INTBUS 7501 - Global Business Analysis (M)

North Terrace Campus - Trimester 2 - 2017

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.

  • General Course Information
    Course Details
    Course Code INTBUS 7501
    Course Global Business Analysis (M)
    Coordinating Unit Business School
    Term Trimester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours per trimester
    Available for Study Abroad and Exchange Y
    Assumed Knowledge COMMERCE 7039, ECON 7200, INTBUS 7500
    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 Staff

    Course Coordinator: Dr Dirk Boehe

    Academic in charge:
    A/Prof. Dr. Dirk Boehe
    Business School, University of Adelaide
    Email: dirk.boehe@adelaide.edu.au
    Profile: http://researchers.adelaide.edu.au/profile/dirk.boehe
    Course Website: www.myuni.adelaide.edu.au 
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    The full timetable of all activities for this course can be accessed from Course Planner.
  • Learning Outcomes
    Course Learning Outcomes
    This 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.
    5 Apply problem-solving skills by addressing relevant managerial problems in international business and elaborating recommendations for managerial practice from research results.
    6 Employ their team management, collaboration and dispute solving skills in international business practice.


    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
    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
    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
    3,5
    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
    6
  • Learning Resources
    Required Resources
    References: 
    [This list will be updated by the beginning of the course]
    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.
    Boddewyn, J. J. 2016. International business–government relations research 1945–2015: Concepts, typologies, theories and methodologies. Journal of World Business, 51(1): 10-22.
    Boehe, D. M. 2015. The Internationalization of Service Firms from Emerging Economies: An Internalization Perspective. Long Range Planning, 49(5): 559–569.
    Dyer, J. H. & Singh, H. 1998. The relational view: cooperative strategy and sources of interorganizational competitive advantage. Academy of management review, 23(4): 660-79.
    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.
    Grant, R. M. & Venzin, M. 2009. Strategic and organisational challenges of internationalisation in financial services. Long Range Planning, 42(5–6): 561-87.
    Ramamurti, R., (Ed.). 2009. What have we learned about emerging market MNEs? (Chapter 13). Cambridge: Cambridge University Press.
    Yu, T., Subramaniam, M., & Cannella, A. 2009. Rivalry Deterrence in International Markets: Contingencies Governing the Mutual Forbearance Hypothesis. Academy of Management Journal, 52(1): 127-47.
    Recommended Resources
    Textbooks: 
    Cavusgil, S.T.; Knight, G. Riesenberger, J., Rammal, H. & Rose, E. 2015. International Business: The New Realities. Australasian Edition, Pearson Australia, Melbourne, VIC.
    Dunning J. H., Lundan S. M. 2008. Multinational Enterprises and the Global Economy. Cheltenham: Edward Elgar.
    Hill, C. 2013. 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 Learning
    Online learning resources include: course material (slides, access to Harvard Case Studies), six standardized online tests.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    This course pursues a problem-based approach, i.e., each weekly session will be anchored in at least one managerial problem. Therefore, six sessions initiate with a major case study that leads over to interactive lectures during which we discuss key concepts and theories. Thus, we connect managerial problems from real life cases to concepts and theories that will assist us in understanding and cracking them. Critical analysis of research-based scholarly articles will help us to generalize from specific cases towards wider-ranging insights.

    Preparation
    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! You must read and analyse the relevant case studies and scholarly articles as indicated in the grey-shaded column titled “Required Readings” under Section 1.3. 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 or by e-mail.

    Important notice: the content-related information below is subject to modifications and will be updated by the end of April. 

    Topic 1 - Export strategies, competitive advantage & international marketing

    Case: Global Wine War 2009: New World versus Old, HBS Case # 9-910-405.

    • What sources of competitive advantages have the incumbents (French and other traditional wine producers) and the newcomers (Australian, and other New World producers) relied on?
    • Why did the incumbents lose market share?
    • What advice would you give to the French Minister of Agriculture, to the head of the French wine industry association and to a Bordeaux premium wine producer?
    • What advice would you offer to the Australian Minister of Agriculture, the head of the Australian wine industry association, a Barossa Valley premium wine producer?
    • What advice would you offer to the U.S. Minister of Agriculture, the head of the U.S. wine industry association, a Napa Valley premium wine producer?
    • How to develop a global industry analysis?
    • How do global industries change over time and how can newcomers change the rules of the competitive game?
    • Why can newcomers achieve strong global market positions?
    • How can generic export strategies create competitive advantages?
    • How can generic international marketing strategies create competitive advantages?

    Topic 2 - Rising challengers: MNEs from emerging economies

    Case: Haier's U.S. Refrigerator Strategy 2005, HBS Case #705475-PDF-ENG.

    • What was Haier’s logic of entering the U.S. with compact refrigerators first? How did Haier succeed while others didn’t?
    • How did the Big Three (then the Big Four before Whirlpool’s acquisition of Maytag) react to Haier’s success? Was it the right response?
    • Why did Haier build a plant in South Carolina? What assumptions is Haier making about the future of doing business in the U.S.?
    • What is Haier U.S.’s situation now? Where do they go from here? What are Haier’s prospects in the U.S. refrigerator business –short and long term?
    • Complete Exhibit 10 (see spreadsheet on myuni) and prepare for a detailed class discussion of it.
    • How and under what conditions can firms from emerging economies develop and exploit competitive advantages in highly competitive advanced economies?
    • How does the home government affect the internationalization of multinational enterprises (MNEs) from emerging economies?
    • Which strategies do MNEs from emerging economies adopt to conquer overseas markets? Why do they adopt such strategies?


    Topic 3 - Doing business at the base of the pyramid

    Case: Supercompra: Sourcing from Small Andean Farmers, HBS Case #SKE145-PDF-ENG.

    • If you were Zapata’s supervisor in Mexico, how would you evaluate his work and efforts with the Pallatanga platform? Which aspects would you praise? Which aspects would you criticise?
    • In your opinion, what is the main challenge faced by the company in operating via the Pallatanga platform?
    • If you had Zapata’s job, what would be your next steps regarding the Pallatanga platform?
    • Why do MNEs purchase from the base of the pyramid?
    • How can firms capture value at the base of the pyramid in overseas markets?
    • What distinguishes business models at the base of the pyramid from conventional business models?


    Topic 4 - Internationalization of Services

    Case: ICICI's Global Expansion, HBS Case 9-706-426.

    • ICICI has emerged as one of India’s leading retail banks. Should it distract itself from opportunities in the Indian market with its global strategy? Why should it believe that it can succeed where prior Indian banks’ forays overseas had failed?
    • Does the strategy of pursuing the Indian diaspora make sense? Why or why not? Who are its principal competitors in this endeavor?
    • If you believe that ICICI should go global, on what regions/countries should it focus? What should be its strategy in each of the suggested region/country?
    • Why and how do service firms internationalize?
    • Why is service internationalization different from manufacturing internationalization?
    • How can service firms overcome service-specific barriers to internationalization?



    Topic 5 - Global Competitive Dynamics

    Case: The Globalization of CEMEX, HBS Case # 9-701017.

    • What benefits have CEMEX and the other global competitors in cement derived from globalization? More broadly, how can cross-border activities add value in an industry as apparently localized as cement?
    • How specifically has CEMEX managed to outperform its leading global competitors in the cement industry?
    • What accounts for the sequence in which CEMEX entered foreign markets? How do the markets it has entered recently compare with the markets that it entered early on?
    • What recommendations would you make to CEMEX regarding its globalization strategy going forward? In particular, what kinds of countries should it focus its future expansion on?
    • Under what conditions can global firms benefit from global presence?



    Topic 6 - International Business and Government Relationships

    Case: Rio Tinto and Mining in Mongolia: The Oyu Tolgoi Deposit, HBS Case #9-714-018.

    • In early 2013, should the Government of Mongolia increase its stake to 50%? Are the terms of the investment agreement fair?
    • What should Rio Tinto do to protect its investment?
    • As an investor in the Mongolian growth story, would you favour an investment in (a) the resource sector or (b) a consumer-facing sector?
    • Will Mongolia go the way of Angola or Chile?
    • What explains the success and effectiveness of business-government relationships in international business?

    Workload

    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 per week on average for a three-unit course of private study outside of your regular classes. Each student can expect to dedicate approximately 150 hours to undertaking this Course. Students in this course are expected to attend all weekly sessions throughout the semester.
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Applied research - consulting project Individual 40%
    Exercises 20%
    Oral participation 10%
    Individual case study assignment Individual 30%
    Total 100%
    For specific due dates please see the MyUni website.
    Assessment Detail

    5.1 APPLIED RESEARCH PROJECT

    The aim of the applied research project is to train in international business consulting and more general applied research capabilities. All projects will take a quantitative approach and derive managerial recommendations from empirical evidence. Why is this important? Read this article from The Economist (July 19th, 2014 edition) and you will see: http://www.economist.com/news/business/21607816-businesses-should-aim-lots-small-wins-big-data-add-up-something-big-little 

    5.2 EXERCISES

    In (almost) every class, you will participate in a small group exercise and present the result of your work together with your group members in the classroom. Group membership changes from class to class. Each exercise result hand in and/or presentation will be graded on an individual basis using a simplified scale, covering “0” (if you did not participate), “1” (work needs to improve), and “2” (well done). All scores together, encompassing the exercises run all over the semester, will count 20% of your final grade.

    5.3 ORAL PARTICIPATION

    Your oral participation in class is essential to the course as we will construct knowledge through student-centred in-class 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. Asking relevant questions is considered a form of oral participation. Oral participation will count 10% of your final grade.

    5.4 INDIVIDUAL CASE STUDY ASSIGNMENT

    This assignment is based on a case study similar in size and complexity to the six case studies discussed during the semester. Therefore, the case study discussions in class constitute a form of training for this individual assignment. Students must hand in their individual case study solutions through turnitin (myuni website). After that the submission system closes automatically. Late submission will be penalized by a 5% reduction of your mark per day (e.g., if you hand in 10 days late, the best possible mark you can achieve is 50%). A link to the case study and detailed instructions will be provided on myuni and revisited in class. This individual case study assignment will count 30% of your final grade.

    Submission
    All submissions of written work through turnitin. 
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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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