisation” groups and evaluate which approach suits a given market.
Mini-Simulations: Pose scenarios like “Enter a new market with a food product — what entry mode and marketing mix would you use?”
Flipped Classrooms: Assign students to research real-world examples of international campaigns and present findings using the 7Ps.
Common Pitfalls:
Over-reliance on US-based examples without cultural nuance.
Confusion between entry strategies (how to enter) and marketing mix (how to operate).
Neglecting ethical implications of marketing in low-income or culturally sensitive regions.
Extension Activities:
Encourage students to track global campaigns on platforms like AdWeek or Campaign Global.
Use Enterprise Skills’ Skills Hub Futures resources to map commercial competencies and simulate workplace decision-making with zero prep time.
