INTBUS 7501 - Global Business Analysis (M)

North Terrace Campus - Trimester 3 - 2019

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 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours per Trimester
    Available for Study Abroad and Exchange N
    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 Staff

    Course Coordinator: Mr Jim Redden

    Course Coordinator and Academic in Charge:

    Jim Redden
    Senior Lecturer and Visiting Fellow
    International Business School, Institute for International Trade
    University of Adelaide

    Email: james.redden@adelaide.edu.au






    Course Timetable

    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 corporate governance and corporate social responsibility issues and variation across firms and countries in the global business environment.
    (2) Apply their critical and analytical thinking skills to problems and dilemmas in corporate responsibility and governance.
    (3) Develop well-reasoned arguments about current debates and dilemmas in international corporate governance and corporate social responsibility, such as with ethical dilemmas, corporate governance practices, how corporations deal with sustainability and poverty, stakeholder vs shareholder interest debates, among others.
    (4) Develop applied research skills to deal with practical problems in global corporate governance and social responsibility, specifically, problem framing, literature research, data collection, analysis and interpretation, formulation of managerial recommendations.
    (5) Understand the interaction between corporate goverance, sustainable profits and the internatinoal trade architecture
    (6) Develop problem-solving skills by addressing relevant managerial problems in international corporate governance and corporate  responsbility issues 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
    6
  • Learning Resources
    Required Resources
    References: 
    [This list and necessary reading will be updated by the beginning of the course]

    Main text book

    Anne T. Lawrence and James Weber, "Business and Society: Stakeholders, Ethics, Public Policy", 14th or 15th Edition, McGraw-Hill Irwin, (2015). (Available from the University of Adelaide's Coop Bookshop.)

    Secondary textbook:
    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 Reading and Articles:

    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.
    Crane, A., Palazzo, G., Spence, L. J. and Matten, D. (2014), "Contesting the value of “creating shared value”", California Management Review, Vol. 56 No. 2, pp. 130-153.
    Driscoll, D. Ethics and corporate governance: lessons learned from a financial services model. Business Ethics Quarterly, v. 11, n. 1, pp. 145-158, 2001.
    Friedman, M. (1970), "The social responsibility of business is to increase its profits", The New York Times Magazine No. September 13, pp. 122-124.
    Edwards, Michael, (1999) "Future Positive - International Cooperation into the 21st Century" London, Earthscan. Chapter one and the final chapter.
    Garriga, E. and Melé, D. (2004), "Corporate social responsibility theories: Mapping the territory", Journal of Business Ethics, Vol. 53 No. 1-2, pp. 51-71.
    Hill, Cronk and Wickramasekera, (2010), "Global Business Today: An Asia-Pacific Perspecitve" McGraw-Hill, Australia.
    Hopt, K. Comparative Corporate Governance: The State of the Art and International Regulation. The American Journal of Comparative Law, 59(1): 1–73, 2011.
    Lencioni, P. M. (2002), The five dysfunctions of a team: A leadership fable, John Wiley & Sons.
    Litvin, Daniel (2003), Empires of Profit: Commerce, Conquest and Corporate Responsibility", New York, Texere Publication.
    Mitchell, R. K., Agle, B. R. and Wood, D. J. (1997), "Toward a theory of stakeholder identification and salience: defining the principle of who and what really counts", Academy of Management Review, Vol. 22 No. 4, pp. 853–886.
    Mulligan, T. (1986), "A critique of Milton Friedman's essay ‘the social responsibility of business is to increase its profits’", Journal of Business Ethics, Vol. 5 No. 4, pp. 265-269.
    Paine, L., Deshpande, R., Margolis, J. D. and Bettcher, K. E. (2005), "Up to code - Does your company’s conduct meet world-class standards? ", Harvard Business Review, Vol. 83 No. 12, pp. 122-133.
    Palacios, J. J. (2004), "Corporate citizenship and social responsibility in a globalized world", Citizenship Studies, Vol. 8 No. 4, pp. 383-402.
    Porter, M. E. and Kramer, M. (2006), "Strategy and Society: The link between Competitive Advantage and Corporate Social Responsibility", Harvard Business Review, Vol. 84 No. 12, pp. 78–92.
    Porter, M. E. and Kramer, M. R. (2011), "Creating shared value", Harvard Business Review, Vol. 89 No. 1/2, pp. 62-77.
    Stiglitz, J., (2002) "Globalisation and its Discontents", New York, WW Norton and Co. (short book worth reading)
    Stoler, A, Redden J.,(2009) "Trade and Poverty Reduction in the Asia Pacific Region", Cambridge Uni Press, WTO, chapters one and three.
    Valente, M. and Crane, A. (2010), "Public responsibility and private enterprise in developing countries", California Management Review, Vol. 52 No. 3, pp. 52-78.
    Wijen, F. and Van Tulder, R. (2011), "Integrating environmental and international strategies in a world of regulatory turbulence", California Management Review, Vol. 53 No. 4, pp. 23-46.
    Wilson, F. and Post, J. E. (2013), "Business models for people, planet (& profits): exploring the phenomena of social business, a market-based approach to social value creation", Small Business Economics, Vol. 40 No. 3, pp. 715-737.
    Wood, D. J. (1991), "Corporate social performance revisited", Academy of Management Review, Vol. 16 No. 4, pp. 691-718.
    Yu, J., Coulson, K. R., Zhou, J. X., Wen, H. J. and Zhao, Q. (2011), "Communicating corporate environmental citizenship: an examination of Fortune 500 web sites", Journal of Internet Commerce, Vol. 10 No. 3, pp. 193-207.
    Yunus, M., Moingeon, B. and Lehmann-Ortega, L. (2010), "Building social business models: Lessons from the Grameen experience", Long range planning, Vol. 43 No. 2, pp. 308-325.

    1.5.2 Case Studies

    Berte, E. and Vujovich, C. (2014). Balancing Stakeholder Interests and Corporate Values: A Cummins Strategic Decision, North American Case Research Association, Inc. (NA0308).
    Delios, A., Jimenez, D. and Turner, C. (2012). Australian miners and the resource super profit tax. NUS & Ivey Publishing Case (W12001).
    Lee, S.H., Mol, M. and Mellahi, K. (2016). Apple and its suppliers. Ivey Publishing Case (W16146).
    Porter, M.E., Kramer, M. and Sud, P. (2015). Walmart: segmenting social impact, Harvard Business School (HBS 9-715-435).
    Price, G. (2010). Stakeholder Management and the endangered Wildlife trust, Gordon Institute of Business Science & Ivey Business School (910M66).
    Valente, M. (2015). TATA Chemicals Magadi: Confronting poverty in rural Africa, Ivey Publishing (W15034).


    1.5.3 Notes

    Paine, L. and Bruner, C. (2006). Bribery in Business - A Legal Perspective, Harvard Business School (HBS 306012-PDF-ENG).
    Ramanna, K., Sucher, S., McKown Cornell, I. (2015). Business & Government, Harvard Business School (HBS 113037-PDF-ENG).
    Sucher, S. (2011). A framework for ethical reasoning, Harvard Business School (HBS 9-610-050)




    Online Learning
    Online learning resources include: course material (slides, access to Harvard Case Studies), six standardized online tests.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    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

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.