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SUBJECT OUTLINE

Name of Subject 1 (Subject Code 1)

Global Business Environment II

SECTION 1 GENERAL INFORMATION

1.1 Administrative details

Associated higher education awards (for example, Bachelor, Diploma)

Duration (for example, one semester, full year)

Level (for example, introductory, intermediate, advanced level, 1st year, 2nd year, 3rd year)

Subject

Coordinator

Master of Global Business (MGB)

   

Prof. Theodore

One year

Trimester 3

Tolias

1.2 Core or elective subject

Indicate if the subject is a

Core subject1.2 Core or elective subject Indicate if the subject is a Elective subject Other (please specify

Elective subjectelective subject Indicate if the subject is a Core subject Other (please specify below): 1.3 Subject

Other (please specify below):Indicate if the subject is a Core subject Elective subject 1.3 Subject weighting Using the table

Core subject Elective subject Other (please specify below): 1.3 Subject weighting Using the table below, indicate

1.3 Subject weighting

Using the table below, indicate the credit point weighting of this subject and the credit point total for the course of study (for example, 10 credit points for the subject and 320 credit points for the course of study).

Subject credit points Example: 10 credit points

Total course credit points Example: 320 credit points

1 credit points

40 credit points

1.4 Student workload

Using the table below, indicate the expected student workload per week for this subject.

No. timetabled hours per week*

No. personal study hours per week**

Total workload hours per week***

9 hours/week

9 hours/week

18 hours/week

*

Total time spent per week at lectures, tutorials, clinical and other placements

etc.

**

Total time students are expected to spend per week in studying, completing

1

assignments, etc. That is, * + ** = workload hours.

For those students requiring additional English language support, how many additional hours per week is it expected that they will undertake?

Additional English language support:

***

hours per week

1.5 Delivery mode

Tick all applicable delivery modes for the subject:

Face to face on sitemode Tick all applicable delivery modes for the subject: E-learning (online) Intensive (provide details) Block

E-learning (online)delivery modes for the subject: Face to face on site Intensive (provide details) Block release (provide

Intensive (provide details)for the subject: Face to face on site E-learning (online) Block release (provide details) Work-integrated learning

face on site E-learning (online) Intensive (provide details) Block release (provide details) Work-integrated learning

Block release (provide details)face on site E-learning (online) Intensive (provide details) Work-integrated learning activity Mixed/blended

Intensive (provide details) Block release (provide details) Work-integrated learning activity Mixed/blended

Work-integrated learning activityIntensive (provide details) Block release (provide details) Mixed/blended Distance/independent learning (untimetabled)

Mixed/blendedrelease (provide details) Work-integrated learning activity Distance/independent learning (untimetabled) Full-time

Distance/independent learning (untimetabled)details) Work-integrated learning activity Mixed/blended Full-time Part-time External Fast track (provide details)

Full-timeMixed/blended Distance/independent learning (untimetabled) Part-time External Fast track (provide details) Other

Part-timeDistance/independent learning (untimetabled) Full-time External Fast track (provide details) Other (please specify)

Externallearning (untimetabled) Full-time Part-time Fast track (provide details) Other (please specify) 1.6

Fast track (provide details)learning (untimetabled) Full-time Part-time External Other (please specify) 1.6 Pre-requisites and co-requisites

Full-time Part-time External Fast track (provide details) Other (please specify) 1.6 Pre-requisites and co-requisites

Other (please specify)Full-time Part-time External Fast track (provide details) 1.6 Pre-requisites and co-requisites Are students required

External Fast track (provide details) Other (please specify) 1.6 Pre-requisites and co-requisites Are students required

1.6 Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this subject?

Yesa prerequisite or co-requisite subject for this subject? If YES , provide details of the prerequisite

If YES, provide details of the prerequisite or co-requisite requirements below.

for this subject? Yes If YES , provide details of the prerequisite or co-requisite requirements below.

No

1.7

Other resource requirements

Do students require access to specialist facilities and/or equipment for this subject (for example, special computer access, physical education equipment)?

special computer access, physical education equipment)? Yes No If YES , provide details of specialist facilities

Yes

special computer access, physical education equipment)? Yes No If YES , provide details of specialist facilities

No

If YES, provide details of specialist facilities and/or equipment below.

details of specialist facilities and/or equipment below. SECTION 2 – ACADEMIC DETAILS   Assessment tasks

SECTION 2 ACADEMIC DETAILS

 

Assessment tasks

Learning outcomes for subject

Type * (see examples noted below this table)

When assessed year, session and week (for example, year 1, semester 1, week 1)

Weighting (% of total marks for subject)

a)

and execute strategies

in the global business environment.

Identify, analyse,

Group

Assignment I

Sessions 3-6

20%

Group

Session 8

20%

Assignment II

 

Class

Ongoing

15%

b)

Understand number

Participation

of important and recurring international business challenges

(individual

contributions)

Ongoing

20%

from industry

environment

SBR

(team-based

contributions)

c)

Appreciate

business-government

relations in the

3

 

Assessment tasks

Learning outcomes for subject

Type * (see examples noted below this table)

When assessed year, session and week (for example, year 1, semester 1, week 1)

Weighting (% of total marks for subject)

industrialized economies and in emerging markets

Final

Date: Upon course completion (TBA)

25%

Examination

d)

Learn about largest

 

emerging markets-- BRICs--and the implications for companies of these countries' changing government strategies for promoting national development

e)

Analyse corporate

strategies in a world of multiple regulators

f)

Work on the pros

and cons of national firms getting their respective governments to fight battles on their behalf

* Examples of types of assessment tasks include: assignments; examinations; group projects; online quiz/test; presentations; work-based projects; and reflective journals. Ensure that details of the types of assessment tasks are included such as specific topics, duration/length/word limit of assessment and any specific formats.

Student Assessment: Instructions

Assessment Type

Instructions

Group Assignment I (20 marks)

Each group will give a 10-minute PowerPoint presentation on its assigned country and topic (see below), followed by Q&A. Each student in the group has to present at least once. Deliverables (slides + 500 word Executive Summary) should be uploaded to the Bb as ONE PDF document before the start of the session in which the presentation is due. The file name must include the group number. Feedback and grade to be posted on Bb.

4

Assessment Type

Instructions

Group Assignment II (20 marks)

Each group will give a 10-minute PowerPoint presentation on the topic as described below. This assignment is due in session 8. Deliverables (slides + 500 word Executive Summary) should be uploaded to the Bb as ONE PDF document before the start of session 8. The file name must include the group number. Feedback and grade: To be posted on Bb.

Class Participation (15 marks)

Ongoing

SBR

Ongoing

(20 marks)

Final Examination (25 marks)

Date: Upon course completion (TBA) Format: Questions will examine (a) the student’s understanding and knowledge of the country analysis that he/she engaged with in class and (b) the student’s capacity to reflect on his/her personal learning from the course and its value for the student’s future career.

Course Content and structure

Pedagogy is structured as follows:

1. Group Assignment I - Team presentations (phase 1): Sessions 3-6; Ongoing This involves reporting and analysis of the various key dimensions of the assigned country (see below). The country assigned will be from within the Middle East region.

Countries assigned to groups:

Political & Legal landscape [Session 3: Team 1 (EGYPT); Team 2 (IRAN)]

Economic Landscape [Session 4: Team 3 (TURKEY); Team 4 (UAE)]

Social Landscape [(Session 5: Team 5 (SAUDI ARABIA); Team 6 (QUATAR)]

Technological & Environmental Landscape [(Session 6: Teams 7 & 8 (ISRAEL)]

Student teams will act as consultants. Team presentations are expected to include reporting on key facts and figures, emerging trends, identification and analysis of issues, etc. The presentation is to a business audience (i.e., the class) interested in investing in that country. Students are expected to make extensive use of online databases (see below) and any other suitable resources. The topics to be addressed in each session by the presenters are shown in the session details below. In the second half of each session, the instructor will take up a selection of the assigned topics and engage the class in further discussion and analysis.

2. Interaction and Discussion - All students are expected to actively engage in class discussions including the Q&A sessions following each presentation. The class is assumed to be a business audience interested to invest in the country/region.

5

3.

Class participation (Individual) ALL students are expected to present at least once and to actively engage in the Q&A following each presentation (ongoing). The class participation mark will be decided primarily on student performance in item 2 above.

4. Student Board Room (SBR) Team-based contributions will be assessed on the basis ongoing basis. See SBR topics in the Session Details below.

5. Group Assignment II Team Presentations (phase 2): Session 8. The teams of ‘student consultants’ will now proceed to assess (in principle) a company’s plan to do business in its assigned country. From the perspective of the proposed business investment, what are the opportunities and threats in the country? What are the company’s internal strengths and weaknesses? The team’s performance in this consulting project will be assessed on their capacity to make effective use of PESTLE and SWOT analysis, complete with the necessary research, in order to present the company shareholders with a piece of good business advise. Each team should choose a ‘case’, which is based on an actual situation and highlights some of the main issues facing companies as they expand internationally. What should they invest in? How? When?

2.1 Session Details

Session

Title

Topics

Pre Session

Pedagogy

Readings

1 & 2

Introduction &

-Shifting Global

Presentation slides

Discussion

Perspective

trade routes

Lecture

Global Economy:

-The “China effect”

T. Tolias on D. North’s “Institutions, Institutional Change and Performance” (Bb)

Opportunities and Challenges

-Institutions, costs and performance

-PESTL-SWOT

PESTLE

-The Eurozone

economy

-America and

Japan

SWOT

-The BRICS

-Free trade vs. Protectionism

-Globalization and CSR

-Globalization and climate change

 
     

eo/189615/theodore-

 

tolias-economic-

crisis-cyprus

Session 1: SBR discussion topic

FT: “Oil and dollar hammer emerging markets”

Session 1: SBR discussion topic The Eurozone Economy: Stagnation and Deflation? Session 2: SBR discussion topic Consider the Ukraine crisis. What might be the implications for business in the region?

3

Middle East region:

Country Analysis

Presentation slides

Team

Presentations

The Political & Legal Landscape (*)

Team 1: EGYPT

Euromonitor and other electronic library resources (see guide below)

(Phase I)

Discussion

Team 2: IRAN

Summary &

 

Perspective

SBR discussion topic What are the key facts and figures of your assigned country’s political and

     

legal landscape and what’s the business outlook from that perspective?

 
 

4 Middle East

Country Analysis

Presentation slides

Team

region:

Presentations

The Economic

Team 3: TURKEY

Euromonitor and other electronic library resources (see guide below)

(Phase I)

Landscape (*)

Discussion

Team 4: UAE

Summary &

Perspective

SBR discussion topic What are the key facts and figures of your assigned country’s economic landscape and what’s the business outlook from that perspective?

 

5 Middle East

Country Analysis

Presentation slides

Team

region:

Presentations

The Social

Team 5:

Euromonitor and other electronic library resources (see guide below)

(Phase I)

Landscape (*)

SAUDI

ARABIA

Discussion

Summary &

Perspective

Team 6:

 

QUATAR

SBR discussion topic What are the key facts and figures of your assigned country’s social landscape and what’s the business outlook from that perspective?

 

6 Middle East region:

Country Analysis

Presentation slides

Team

Presentations

 

The Technological & Environmental Landscape (*)

Teams 7 & 8:

Euromonitor and other electronic library resources (see guide below)

(Phase I)

ISRAEL

Discussion

Summary &

 

Perspective

SBR discussion topic What are the key facts and figures of

     

your assigned country’s technological and environmental landscape and what’s the business outlook from that perspective?

 

7

Middle East region:

Country differences as drivers of FDI

Presentation slides

Discussion

Lecture

Comparisons and contrasts

Euromonitor and other electronic library resources (see guide below)

Team

coaching for

the second

 

presentation

SBR discussion topic Finalize and justify your choices of sector, company and type of FDI for the second assignment.

8

Doing business in the Middle East region

The Investment

Euromonitor and other electronic library resources (see guide below)

Team

Decision

Presentations

(Phase II)

9

Review &

Regional and

Presentation slides

Discussion

perspective

global business

Lecture

outlook

Topics and readings TBA

SBR discussion topic Identify and discuss your top 3 opportunities and challenges in the regional and global business outlook

Topics to be covered in PESTLE analysis by category (*) Below is a detailed description of the topics to be covered in PESTLE analysis by category:

Political Landscape: Political institutions, International relations, The role of government in the economy, Market liberalization vs. protectionism, Regulation vs. deregulation, Key policies, Outlook

Legal Landscape: Judicial system, Relations between various levels of government, Business regulations & taxes, Labour law, Effectiveness of the legal system, Outlook

Economic Landscape: (a) Aggregate: Economic performance and competitiveness, GDP composition by sector (agriculture, industry, services), Fiscal and monetary situation, Trade and the current account, External debt, FDI & portfolio investments, Foreign exchange reserves, Credit rating, Employment, Outlook. (b) Sectoral: Key industry sectors, Industry structure and competition, Financial sector, Outlook

Social Landscape: Demography, Income distribution & standard of living, Literacy & education, Health care, Culture, religion & work ethic, Formal & informal labour markets, Social welfare, Outlook

Technological: Intellectual property, Research & Development, Key high tech sectors, Outlook

Environmental: Environmental regulations & actions taken, Environmental impact, Outlook

2.2 Reference and recommended readings

Recommended databases, prescribed readings and videos for the course

Databases

Readings

Videos

SEE LIST BELOW (pp.14-

Presentation slides

On the Eurozone Crisis

16)

Tolias, T. on D.North’s “Institutions, Institutional Change and Performance” (Bb)

To be used for the group assignments and presentations Accessible online through the library

 

PESTLE

 

SWOT

 

Additional list of readings for class discussion is shown below.

Global Business Environment - Readings for class discussion

The readings below have been selected to help students develop a better understanding of the ever-evolving global business environment and to emphasize the critical significance of the political, economic, social, legal, technological and environmental context of business decision making. To facilitate the learning process, the readings have been grouped on the basis of the PESTLE framework to be used both in depth and extensively in this course. Students are expected to come to class prepared to discuss and debate the readings. Further instructions will be announced in class.

Students are strongly encouraged to keep track of relevant news developments and come to class prepared to contribute. For the purposes of this course, there are many useful sources of online news information and analysis. The WSJ, FT, The Economist, The Guardian and NYT are some of the most well known.

Political Landscape

The march of protest - A wave of anger is sweeping the cities of the world. Politicians beware

On the rise of the middle classes worldwide and its implications (WSJ, 28 June 2013). “The Middle-Class Revolution: All over the world, argues Francis Fukuyama, today's political turmoil has a common theme: the failure of governments to meet the rising expectations of the newly prosperous and educated. “

Trouble in Paradise - SlavojŽižek on the protests in Turkey and Greece - London Review of Books (28 June, 2013)

Egypt's new age of unrest is a taste of things to come

Mass street protests are symptom of unsustainability of IMF model in the face of environmental and energy challenges

Egypt's coup: a ruinous intervention Those who believe the Egyptian army's priority is to preserve freedom will soon be disappointed

Egypt: Persistent Issues Undermine Stability

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eadmore&elq=ecab0b353f75467db7984709bf4c3ac0

Life is getting tougher for foreign companies. Those that want to stay will have to adjust

Stratfor Global Intelligence

Very good resource for geopolitical intelligence and analysis

Economic Landscape

Peterson Institute of International Economics

Very useful resource with up-to-date economic research, analysis and commentary from a global perspective

Reshoring manufacturing

Coming home - A growing number of American companies are moving their manufacturing back to the United States

How India got its funk - India’s economy is in its tightest spot since 1991. Now, as then, the answer is to be bold

The Economist Debate - The BRIC economies: Is the fastest period of emerging market growth behind us?http://www.economist.com/debate/days/view/1001

Economic Landscape Global Outlook and Data

IMF - World Economic Outlook (April 2013)

World Bank Data: http://data.worldbank.org/

Recognizing the End of the Chinese Economic Miracle

Hitting China’s Wall

The Big Mac Index

Social & Legal Landscape

Crane and Matten blog

An informed and thought-provoking analysis of what lies behind the headlines and headaches of business ethics and corporate social responsibility

Top 10 Corporate Responsibility Stories of 2013

China’s Great Uprooting: Moving 250 Million Into Cities

Special Report: China

Further to our discussion in class, read this and several more articles in this very interesting special report.

China: Building the Dream (The Economist, April 19 th , 2014)

In China, an Unprecedented Demographic Problem Takes Shape

Corporate Social Responsibility (CSR) - Eldorado Gold in Northern Greece

Eldorado Gold Mining Gold in Northern Greece Against the Wishes of the Overwhelming Majority of the Local Communities

Labour Conditions (The AppleFoxconn Case)

Legal and Technological Landscape

Low-Cost Drugs in Poor Nations Get a Lift in Indian Court

Interesting article from several perspectives: international business, economic, political, trade, regulatory, value creation, innovation, business ethics, leadership and so on

Related commentary by Dirk Matten:

On technology, jobs, inequality and the role of government

Climate Efforts Falling Short, U.N. Panel Says

International Business: China Takes On Big Risks in Its Push for Shale Gas

List of Electronic Resources S. P. Jain Library

EUROMONITOR GMID PASSPORT: Can be accessed via Blackboard

(NOTE: This is the most immediately relevant resource you will need to use for this course. However, other resources on the list below, such as the FT, can also be very helpful.)

About this database: It provides vast resource of business intelligence on industries, countries and consumers

17,000 full text market and country reports

Product sector briefings

Industry performance analysis & Company profiles

Operating environments and economic outlook

Consumer lifestyles and future demographics

Global regional and national perspective

Comment on emerging industry, country and consumer trends

EBSCO HOST: Business Source Premier

Login Detail: http://search.ebscohost.com (Access is strictly limited to S P Jain patrons)

Login Id: Inquire with the library

Password: Inquire with the library

About this database: It provides full text articles of more than 2,300 journals, including full text for more than 1,100 peer-reviewed titles. This database offers full text back from 1922 to till date, and searchable cited references back to 1998

Financial Times Individual access for registered users of SP Jain

About this resource: The Financial Times is world business newspaper, delivers definitive business news and insight the way you need it and it also gives you in-depth reports on specific countries, industries, markets and business trends. Covers 5 years FT archives.

Login Id: Inquire with the library

Password: Inquire with the library

About This Resource: The McKinsey Quarterly”, is business journal of the global management-consulting firm McKinsey & Company. Their goal is to offer new ways of thinking about management in the private, public, and non-profit sectors. They aim to help business people run their organizations more productively, more competitively, and more creatively.

Login Id: Inquire with the library

Password: Inquire with the library

About this recourse: Since 1959 MIT SMR has been a forum for business-management innovators from around the world to present their ideas and research. Authors have included Peter Senge, Lester Thurow, James Brian Quinn, Gary Hamel, Clayton Christensen, C.K. Prahalad, Thomas Davenport, Christopher Bartlett, SumantraGhoshal, John Quelch, Henry Mintzberg, Max Bazerman, and Ed Lawler.

S&P Capital IQ (Terminal based access available in the library) + 150 generic, IP based login id and passwords are available at each campus. List of these login ids and password can be obtained from blackboard

About This Resource: Capital IQ is a web based information and research platform for students who are pursuing their under-graduate and graduate degrees. Capital IQ helps students reduce time spent on coursework and interview-related research and analysis and broaden their universe of potential career opportunities. Used by over 4,300 leading financial institutions, advisory firms, and corporations, Capital IQ is highly relevant for students who are interested in investment banking, private equity, investment management, consulting, or corporate/business development.

Coverage Statistics of Capital IQ platform

70,000 public companies

2 million plus private companies

14,000 private capital firms

1,936,000 professionals

503,000 transactions