INTBUS 7501 - Contemporary Issues in Business & Marketing (M)
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code INTBUS 7501 Course Contemporary Issues in Business & Marketing (M) Coordinating Unit Business School Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites INTBUS 7500 & ECON 7224 Incompatible INTBUS 7502 Course Description This course prepares graduate students for understanding the globalization of emerging markets. The course examines the distinctive business environment of emerging markets and how that context shapes the opportunities, risks, and strategic approaches of domestic and foreign firms operating in emerging economies. The cases used in the course will illustrate that the impact of the integration of large emerging markets, particularly the BRIC countries (Brazil, Russia, India and China), into the global economy, focusing not only on macroeconomic factors. The globalization of emerging markets is also reshaping the competitive environment for firms based or operating in those countries. The course thereby provides students with the opportunity to develop skills in understanding the emerging markets and pushes students to evaluate and formulate emerging market strategies based on a clear understanding of relevant theories and case materials from both indigenous firms and multinational corporations, small and large, and private and state owned.
Course Coordinator: Dr Dirk BoeheDr. Dirk Boehe is senior lecturer at the University of Adelaide Business School, in the International Business Discipline. His research interests focus on multinational corporations, export and internationalization strategies as well as CSR in international business. His scholarly articles have appeared in Business and Society, The International Journal of Human Resource Management, Journal of Business Ethics, Journal of International Management, Journal of Small Business Management, Management International Review, Journal of World Business, World Development, among others. Before joining the University of Adelaide in 2013, he held a full-time position at Insper Institute of Education and Research, a prestigious Financial Times ranked São Paulo based business school, and at the University of Fortaleza (Brazil), where he also held administrative positions as program director for undergraduate and master courses. Before joining academia, Dirk gained professional experience in related areas such as market research, foreign trade and international consulting projects in Colombia, England, Germany and Venezuela.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThis course focuses predominantly on skill development. On successful completion of this course, students will be able to …
(1) Apply their understanding of what determines the success of firms with regard to competitive, corporate and organizational strategies in the global business environment.
(2) Apply research skills –including problem formulation, literature review, data collection, data analysis, synthesis and evaluation– to business problems.
(3) Develop argumentation skills within current debates, such as corporate social responsibility and the base of the pyramid in international contexts, multinational corporations in emerging economies, service internationalization, challenges by cyclical industries, economic relations between Australia and Asia.
(4) Discuss and critically evaluate academic research in international business (see section 3.2 below).
(5) Apply problem-solving skills by addressing relevant managerial problems in international business and elaborating recommendations for managerial practice from research results (see column titled “Managerial Problems” in Section 1.3 and Assignment 5.1).
(6) Employ their team management, collaboration and dispute solving skills in international business practice (see Section 5.1 below).
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 4, 5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,5, 6 Skills of a high order in interpersonal understanding, teamwork and communication. 6 A proficiency in the appropriate use of contemporary technologies. 1, 2, 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 3
[This list will be updated by the beginning of the semester]
Asakawa, K., Ito, K., Rose, E., & Westney, D. E. 2012. Internationalization in Japan’s service industries. Asia Pacific Journal of Management: 1-14.
Aulakh, P. S., Kotabe, M., & Teegen, H. 2000. Export strategies and performance of firms from emerging economies: Evidence from Brazil, Chile, and Mexico. Academy of Management Journal, 43(3): 342-61.
Bangara, A., Freeman, S., & Schroder, W. 2012. Legitimacy and accelerated internationalisation: An Indian perspective. Journal of World Business, 47(4): 623-34.
Boehe, D. 2013. Collaborate at Home to Win Abroad: How Does Access to Local Network Resources Influence Export Behavior? Journal of Small Business Management, 51(2): 167-82.
Corden, W. M. 2012. Dutch Disease in Australia: Policy Options for a Three-Speed Economy. Australian Economic Review, 45(3): 290-304.
Cuervo-Cazurra, A. 2012. Extending theory by analyzing developing country multinational companies: Solving the Goldilocks debate. Global Strategy Journal, 2(3): 153-67.
Dhanaraj, C. & Khanna, T. 2012. Transforming mental models on emerging markets. The Academy of Management Learning and Education, 10(4): 684 - 701.
Gao, G. Y., Murray, J. Y., Kotabe, M., & Lu, J. 2010. A strategy tripod perspective on export behaviors: Evidence from domestic and foreign firms based in an emerging economy. Journal of International Business Studies, 41(3): 377-96.
Ghemawat, P. & Thomas, C. 2008. Strategic Interaction Across Countries and Multinational Agglomeration: An Application to the Cement Industry. Management Science, 54(12): 1980-96.
Hoskisson, R. E., Wright, M., Filatotchev, I., & Peng, M. W. 2013. Emerging multinationals from mid-range economies: The influence of institutions and factor markets. Journal of Management Studies: n/a-n/a.
London, T., Anupindi, R., & Sheth, S. 2010. Creating mutual value: Lessons learned from ventures serving base of the pyramid producers. Journal of Business Research, 63(6): 582-94.
Makridakis, S., Hogarth, R. M., & Gaba, A. 2010. Why forecasts fail. What to do instead. MIT Sloan Management Review, 51(2): 83-90.
Navarro, P. 2009. Recession-proofing your organization. Sloan Management Review, 50(3): 44-51.
Navarro, P. 2005. The Well-Timed Strategy. California Management Review, 48(1): 2.
Ramamurti, R., (Ed.). 2009. What have we learned about emerging market MNEs? (Chapter 13). Cambridge: Cambridge University Press. http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511576485
Schuster, T. & Holtbrügge, D. 2012. Market entry of multinational companies in markets at the bottom of the pyramid: A learning perspective. International Business Review, 21(5): 817-30.
Seelos, C. & Mair, J. 2007. Profitable Business Models and Market Creation in the Context of Deep Poverty: A Strategic View. The Academy of Management Perspectives, 21(4): 49-63.
Tang, Z. & Tang, J. 2012. Stakeholder–firm power difference, stakeholders' CSR orientation, and SMEs' environmental performance in China. Journal of Business Venturing, 27(4): 436-55.
Tennant, D. 2011. Factors impacting on whether and how businesses respond to early warning signs of financial and economic turmoil: Jamaican firms in the global crisis. Journal of Economics and Business, 63(5): 472-91.
Upson, J. W., Ketchen, D. J., Connelly, B. L., & Ranft, A. L. 2012. Competitor Analysis and Foothold Moves. Academy of Management Journal, 55(1): 93-110.
Williams, B. 1997. Positive theories of multinational banking: Eclectic theory versus internalisation theory. Journal of Economic Surveys, 11(1): 71-100.
Yu, T., Subramaniam, M., & Cannella, A. 2009. Rivalry Deterrence in International Markets: Contingencies Governing the Mutual Forbearance Hypothesis. The Academy of Management Journal ARCHIVE, 52(1): 127-47.
Cavusgil, S.T.; Knight, G. Riesenberger, J., Rammal, H. & Freeman, S. 2012. International Business: The New Realities. Australasian Edition, Pearson Australia, Sydney, NSW.
Dunning John H., Lundan Sarianna M. Multinational Enterprises and the Global Economy. Cheltenham: Edward Elgar, 2008.
Hill, C. International Business – Competing in the Global Marketplace, McGraw-Hill/Irvin, New York. (ISBN 978-0-07-802924-0)
Peng, M. 2013. Global Strategy, 3rd Edition, South-Western/Cengage Learning: Mason, OH. (ISBN: 978-1-133-96461-2)
Peng, M. 2013. Global Business, 3rd Edition, South-Western/Cengage Learning: Mason, OH. (ISBN-13: 978-1-1-334-85933)
Online LearningOnline learning resources include: course material (slides, access to Harvard Case Studies), six standardized online tests.
Learning & Teaching Activities
Learning & Teaching ModesThis course is problem-based, i.e., each weekly session will be anchored in at least one international business strategy managerial problem. Therefore, six sessions initiate with a major case study (to be distributed online at the beginning of the semester) that leads over to interactive lectures during which we discuss key concepts and theories, making reference to the six major case studies. Based on this approach, we will deepen our understanding through the critical analysis of related research-based scholarly articles.
To make this learning method work effectively and to help you to get as much as possible out of this course, you are required to come prepared to the class, i.e. you are supposed to read and analyse the relevant case studies and scholarly articles as indicated in the column titled “Required Readings” in our syllabus. In addition, it is essential that you take note of questions you encounter during your preparation and ask these questions during the weekly session. In case you are unable to ask all of your questions in class, please feel comfortable to ask them during my office hours. Your level of preparation will be assessed through online tests during the week preceeding the class.
No information currently available.
Learning Activities Summary
No information currently available.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
No information currently available.
Items and weights
5.1 Applied research project (country analysis, sector analysis, market entry study, etc.) conducted in small groups 30%
5.2.1 Short multiple choice tests 20%
5.2.2 Oral participation 10%
5.3 Individual case study assignment 40%
[Note: these items and their weights are preliminary and are subject to change - please have a look at the updated version of the syllabus]
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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