INTBUS 7501 - Global Business Analysis (M)

North Terrace Campus - Trimester 3 - 2021

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 Adelaide 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


    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 the skill development of critical analysis.

    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 international trade architecture.
    (6) Develop problem-solving skills by addressing relevant managerial problems in international corporate governance and corporate responsibility 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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    [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", 15th or 16th 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
    This course involves students working on critical analysis and applying practical solutions or strategies to corporate governance and corporate social responsibility challenges. Sessions will usually start with powerpoint presentations which provide information about concepts, issues or challenges facing corporations and then lead into interactive debate using case-studies, quizzes, debates, simulations and group work. We will also deepen our understanding through the critical analysis of related research-based scholarly articles. Emphasis will be placed on the application of your readings (textbook and articles) and critical reflections of your applied research activities during classes.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in 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:
    Learning Activities Summary
    Sessions and Topics

    The following is a guide only, as the timing, order and specific content of topics can vary from year to year. Readings and film clips/DVDs to watch will be announced in class in module one and throughout the course. Pre-course reading for module one will be available on the MyUni course website for INTBUS 7501.

    Module One:

     Introductions and course overview
     What sort of governance challenges do global corporations face?
     Globalisation and current implications for multinatinal companies in emerging and developed countries
     Taxonomy of perspectives on corporate governance and corporate behaviour
     What is corporate governance and its role in dealing with contemporary ethical challenges?
     Shareholder and stakeholder theory and analysis
     Introduction to corporate social responsibility (CSR)and its relationship with corporate governance
     CSR impact on stock exchanges and investment funds
     Case-study exercise
     Corporate governance in emerging and developed economies
     The political economy of corporate goverance: task assignment
     Introduction to and work on the major research assignments and formation of business teams

    Module Two:

     Revision of module one and research assignment update
     Governance, corporate responsibility and increasing use of sustainability indexes
     Comparative analysis of corporate governance across political and economic systems
     Leadership and transparency and the role of the Board of Directors
     How business ethics contribute to corporate governance discipline
     Is it better for governments to increase hard law or is soft law regulation more effective?
     Use of voluntary codes and financial regulation - guest speaker and case-study
     International trade law, trade economics and the WTO
     Trade and investment agreements: implications for corporate goverance and global companies in today's world
     Corporate governance in dealing with environmental sustainability and climate change issues

    Module 3:

     Corporate responsibilty and governance in dealing with poverty and conflict situations
     Corporate responsibilty and governance in dealing with gender and social inclusion
     Future role of global corporations and strategies in dealing with major contemporary challenges
     Case-study exercise and simulated role plays in dealing with governance and ethical dilemnas
     Course summary
     Preparation for final major in-class test
     Final major test
     Student research presentations on comparative corporate peformance
     Discussion of research report structure and rubric
     Final discussion of research reports, contents issues and course evaluation

  • 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 Weighting Learning Outcome
    Applied research project  35%
    Quizzes    10%
    Participation (in-class discussion) 5%
    Case-Studies and In-Class Exercises  10%
    Final Major Test (in-class) 40%
    TOTAL 100%
    Assessment Detail

    An integral part of this course is the applied research project. The goal of this project is to work with a busines partner in
    developing a comparative analysis of two global corporations in the same industry in relation to their corporate goverance structure and
    performance as a resonsible corporation, with recommendations on how each firm could improve on its current performance. Details of
    the project will be given during module one. The research project aims to enhance and apply your problem solving, analytical and
    research skills, while applying conceptual and contemporary isses raised in the course. Your team will be required to present findings in
    a power-point presentation toward the end of the course.  This research report is worth 35% of the total mark


    Over the duration of the course, there will be administered short individual quiz tests so you can check your
    understanding of some key concepts or issues discussed in the assigned readings.
    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: worth up to 10% of total mark.


    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 add up to 5% of your
    overall course grade.


    There will be 3-4 case-studies for students to analyse requiring answers or solutions and will add up to 1O% of your overall course
    grade. The case-studies are intended to consolidate course content with practical and applied situations confronting contemporary
    global corporations. Students will also undertake short power-point presentations on various topics which will be assessable.


    Details of the final test, to be held on the final day of the course in-class, will be fully discussed during the course so students can be fully prepared. 

    In short, it will test student ability to apply and critically analyse information from the overall course by way of answering 3-4 essay
    style questions dealing with corporate goverance and corporate social responsbility issues.  It will be a 2 hour open book test with answers to be discussed at the end of the test.

    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 course 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 skills.

    The final test counts 40% of the overall course grade.

    Requirements for submission will be advised in class and/or via MyUni.

    In general, assignments will be submitted through or uploaded onto MyUni.

    Students should retain a copy of all assignments submitted.
    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 ( 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.