INTBUS 7501 - Global Business Analysis (M)
North Terrace Campus - Trimester 1 - 2018
General Course Information
Course Code INTBUS 7501 Course Global Business Analysis (M) Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours per trimester Available for Study Abroad and Exchange Y Prerequisites MARKETNG 7104, ECON 7200, ACCTNG 7025, INTBUS 7500, COMMERCE 7039, COMMGMT 7006 Course Description This course addresses challenges arising from and in emerging economies and their implications for business and economy. The content themes are updated annually and may include (but are not limited to) multinationals from and in emerging economies, corporate social responsibility in the global market place, global competitive dynamics, state-business relationships, among other possibilities. This course adopts a problem-based and discussion-based learning approach. It places high emphasis on skill development, in particular, rigorous analytical skills, research skills, argumentation, critical thinking and judgement skills. An applied research project in international business is an integral part of this course. To do so effectively, this course requires active engagement of all course participants in a collective knowledge sharing and learning process.
Course Coordinator: Luiz Ricardo Kabbach de CastroCourse Coordinator:
Dr. Olga Muzychenko
Program Director – Master of International Business/Master of International Management
Adelaide Business School, University of Adelaide
Room 1032, Nexus 10
Academic in Charge:
A/Prof. Dr. Luiz Ricardo Kabbach de Castro
University of Navarra, Spain
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 explains the corporate governance variation across firms and countries in the global business environment.
(2) Use their understanding of theories that explain why and how firms use different corporate governance practices to organize to compete globally.
(3) Develop well-reasoned arguments about current debates and dilemmas in international corporate governance, such as ethical dilemmas, corporate governance practices, corporate and securities regulation, international diversity in corporate governance, varieties of capitalism, among others.
(4) Critically evaluate and discuss academic research in international corporate governance.
(5) Apply the theoretical constructs learned in this course in a real-life experiential learning project that can comprise analyses of international economic, institutional and market environments, an assessment of governance design that fits the international business strategy.
(6) Develop problem-solving skills by addressing relevant managerial problems in international corporate governance through team-work and intercultural collaboration.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,4,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3,4,5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
[This list will be updated by the beginning of the course]
Corporate Governance Matters: A Closer Look at Organizational Choices and Their Consequences. Pearson Education Ltd, Upper Saddle River: New Jersey. David Larcker and Brian Tayan, 2nd Edition (2016).
Complementary Research Articles:
- Aguilera, R., Crespí, R. Firm family firms: Current debates of corporate governance in family firms. Journal of Family Business Strategy, v.3, pp. 66-69, 2012.
- Aguilera, R., Cuervo-Cazurra, A. Codes of good governance worldwide: what is the trigger? Organization Studies, v. 25, pp. 417-446.
- Aguilera, R., Gregory, J. Comparative and international corporate governance. Academy of Management Annals, v. 4, n. 1, pp. 485-556, 2010.
- Claessens, S., Yurtoglu, B. Corporate governance in emerging markets. Emerging Markets Review, v.15, pp. 1-33, 2013.
- Collier, J., Roberts, J. Introduction: An Ethic for Corporate Governance? Business Ethics Quarterly, v. 11, n. 1, pp. 67-71, 2001.
- Cruz, C., Galdeano, L.G. Corporate Governance in Publicly Traded Family Firms. IE Business School-Banca March, 2015.
- Cuomo, F., Mallin, C., Zattoni, A., Corporate Governance Codes: A Review and Research Agenda. Corporate Governance: An International Review, 24(3): 222–241, 2016.
- Davis, J., Schoorman, F., Donaldson, L. Toward a stewardship theory of management. Academy of Management Review, v. 22, n.1, pp. 20-47, 1997.
- Driscoll, D. Ethics and corporate governance: lessons learned from a financial services model. Business Ethics Quarterly, v. 11, n. 1, pp. 145-158, 2001.
- Filatotchev, I., Toms, S., Wright, M. The firm’s strategic dynamics and corporate governance life-cycle. International Journal of Managerial Finance, v.2, n. 4, pp. 256-279, 2006.
- Gordon, D.M. Bosses of Different Stripes: A Cross-National Perspective on Monitoring and Supervision. American Economic Review, v. 84, n. 2, pp. 375-379, 1994.
- Hillman, A., Dalziel, T. Boards of directors and firm performance: Integrating agency and resource dependence perspectives. Academy of Management Review, v. 28, n.3, pp. 383-396, 2003.
- Hopt, K. Comparative Corporate Governance: The State of the Art and International Regulation. The American Journal of Comparative Law, 59(1): 1–73, 2011.
- Jackson, G., Miyajima, H. Introduction: The diversity and change of corporate governance in Japan. In Aoki et al. (Eds) Corporate Governance in Japan. Oxford: Oxford University Press.
- Jensen, M. C., Meckling, W.H. Theory of the firm. Journal of Financial Economics, v.3, pp. 305-360, 1976.
- La Porta, R., Lopez-de-Silanes, F., Shleifer, A. Corporate ownership around the world. Journal of Finance, v. 54, n.2, pp.471-517, 1999.
- La Porta, R., Lopez-de-Silanes, F., Shleifer, A. What works in securities regulation. Journal of Finance, v. 56, n.1, pp.1-32, 2006.
- Mitchell, R. K., Agle, B., Wood, D.J. Toward a theory of stakeholder identification and salience. Academy of Management Review, v.22, n. 4, pp. 853-886, 1997.
- Murphy, K. J. Executive Compensation: Where We Are, and How We Got There. In G. Constantiniders, M. Harris and R. Stulz (Eds.), Handbook of the Economics of Finance: 211-356. North Holland: Elsevier, 2012.
- Musacchio, A., Lazzarini, S., Aguilera, R. New varieties of state capitalism: strategic and governance implications. Academy of Management Perspectives, v. 29, n.1, pp. 115-131, 2015.
- Rossi, S., Volpin, P. Cross-country determinants of merge and acquisitions. Journal of Financial Economics, v.74, pp. 277-304, 2004.
- Toms, S., Wright, M. Divergence and Convergence within Anglo-American Corporate Governance Systems: Evidence from the US and UK, 1950–2000. Business History, v.47, n.2, pp. 267-295.
- Tuschke, A., Luber, M. Corporate Governance in Germany: Converging Towards Shareholder Value-Orientation or Not So Much? In Rasheed, A., Yoshikawa, T. (Eds). The Convergence of Corporate Governance. London: Palgrave Macmillan, 2012.
- Williamson, O. Corporate Governance. In The Economic Institutions of Capitalism, Free Press, Macmillan, chapter 12, pp. 298-325, 1985.
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 session will be anchored in at least one international corporate governance managerial problem. Therefore, each session often starts with a case study that leads over to an interactive lecture during which we discuss key concepts and theories, often referring to what happened in the case study. Based on this, we will deepen our understanding through the critical analysis of related research-based scholarly articles. Accordingly, we will not talk you through endless power point presentations during class. Instead, we will place most emphasis on the application of what you have learned through your readings (textbook and articles) and critical reflections of your applied research activities during our classes.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The following information is provided as a guide to assist students with engaging appropriately with the course requirements.
The University expects full-time students (i.e., those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course of private study outside of your regular classes.
Students in this course are expected to attend all sessions.
Please see our University policy for details: http://www.adelaide.edu.au/policies/669/
Learning Activities Summary
Session Date / Topics / Managerial and Policy Making Problems / Required Readings
Section 1 - 13 Feb
• Introduction to Corporate Governance
• What is corporate governance and does it matter for firm performance?
• Larcker & Tayan (2016), Chapter 1
• Aguilera & Jackson (2010)
Section 2 - 19 Mar, Morning
• Economic Theories of Corporate Governance
• Why do we need corporate governance?
• For whom are corporate managers trustees? (Shareholder vs Stakeholder Model of CG)
• Jensen & Meckling (1976), pp. 305-313 - Agency Theory
• Williamson (1985), Chapter 12, pp. 298-311, and 324 - Transaction Cost Economics
• Mitchell et al. (1997), pp. 853-856; 865-879 - Stakeholder Theory
• Davis et al. (1997), pp. 20-27; 38-40 – Stewardship Theory
Section 3 - 19 Mar, Afternoon
• Internal Mechanisms – Part 1 – Board of Directors (A)
• What are the board obligations?
• Do the board of directors create value?
• Larcker & Tayan (2016), Chapters 3 & 5
• Hillman & Dalziel (2003)
Section 4 - 21 Mar, Morning
• Internal Mechanisms – Part 2 – Board of Directors (B)
• What is the role of board in shaping firm’s strategy and governing risk?
• Larcker & Tayan (2016), Chapters 6
• Filatotchev et al. (2006)
Section 5 - 21 Mar, Afternoon
• Internal Mechanisms – Part 3 – Managerial Incentives
• How to align managerial discretion and stakeholders’ interests?
• How stock ownership helps firm’s governance?
• Larcker & Tayan (2016), Chapters 8 & 9
• Murphy (2012), sections 1, 2, 4 and 5.
• Gordon (1994) - Optional
Section 6 - 23 Mar, Morning
• External Mechanisms – Part 1 – Ownership and the Market for Corporate Control
• Does ownership structure matter for firm performance?
• How the market for corporate control affects firm’s decisions making?
• Larcker & Tayan (2016), Chapters 11
• La Porta et al. (1999)
• Rossi & Volpin (2004) - Optional
Section 7 - 23 Mar, Afternoon
• External Mechanisms – Part 2 – Institutions (Soft/Hard Regulation)
• Do countries should develop hard law or is it better to introduce soft regulation?
• Larcker & Tayan (2016), Chapter 2
• Aguilera & Cuervo-Cazurra (2004)
• Larcker et al (2011) - Optional
Section 8 - 25 Mar, Morning
• Corporate Governance in Liberal Market Economies
• The role of corporate governance in doing business in liberal market economies. What are the “rules of the game” and how to play it?
• Larcker & Tayan (2016), Chapters 12 & 13
• Toms & Wright (2005), US & UK
Section 9 - 25 Mar, Afternoon
• Corporate Governance in Coordinated Market Economies
• The role of corporate governance in doing business in coordinated market economies. What are the “rules of the game” and how to play it?
• Jackson & Miyajima (2007), Japan
• Tuschke & Luber (2012), Germany
Section 10 - 27 Mar, Morning
• Corporate Governance in Emerging Economies (& Family-Based)
• The role of corporate governance in doing business in emerging economies. What are the “rules of the game” and how to play it?
• Aguilera & Crespi (2012), Family-Firms
• Cruz & Galdeano (2015), Family-Firms
• Claessens & Yurtoglu (2013), Emerging Economies
Section 11 - 27 Mar, Afternoon
• Corporate Governance and the State-Based Capitalism • The role of corporate governance in doing business in State-based economies. What are the “rules of the game” and how to play it?
• Musacchio et al (2015)
Section 12 - 29 Mar, Morning
• Ethics and Corporate Governance
• Beyond rules and norms, how business ethics contribute to the corporate governance discipline?
• Collier & Roberts (2001)
• Driscroll (2001)
Section 13 - 29 Mar, Afternoon
• Wrap-up of the course.
• Applied research project orientation.
Specific Course RequirementsAssumed Knowledge:
INTBUS 7500 – Fundamentals of International Business
ACCTING 7025 – Accounting Essentials for Decision-Makers
COMMERCE 7039 – Business Research Methods
ECON 7200 - Economic Principles
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.
Assessment Task Weighting Learning Outcome Applied research project 25% Quizzes 10% Participation (in-class discussion) 10% In-class Exercises 15% Final exam 40%
Assessment Related Requirements
Course results may be subject to moderation.
More in depth details can be accessed via MyUni
APPLIED RESEARCH PROJECT
An integral part of this course is an applied research project developed individually. The goal of this project is to
enhance and apply your problem solving and research skills, deepen and apply conceptual frameworks studied
and discussed during this course and to train your critical thinking, presentation and debating skills. Please find
details and supporting material in the Research Project myuni folder.
SHORT INDIVIDUAL TESTS (QUIZZES)
Over the duration of the course, there will be administered short individual tests so you can check your
understanding of key concepts discussed in the assigned readings, see “Readings” column of the table in section
1.3. The aim of this assessment is to help you verify whether or not you have adequately prepared for your class,
whether or not you are up-to-date with your readings and whether or not you have a correct understanding of the
concepts covered by the course. The tests will be administered online at the beginning of each class.
Your participation in class is essential to the course as we will construct knowledge through student-centered inclass
discussions. Basically, your participation will be assessed using three levels: (i) (almost) never participates;
(ii) participates occasionally; (iii) makes significant contributions to the development of knowledge. Significant
contributions are characterized by critical, analytical thinking and well-argued thoughts. Participation scores will be
registered in each class and add up to 10% of your overall course grade.
The role of the exercises within this course is threefold: first, to apply and deepen the content learned in the last
classroom session and the last book chapter; second, to connect the content from two classes and third, to train
problem-solving skills using a problem-solving method.
Your submissions of short case solutions will earn credits if you write at least 500 words (about ½ a page).
In each class, we will ask some students to briefly present their solutions and will discuss them to reach a common
understanding of the problem and alternatives to solve it. Hence, writing up your solution or problem-solving
approach will help you to prepare yourself for your short presentation.
These short case solutions are a developmental, formative assessments and will therefore not be marked.
Please notice that these exercises and the feedback you receive in each class are an important preparation for
your exam preparation.
This activity will add up to 15% of your overall course grade.
The final examination consists of problem-based exercises. To get a ‘feel’ for it, several problem-based exercises
will be discussed in the classroom during the course (see 5.4).
The final exam is closed book, because research in education has shown that open book exams do not increase
student performance neither do they increase retention of course content1.
Students undertaking this course should be aware it is a language intensive course that requires competent skills
in English comprehension and interpretation, synthesis and extrapolation of the concepts and material presented.
Rote learning material will NOT be sufficient to demonstrate an understanding of the material in this course in
assessment. Instead, you are expected to have acquired critical thinking, analytical thinking and problem-solving
Legible handwriting and the quality of English expression are considered to be integral parts of the assessment
process. Marks may be deducted in the final examination because of poor hand-writing.
The final exam counts 40% of the overall course grade.
Requirements for submission will be advised in class and/or via MyUni.
Students should retain a copy of all assignments submitted.
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.
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- 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
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