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Curtin Business School (CBS)
Curtin Graduate School of Business
Unit Outline
MGMT6031 Strategy and International Business Competitiveness
Trimester 3, 2015
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Unit study package code:
MGMT6031
Mode of study:
Internal
Tuition pattern summary:
Note: For any specific variations to this tuition pattern and for precise information refer to
the Learning Activities section.
Lecture: 2 x 3 Hours Weekly
This unit does not have a fieldwork component.
Credit Value:
50.0
Pre-requisite units:
Nil
Co-requisite units:
Nil
Anti-requisite units:
10984 (v.0) International Business Competitiveness 660 or any previous version
AND
6437 (v.0) Strategic Business Management 660 or any previous version
AND
MGMT6038 (v.0) Strategic Business Management or any previous version
Result type:
Grade/Mark
Approved incidental fees:
Information about approved incidental fees can be obtained from our website. Visit
fees.curtin.edu.au/incidental_fees.cfm for details.
Unit coordinator:
Title:
Name:
Phone:
Email:
Building:
Room:
Professor
Peter Galvin
+618 9266 3389
[email protected]
Murray St
319
Teaching Staff:
Name:
Phone:
Email:
Building:
Room:
David Blyth
9266 3460
[email protected]
Murray St.
111
Name:
Phone:
Email:
Building:
Room:
Peter Galvin
+618 9266 3389
[email protected]
PER
111
Name:
Phone:
Email:
Building:
Room:
Jennifer Davies
9266 3460
[email protected]
Murray St
111
Name:
Michael Starling
MGMT6031 Strategy and International Business Competitiveness
Perth City Campus
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Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Graduate School of Business
Phone:
Email:
Building:
Room:
9266 3460
[email protected]
Murray St
111
Administrative contact:
Name:
Phone:
Email:
Building:
Room:
Margot Stacy Jarvillo
9266 1205
[email protected]
Murray St.
111
Learning Management System:
Blackboard (lms.curtin.edu.au)
MGMT6031 Strategy and International Business Competitiveness
Perth City Campus
23 Aug 2015
Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Business School (CBS)
Curtin Graduate School of Business
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
This capstone unit focuses on the practice and concepts of strategic management to drive international business competitiveness
through the introduction of appropriate theoretical models and frameworks. It allows students to develop a comprehensive
understanding of the strategic drivers of competitiveness and the strategy process that underpins it. The unit maintains a close link
and relevance to industry through guest lectures from industry leaders. In addition, research is embedded via a major individual
project and research skills are developed through appropriate syndicate exercises.
Introduction
This unit is delivered in face to face mode for Trimester 3, 2015 every Tuesday evening from 5.30pm - 8.30pm. There are some
Saturday classes which are scheduled for 5th September, 19th September, 3rd October, 24th October and 7th Novermber from
9:00am - 4:00pm.
In this unit we will focus on the concepts, theory, and practice of strategic management and international business through
development and application of business, corporate, and international strategy models and frameworks. Building upon knowledge
gained through the functionally oriented units of the MBA, this unit should be undertaken at the end of the MBA course. Focused on
identifying and analyzing the issues that must be addressed by management in building competent organizations and achieving
sustainable business strategies, this unit allows students to develop a comprehensive understanding of strategic management issues
and processes. Using a combination of case study analysis and group project work, this unit provides the context for the
development of strategic awareness, implementation and management skills, and the examination of fundamental issues in
managing international operations.
Important Information: This unit is supplemented with online content available through Blackboard. More information about logging
on is found inside this unit outline.
Unit Learning Outcomes
All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that,
through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would
be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of
learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what
you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully
designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments
you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through
the assurance of learning process in each unit.
On successful completion of this unit students can:
Graduate
Attributes
addressed
1 Evaluate and investigate appropriate frameworks and models to business strategy and international
management scenarios
2 Determine the value of existing versus new paradigms within the field of business strategy and international
management as a precursor to researching through data collection and analysis and developing a series of
recommendations for managers
3 Evaluate the utility of different ideas, concepts, frameworks and models across different regions and different
cultures
4 Synthesise and research different frameworks and models to determine critical issues in complex, multidimensional problems and provide practical recommendations for organisations
MGMT6031 Strategy and International Business Competitiveness
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Curtin's Graduate Attributes
Apply discipline knowledge
Thinking skills
Information skills
(use analytical skills to solve problems)
(confidence to investigate new ideas)
Communication skills
Technology skills
International perspective
Cultural understanding
(value the perspectives of others)
(value the perspectives of others)
Learning how to learn
(apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
Professional Skills
(work independently and as a team)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
Learning Activities
The Learning Activities in this unit consist of a combination of lectures and other activities. The aim is to develop a highly interactive
environment and as such includes experiential exercises, forums, break-out exercises; case studies, possible role play and the
inclusion of actual practice. Given the need to keep people engaged, orchestrated group activities form a key part of the program.
The planned activities seek to not only work explicitly towards set learning objectives, but also to contribute to meta learning where
processes are as important as outcomes. Students have an opportunity to not only focus on task but also to consider how it was
done, develop a common language; experience the diversity of strengths in the room and importantly have fun and enjoy the time
together!
We aim to create a learning environments that is not only invigorating and demanding but also engaging and enjoyable. Participants
will challenge and motivate one another, sharing ideas and forging professional bonds to build on in the future.
Learning Resources
Essential texts
The required textbook(s) for this unit are:
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Hubbard, G., Rice, J. and Galvin, P. 2015. Strategic Management: Thinking, Analysis, Action (5th Edition). Frenchs Forrest, NSW:
Pearson.
This book was only released late in 2014 and it is appropriate to use the earlier (2011) 4th edition of the text. The order and
meta-content of the chapters is largely unchanged. While there have been some new additions to the theory and reworking of
sections, these differences will not significantly disadvantage students using the earlier edition.
(ISBN/ISSN: 9781486010806)
Other resources
Additional resources are available through the Curtin University Library databases.
As well as the text, there are a series of readings for various sessions. All readings are available through the Curtin Library. If you
require assistance in finding the relevant database for different readings, there are a series of training sessions run by the Library
that will assist you in this area. Please note that Harvard Business Review has changed its access levels to many of its more popular
readings such that they can be read on your computer screen, but a pdf copy cannot be saved or printed. This is not something that
Curtin has any control over and is causing issues for academics and students alike around the world.
The case studies are available through Blackboard. It is essential that you read the appropriate sections of the text and assigned
readings before coming to class.
MGMT6031 Strategy and International Business Competitiveness
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Assessment
Assessment schedule
Task
Value %
Date Due
Unit Learning
Outcome(s)
Assessed
Investigation
20 percent
Week: As per program 1,3,4
calendar
Day: Tue 29 Sept, sat 3
Oct and Tue 3 Nov
Time: During class
Case analysis
30 percent
Week: As per program 2,3,4
calendar
Day: Friday 9th October
Time: 11:55pm
Strategic management appraisal
20 percent
Week: As per program 1,2
calendar
Day: On set days
Time: 11:55pm
Research Report
30 percent
Week: As per program 1,3,4
calendar
Day: Friday 27th
November
Time: 11:55pm
1
2
3
4
Detailed information on assessment tasks
1. Assessment 1 - Investigation. There are three activities that you will prepare for and present to the class. Students will work in
pre-allocated teams to prepare presentations on 'Business Models', 'Corporate Strategy' and 'Entry Modes'. The specific
questions to address and the dates of these activities is provided in the Blackboard site for this unit.
A detailed Assessment Guide including the criteria for evaluation is available through BB
2. Assessment 2 Case Analysis: Assignment 2 is an in-depth individual analysis of a case assigned in class and made available
through Blackboard. The case has been carefully selected based on its topical nature and relevance to the Learning Outcomes
associated with this unit.
You will be expected to draw on learnings in the first half of the course and apply these to the case when completing this
assignment. A key element of this assignment is the identification of key issues or problems facing the organisation, derived
from a thorough analysis of the information provided. Based on the identified issues and/or problems, you must then provide
a set of recommendations for the organisation. The recommendations must be backed by strong arguments and justifications,
based on a deep analysis of alternative strategies. Finally, the report should consider the implications and risks of the
recommended approach for the organisation.
Length: 2,000 words
Details of the case and the Assessment Guide including the criteria for evaluation is available through BB.
3. Assessment 3 Strategic Management Appraisal: This is a group assessment (generally around 3 students per team). This
assessment is based on a strategic management computer simulation that incorporates a heavy international dimension.
Working in the camera industry, the simulation is an experiential learning activity that encourages you and your team to apply
your cumulative knowledge, gained from this unit and previous units in the MBA, within a competitive business environment.
There are two parts to this Assessment. Part A: Company Performance over the simulation period and Part B: Final Presentation
and Review. A strategic plan is due at the same time as your second decision, however, this is to assist you formalise your
strategic choices and may be used to help inform Part A of the assessment, but it is not graded directly. The simulation
component of the assessment is worth 15%
There is a further component to the assessment around group work with is worth a total of 5% of the final grade. Further
details concerning how this will be assessed are provided in Bb.
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Further details are available under the ‘Assessment’ tab in Blackboard and will be discussed in class.
4. Assessment 4: Summative Assessment. This is an individual assessment. You will be required to provide a research paper that
looks at a specific international opportunity for a specific organisation. It will draw on international strategic management and
global business environment principles discussed during the trimester, but there is an expectation that appropriate data will
be used to draw conclusions/recommendations. The analysis will focus on an entity of your choice and its international
positioning, its shortcomings and considerations for improvements. Further details are available under the ‘Assessment’ tab in
Blackboard.
Length: 3,500 words
Pass requirements
To pass this unit, you must:
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Attempt all assessments;
Score 50% or more as the cumulative total of all assessments; and
Attend a minimum of 75% of the classes
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that
student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the
Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and
that penalties are consistently applied.
1.
2.
All assessments students are required to submit will have a due date and time specified on this Unit Outline.
Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark
equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the
assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence
if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more
than seven calendar days overdue will not be marked and will receive a mark of 0.
Assessment extension
A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time
(eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at
students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate
and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the
assessment task.
The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment
date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment
task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior
to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners'
meeting.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.
Supplementary assessments
Supplementary assessments are not available in this unit.
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
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Academic Integrity (including plagiarism and cheating)
Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct.
Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades,
annulled units or even termination from the course.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or
referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work
for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include
the use of text matching systems or interviews with students to determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of
unauthorised materials or assistance during an examination or test.
For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or
academicintegrity.curtin.edu.au.
Information and Communications Technology (ICT) Expectations
Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as
Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please contact The Learning Centre:
life.curtin.edu.au/learning-support/learning_centre.htm
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Using Blackboard, the I Drive and Back-Up files
Introduction to PowerPoint, Word and Excel
Additional information
Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on
OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and
responsibilities as a student. These include:
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the Student Charter
the University's Guiding Ethical Principles
the University's policy and statements on plagiarism and academic integrity
copyright principles and responsibilities
the University's policies on appropriate use of software and computer facilities
Information on all these things is available through the University's "Student Rights and Responsibilities" website at:
students.curtin.edu.au/rights.
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Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best
of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic
illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a
remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact
Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services:
http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual
circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice
please contact Curtin's Student Wellbeing Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm
Recent unit changes
Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information
about eVALUate, please refer to evaluate.curtin.edu.au/info/.
To view previous student feedback about this unit, search for the Unit Summary Report at
https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find
out when you can eVALUate this unit.
Recent changes to this unit include:
Rubrics and assessments have been altered slightly.
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Program calendar
Program calendar
Unit Planner and Study Guide
Class Date
Tue 1st Sept
Session topic
Session 1:
Introduction
to Unit
Contents & Questions
Chapters/Readings
Course requirements
Hubbard et al. Chpts 1 & 2
Simulation setup (login instructions and
company team member assignment for the
simulation to be addressed in this session)
Rumelt, R. 2011. The perils of bad
strategy. McKinsey Quarterly
Assessment
Dates
Background on strategy, strategy tools, and
international business
Sat 5th Sept
(morning)
Session 2: The
Strategy Process
Strategic Planning at UPS [case]
Kaplan, S. and E.D. Beinhocker.
2003. The real value of strategic
planning, Sloan Management
Review.
Questions:
1.
2.
What are the key elements of UPS's
approach to strategic planning?
How did scenario planning help UPS in its
strategic planning efforts and in its
strategy choices? What are the
Mintzberg, H. 1994 The rise and
fall of strategic planning, Harvard
Business Review
Hamel, G 1996. Strategy as
Revolution, Harvard Business
Review
strengths/weaknesses of scenario
planning at UPS?
3.
Sat 5th Sept
(afternoon)
Session 3:
Decision Making
Does UPS have a good strategic planning
process? Why or why not?
Thirteen Days [movie]
Hubbard et al. Chapter 7
Analysis of the movie Thirteen Days (you will
need to watch the movie in advance – see
video stores, commercial downloads or you
can watch it via YouTube). Questions:
Garvin, A. ‘What you don’t know
about making decisions’,
Harvard Business Review
1.
How does the context of
decision-making in the movie "13 Days"
mirror strategic decision- making in
business?
2.
3.
Chapter 3 (pp. 33-60) of: Davis, J.
& Devinney,
T. (1997) The Essence of
Corporate Strategy, in library
catalogue
What are the major forces influencing
strategic choice in the movie? And the
parallels in business?
What are some of the leadership lessons
we might take from the movie in guiding
strategic decision-making?
MGMT6031 Strategy and International Business Competitiveness
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Class
Date
Session
topic
Tue 8th
Sept
Session 4:
Introduction
GLO-BUS
simulation
Simulation Introduction & Trial Decision
GLO-BUS Participant’s Guide
Go to www.glo-bus.com , click on ‘Create
Student Account’ and enter Company
Registration Code (provided in Session 1).
Download the GLO-BUS Participant’s Guide.
Bring your laptop if you have one.
You will undertake the simulation in
groups of 3-4 students and the
group will require only one laptop.
Tablets (eg iPads) are not capable of
running the simulation.
Tue 15th
Sept
Session 5:
Industry
Structure and
External
Analysis
The Cola Wars Continue [case]
Hubbard et al. Chapter 3
McGahan, A. (1999),
‘Competition, Strategy and Business
Performance’, California
Management Review.
Questions:
1.
2.
3.
Sat 19th
Sept
(morning)
Session 6:
Internal
Analysis, Firm
Resources, and
Value Creation
Hubbard et al. Chapter 4,5
Questions:
Prahalad, C. & Hamel,
G. (1990). ‘The Core Competence of
the Corporation’,Harvard Business
Review.
Pringle, C. & Kroll, M. (1997). ‘Why
Trafalgar was won before it was
fought’, Academy of Management
Executive.
2.
3.
Sat 19th
Sept
(afternoon)
Session 7
What top 3 actions/ competitive moves
would you say Coke and Pepsi have
employed to generate such massive
success in the concentrate producer
industry?
Is the concentrate producer (CP) industry
an attractive one? If so, why?
Compare the economics of the
concentrate business to the bottling
business: why is the profitability so
different? Why then have some
concentrate producers wanted to vertically
integrate at times?
Starbucks [case]
1.
Does Starbucks offer a product or an
experience?
What is Starbucks’ value chain and how do
they leverage the value chain to create
value?
Given your assessment of future
opportunities, what would you
recommend Starbucks do: should they sell
more products or focus mainly on
ensuring the customer experience is
optimised?
Simulation
1st decision
MGMT6031 Strategy and International Business Competitiveness
Perth City Campus
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Curtin Graduate School of Business, Curtin Business School (CBS)
Assessment
Dates
Chapters/Readings
Contents & Questions
GLO-BUS Participant’s Guide
1st trial
decision to be
made by
11:59pm
2nd trial
decision to be
made by
11:59pm
1st decision
to be made
by 11:59pm
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Class
Date
Tue 22nd
Sept
Session
topic
Session 8:
BusinessLevel Strategy
Husky Injection Molding Systems [case]
Questions:
1.
2.
3.
4.
Tue 29th
Sept
Session 9:
Business
Models
What is Husky’s strategy? Why has the
company been so successful in the period
prior to the recent problems?
How are Husky’s value chain activities
better/different than its competitors?
Why are customers willing to pay a premium
price to Husky rather than use lower cost
competitors?
How should Husky respond to the current
difficulties?
This session will involve plotting different
business models. To start the process, we will
discuss the business model of IKEA. To prepare
for this session you should do some research
on IKEA to answer the following questions:
1.
2.
3.
Assessment
Dates
Chapters/Readings
Contents & Questions
How is IKEA’s “value proposition” to its
clients different from its competitors?
How does IKEA’s value chain differ from the
traditional value chain in its industry?
How would you summarise IKEA’s strategy?
Prepare a one page graphic to illustrate.
Hubbard et al. Chapter 6
Chan & Mauborgne (1999) Creating
New Market Space . Harvard Business
Review.
Hubbard et al Chpt 2, 5
and 8
Johnson, Christensen & Kagermann
(2008) ‘Reinventing your business
model’, Harvard Business Review.
Casadesus-Masanell & Ricart (2011)
How to design a winning business
model. Harvard Business Review.
Groups will
present their
business
models as the
first
presentation
for assessment
1.
Teece, D. (2011) Business models,
business strategy and innovation.
Long Range Planning.
You will then break into pre-assigned groups to
build a business model for a specific organisation.
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Class
Date
Sat 3rd Oct
(morning)
Session
topic
Session 10:
Business
Strategies
Innovation
Chesbrough, H.W. (2003). ‘The Era of
Open Innovation’, MIT Sloan
Management Review
Fiat Mio [case]
Assessment
Dates
Chapters/Readings
Contents & Questions
Questions:
1.
What are the main differences between
the InnoCentive and Fiat Mio Crowd
Sourcing project?
2.
What did both Fiat and internet users gain
from the experience?
3.
If the Fiat Mio was merely a prototype
that would never be produced or
marketed, what was the real innovation?
Prahalad, C.K. and V. Ramaswamy
(2004). ‘Co-creation Experiences: The
New Practice in Value Creation’,
Journal of Interactive Marketing
Howe, J. (2006). ‘The Rise of
Crowdsourcing’, Wired Magazine,
Issue 14.06, June
Sat 3rd Oct
(afternoon)
Session 11:
Corporate
Strategy
Corporate Strategy mini-cases
Hubbard et al. Chapter 9
On Thursday, mini-cases will be handed out to
groups to consider in the first week of class. Each
group will get a different topic to review prior to
discussion that will occur in this session.
Bower, J.L. (2001). Not
all M&As are alike – and that
matters, Harvard Business Review
Each group will be expected to complete a 5
minute presentation around the selected topic.
This will be the second presentation for
assessment 1.
Collis, D. & Montgomery, C. (1998).
Creating corporate advantage.
Harvard Business Review
Groups will
present their
material as it
relates to their
topic as the
second part of
assessment 1.
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Curtin Business School (CBS)
Curtin Graduate School of Business
Class
Date
Session topic
Tue 6th
Oct
Session 12 Implementation
3.
4.
13th Oct
Tues
20th Oct
Questions:
2.
Tues
Hubbard et al. Chapter 12
GE’s Digital Revolution [case]
1.
Assessment
Dates
Chapters/Readings
Contents & Questions
As of 2001, how well is the e- business
initiative doing? What do you make of
the shifts in e- business emphasis
from e-sell to e-buy to e-make? Will it
be as successful as GE's previous 3
strategic initiatives – globalisation,
services, Six Sigma? Why or why not?
Within 18 months of introducing the
e-business initiative, Internet Week
named after GE the ‘Internet
Company of the Year”. How were they
able to achieve such recognition so
quickly?
How effective have G. Podesta & the
GE Plastics management team been in
responding to the initiative? Where are
they adding value? Where do you have
concerns?
What advice would you give to
Podesta on how to manage the next
phase of e-business at Plastic? As G.
Reiner, where do you think the
initiative should go now?
Seiken, J. 2013. How I got my Team to
Fail More. Harvard Business Review: https://hbr.org/2013/09/how-i-got-myteam-to-fail-more/
Simulation
Decision #2 by
11:59pm.
Firm’s
strategic plans
to be
submitted to
the lecturer by
11:59pm.
Globalisation and intro to IB—debate and
other activities
Levitt, T. 1983. The globalisation of
markets, Harvard Business Review.
Simulation
Decision #3 by
11:59pm.
To prepare for this session, you will need to
research what globalisation actually is (there
are many diverse views) and why it invokes
such strong feelings amongst some people.
In addition, you should collect one
example of where globalisation has had a
positive effect and one where it has had a
negative effect. Examples may
be drawn from newspaper articles, web
articles, material from a television program
etc.
Osland, J.S. 2003. The pros and cons of
globalization, Journal of Management
Inquiry.
Session 13:
Experiential
activities
Experiential Activities
Session 14:
Globalisation and
Introduction to
International
Business aspects
under focus in
this Unit
Details will be provided prior to class
MGMT6031 Strategy and International Business Competitiveness
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Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Business School (CBS)
Curtin Graduate School of Business
Class
Date
Sat 24th
Oct
(morning)
Session
topic
Session 15:
Global alliances
Baoshan Steel [case]
Questions:
1.
2.
3.
Hubbard et al. Chapter 10
What are the motives for Bao Steel wanting
to engage in the proposed alliance?
How would you assess whether or not this
alliance is appropriate for Bao Steel (and
for NSC)? What are the positives and what
are the negative points concerning the
possible alliance?
What effects will a cross- shareholding
alliance have on decision-making? What
are the risks?
Sat 24th
Oct
(afternoon)
Session 16:
Simulation
Decision &
Feedback
Simulation Decision #4
Tue 27th
Oct
Session 17:
National
Competitive
Advantage
Global Computer Industry [case]
Assessment
Dates
Chapters/Readings
Contents & Questions
Ohmae, K. 1989. The Global Logic
of Strategic Alliances, Harvard
Business Review
Inkpen, A. 1998 Learning and
Knowledge Acquisition through
Strategic Alliances,Academy of
Management Executive.
Mahoney, D, Trigg, M., Griffin, R.
& Pustay, M. 2001, Chpt 12 –
International Strategic Alliances,
International Business.
Simulation
Decision #4 by
11:59pm.
GLO-BUS Participants Guide
Simulation decision and feedback session from
lecturer
Hubbard et al. Chapter 3
Questions:
1.
What role did country environments,
government policies and firm level
capabilities play in the evolution
of the global computer industry?
2.
3.
What other factors were important?
What role have cross-border alliances
played in the industry
MGMT6031 Strategy and International Business Competitiveness
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23 Aug 2015
Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Business School (CBS)
Curtin Graduate School of Business
Class
Date
Tues 3rd
Nov
Session
topic
Session 18:
Country Entry
Strategies
Assessment
Dates
Chapters/Readings
Contents & Questions
Analysis of the BRICs & Beyond
Materials to be handed out in session. We will
be focusing our attention on Brazil, Russia,
Indian, China, and other locations. There will be
a team-based, in-class development exercise
where you will deliver a short (approx. 5 min)
presentation on market entry strategies. Prepare
to be creative!
Kulkarni, S. 2001. The influence of the
type of uncertainty on the mode of
international entry, American
Business Rev.
Lasserre, P. 2003. Chpt 7 – Entry
strategies in library catalogue.
Groups will
present their
material as the
3rd part of
Assessment 1.
Malhotra & Hinings 2010. An
organizational model for
understanding internationalization
processes, Journal of Int. Bus. Studies
Sat 7th
Nov
Session 19:
Strategic
Management
Across
Borders
The Globalization of CEMEX [case]
Hubbard et al. Chapter 11
Questions:
Greenwald, B. and J. Kahn. 2005. All
strategy is local, Harvard Business
Review.
1.
2.
3.
What benefits have CEMEX and other global
cement competitors derived from
international expansion? More broadly, how
can cross-border activities add value in an
industry as apparently localised as cement?
How has CEMEX managed to outperform its
leading global competitors – how has it
achieved a 10-15% EBITDA advantage over
the competition? (you might want to
specifically compare CEMEX to Holderbank
and leverage Exhibits 4-8 for help with your
analysis.
Has CEMEX been successful at expanding
internationally via acquisitions? If so, what
has enabled their acquisition success?
Hitt, M.A. and X. He. 2008. Firm
strategies in a changing global
competitive landscape, Business
Horizons.
Bartlett, C. and S. Ghoshal 1987.
Managing across borders, Sloan
Management Review
MGMT6031 Strategy and International Business Competitiveness
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23 Aug 2015
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Curtin Business School (CBS)
Curtin Graduate School of Business
Class
Date
Sat 7thNov
(afternoon)
Session
topic
Session 20:
Cultural Immersion Exercise
Managing
across cultures
Materials to be handed out in class
Assessment
Dates
Chapters/Readings
Contents & Questions
Sagiv, L. And S.H. Schwartz. 2007.
Cultural values in organisations:
Insights for Europe, European J. Int
Mgt.
Simulation
decision #5 due
by 11:59pm
Hofstede, G. (1993) ‘Cultural
constraints in management
theories’, Academy of
Management Executive
Tue 10th
Nov
Session 21:
Structuring
Multinational
Organisations
P&G Japan: The SK-II Globalization Project
[case]
Questions:
1.
As DeCesare, what factors do you need
to consider before deciding what to
recommend in your SK-II presentation to
the global leadership team? What
analysis should you carry out?
2.
Does SK-II have the potential to become a
global brand within P&G’s worldwide
operations?
Hubbard et al chpts 12 and 13
Hu, Y.-S. 1995. The international
transferability of the firm's
advantages. California Management
Review, 37(4): 73-88.
Why?
Tue 17th
Nov
Session 22:
Operations and
CSR an
international
environment
Barrick Gold - Tanzania [case]
1.
2.
3.
What are the challenges faced by
extractive mining corporations in their
attempt to establish subsidiary
operations in developing nations?
Why and how has Barrick Gold
Corporation adopted a global approach
to address corporate social responsibility
issues in Tanzania?
Can tax revenues, rents and subsidies be
effectively utilized by Tanzania (and other
developing nations with mining wealth)
to generate prosperity in the densely
populated area of the Lake Victoria Zone
and to break the so-called “resource
curse” that occurs in many poor nations? How?
Weaver, G., Trevino, L. & Cochran, P.
1999.
Corporate Ethics Practices in the
Mid- 1990s: An Empirical Study of
the Fortune 1000. Journal of Business
Ethics.
Simulation
decision #6 due
by 11:59pm
Chapter 8 (pp.172-206) of Carroell,
S. & Gannon, M. (1997) Ethical
Dimensions of International
Management. (in library catalogue).
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23 Aug 2015
Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Business School (CBS)
Curtin Graduate School of Business
Class
Date
Tues 24th
Nov
Tues 1st
Dec
Session topic
Session 23: Risk
and ethics in
international
Business
Session 24:
Simulation
presentation and
debrief
Assessment
Dates
Chapters/Readings
Contents & Questions
Hubbard et al. Chapter 13
Industry Round Table Discussion
Dowling, Liesch, Gray & Hill (2009)
International Business – Asia Pacific
Edition – Ch 4 Ethics in International
Business.
Simulation Debriefing
Five (5) minute presentation from each team
about experiences with the simulation. This will
be an informal presentation; however, consider
the following :
What was your original strategy? Were you
able to follow it over time? Why or why not?
What do you believe the specific reasons were
for your final outcomes?
Now that the simulation is complete, what did
you learn about crafting and executing strategy
in an international context? Were there
decisions you would have made differently and
if so, why?
MGMT6031 Strategy and International Business Competitiveness
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23 Aug 2015
Curtin Graduate School of Business, Curtin Business School (CBS)
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Curtin Business School (CBS)
Curtin Graduate School of Business
Simulation Decision Schedule
Simulation Decision
Due Date
Decision
Dedicated Session in
Deadline
Class?
Simulation Trial Decision
Tues 8th Sept
by 23:59:59
Yes – session 4
Simulation Trial Decision
Tue 15th Sept
by 23:59:59
No
Data reset to Year 6; practice results are no
longer available
NA (data reset afternoon of
18th Sept)
NA
NA
Scored Simulation Decision #1 (Year 6)
Sat 19th Sept
by 23:59:59
Yes – session 7
Scored Simulation Decision #2 (Year 7)
Tue 6th Oct
by 23:59:59
No
Scored Simulation Decision #3 (Year 8)
Tue 20th Oct
by 23:59:59
No
Scored Simulation Decision #4 (Year 9)
Sat 24th Oct
by 23:59:59
Yes – session 16
Scored Simulation Decision #5 (Year 10)
Sat 7th Nov
by 23:59:59
No
Scored Simulation Decision #6—final decision
(Year 11)
Tue 17th Nov
by 23:59:59
No
Simulation presentation and debrief
Tue 1st Dec
From 5:30pm
MGMT6031 Strategy and International Business Competitiveness
Perth City Campus
23 Aug 2015
Curtin Graduate School of Business, Curtin Business School (CBS)
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