INTBUS 7506 - International Business Strategy (M)
North Terrace Campus - Trimester 1 - 2019
General Course Information
Course Code INTBUS 7506 Course International Business Strategy (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 N Prerequisites MARKETNG 7104, ECON 7200, ACCTNG 7025, INTBUS 7500, COMMERCE 7039, COMMGMT 7006 Course Description The course focuses on the development of skills to understand the issues that managers face in operating in international markets and supply chains. Students will develop an understanding of the conceptual frameworks that clarify the relationships between the business environment, domestic and global strategies. They will also have the opportunity to develop an applied research project that focuses on a key strategic decision facing senior management involved in entering an overseas market for the first time; or expanding existing operations into a new foreign market as part of a corporate strategy. This course addresses how multinational firms leverage their capabilities and competencies to create competitive advantages in international and global markets. Topics include assessing foreign markets attractiveness; understanding the impact of institutional differences across countries entry mode choice, international strategic alliances, competitive dynamics, global innovation, strategies and structures and assessing the challenges of corporate governance and corporate social responsibility for international business. The course will include problem-based learning, with case study workshops, as an integral part of the program
Course Coordinator: Dr Henry ShiLecturer-in-charge:
Dr Henry Shi
Adelaide Business School
The University of Adelaide
Office: 10.25, Level 10, Nexus 10
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.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Use their understanding of theories and conceptual frameworks to explain what determines the success of firms regarding competitive, corporate and organizational strategies in the global business environment. 2 Develop and enhance argumentation skills by participating in current debates in international business. 3 Critically evaluate academic research in international business. 4 Develop and enhance problem-solving skills by addressing relevant managerial problems in international business strategy. 5 Apply the skills and content learned in this course in a real-life experiential learning project. 6 Collaborate in and lead teams and solve team-level problems.
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)
1,3 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
2,4 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
5,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,5,6 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
Required ResourcesTextbook will be advised via MyUni
Recommended ResourcesAnderson Erin, Gatignon Hubert. Modes of Foreign Entry: A Transaction Cost Analysis and Propositions. Journal of International Business Studies 1986; 17 (3): 1-26.
Barroso Carmen, Villegas Ma Mar, Pérez-Calero Leticia. Board Influence on a Firm's Internationalization. Corporate Governance: An International Review 2011; 19 (4): 351-367.
Beim Gina, Lévesque Moren. Country Selection for New Business Venturing: A Multiple Criteria Decision Analysis. Long Range Planning 2006; 39 (3): 265-293.
Bonaglia Federico, Goldstein Andrea, Mathews John A. Accelerated internationalization by emerging markets’ multinationals: The case of the white goods sector. Journal of World Business 2007; 42 (4): 369-383.
Contractor Farok J., Kumar Vikas, Kundu Sumit K. Nature of the relationship between international expansion and performance: The case of emerging market firms. Journal of World Business 2007; 42 (4): 401-417.
Ghemawat P. Managing Differences - the central challenge of global strategy. Harvard Business Review 2007; 85 (3): 59–68.
Holmberg Stevan R, Cummings Jeffrey L. Building successful strategic alliances: strategic process and analytical tool for selecting partner industries and firms. Long Range Planning 2009; 42 (2): 164-193.
Vallaster Christine, Lindgreen Adam, Maon François. Strategically Leveraging Corporate Social Responsibility: A CORPORATE BRANDING PERSPECTIVE. California Management Review 2012; 54 (3): 34-60.
Wu Jie, Pangarkar Nitin. Rising to the Global Challenge: Strategies for Firms in Emerging Markets. Long Range Planning 2006; 39 (3): 295-313.
Zott Christoph, Amit Raphael. Business model design: an activity system perspective. Long range planning 2010; 43 (2): 216-226.
How can you obtain these articles? The easiest way is to copy and paste the reference into Google Scholar: http://scholar.google.com.au/ If you access the article within the University network, you can easily download it by clicking on the respective links. Please note that these articles will not be made available through myuni because of potential copyright issues.
Learning & Teaching Activities
Learning & Teaching ModesThe course is structured in seminars of 3 hours (weekly delivery) or intensives teaching (all day seminars). No online teaching mode. Presence in the classroom is absolutely essential. Student-centred, discussion-based teaching mode requires solid preparation (readings, case study analyses) before students come to the classroom.
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. Each student can expect to dedicate approximately 156 hours to undertaking this Course. Students in this course are expected to attend all weekly sessions throughout the semester.
Please see our University policy for details: http://www.adelaide.edu.au/policies/669/
Learning Activities SummaryAs per Course Timetable - see syllabus on myuni.
Specific Course RequirementsFor a successful learning outcome, we strongly recommend that students have passed Fundamentals of International Business (INTBUS 7500) and Business Research Methods (COMMERCE 7039) and Economic Principles (ECON 7200) before they enrol in International Business Strategy (INTBUS 7506).
Small Group Discovery ExperienceAn integral part of this course is an applied research project developed in small groups of up to two members each. The goal of this project is to enhance and apply your problem solving 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.
• Deliverables and basis for assessment: written report, presentation and performance during in-class debate.
• It is paramount that you present concrete strategy recommendations (e.g., which markets to enter, how to enter, how to change corporate diversification, how to react against competitive threats, depending on the case).
• Importantly, you need to convincingly explain why you chose a strategy alternative in your report, during your presentation and during the debate in class.
• Your arguments must be based on empirical evidence, generated through your own empirical inquiry and / or obtained from published research.
• To produce your own empirical evidence, you must use up-to-date quantitative and / or qualitative data. All data needs to go into the appendix (copy & paste) or provide in form of a commented electronic data file.
Details on topics change every trimester and will be made available at the beginning of the course.
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% Case analysis and presentation 25% Class contribution and participation 10% In class quizzes 10% Final exam 30% Total 100%
Notice that some assessment items can be modified in accordance with the delivery mode of the course (weekly, semi-intensive, intensive). For specific due dates see MyUni.
Assessment DetailPlease notice that different types of assessments target different competence development levels. This means that all five types of assessment form an interrelated package. Accordingly, it is not sufficient to pass this course if you place most of your learning emphasis on knowledge acquisition and comprehension (5.4). While a solid knowledge base is essential, you are expected to successfully apply your knowledge to different types of managerial problems, through a major applied research project (5.1), case study discussions and presentations (5.2) that prepare you also for the final exam (5.4b). Therefore, active participation (5.3) in each class is paramount for a successful conclusion of this course.
5.1 APPLIED RESEARCH PROJECT
An integral part of this course is an applied research project. The goal of this project is to enhance and apply your problem solving skills, to deepen and apply conceptual frameworks studied and discussed during this course and to train your critical thinking and presentation skills. Given the short time frame of the course, this project will be abbreviated. Details will be provided in class at the beginning of the course. Two types of projects are envisioned. One would focus on evaluating and planning the introduction of a product or service from Australia or Asia for commercialization in North America or the UK. For example, what would it take for Solahart, an Australian company that produces solar home water heater systems, to enter the Mexican market? The other would be a paper which assesses the success or failure of a company (or its product) in a global market. For example, we will talk about Uber in China and Starbucks in Australia. You are limited to 7-13 pages plus appendices and references.
Read and understand the guidelines for correct referencing in order to avoid plagiarism charges: http://www.adelaide.edu.au/writingcentre/referencing_guides/APA_styleGuide.pdf
5.2 CASE ANALYSIS AND PRESENTATION
Case studies based on actual business situations and managerial problems are a major component of course. For many these cases, students will typically read the case prior to the class meeting, then prepare a write-up briefingwhich notes pertinent facts and identifies the key problems or questions facing the decision makers. Students will also present or lead the discussion of cases beginning with the second session of the course.
Your active and full participation is essential to the course. Basically, “participation” is assessed on two domains: frequency and quality. Following each class meeting I will score all students on both. The frequency domain uses three levels: (1) almost never or never participated (2) participated occasionally and (3) participated fully. The quality domain also has three levels: (1) comments were mundane or poor quality (2) comments were interesting, but not very insightful and (3) comments were insightful or of high quality. The score for the day is the cross product of the two (frequency times quality) or a score ranging from 1 to 9.
5.4 QUIZZES and FINAL EXAM
We will plan to have some in-class quizzes on the assigned reading materials. The final examination will be a combination of content discussed in the course and problem-based analysis. It will be similar to the case situations reviewed, but will have questions relating case situations to course content. The final exam will be based in part on the cases assigned for the last class meeting. To allow students to develop a ‘feel’ for what the exam will be like, several example problem based questions will be discussed in the classroom during the course. The final exam is closed book, because research in education has shown that open book exams do not increase student performance or increase retention of course content. 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 of content 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. 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.
SubmissionAll project reports and exercises have to be submitted through turnitin. No paper submissions or e-mail submission will be accepted. Late submissions result in a penalty of 5% of the assignment grade per day.
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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