Coursework The coursework will be based on an individual assignment, length 3,000 words (this is a strict maximum – see below for details of what counts in the word count), evaluating your own team’s and your opponents’ strategies in the International Business and Management Simulation game. You will run a company manufacturing bicycles, operating in the Netherlands (home country), the UK and Australia at the time you assume control. The game will be played over 6 rounds according to the following timetable. Every week the deadline will be 4pm on Thursday, at which point the game will calculate the outcome for each team based on the latest decisions which have been input (you are advised to have your decisions entered by 3.50pm latest in case the round is calculated slightly early). You will be allocated to a team and teams will play against each other in one of four pools. Once each round has been calculated I will place each team’s decisions and results on VITAL. Round Deadline for decisions Events happening in round Round 1 4pm Thursday 9 February Denmark opens its borders Round 2 4pm Thursday 16 February Belgium and Germany open their borders Round 3 4pm Thursday 23 February France opens its borders Round 4 4pm Thursday 2 March Japan and China open their borders Round 5 4pm Thursday 9 March Brazil and USA open their borders Round 6 4pm Wednesday 16 March No new countries in the final round A manual for the game has been placed on VITAL for you to browse, printed copies will be distributed in the lab workshop in week 1. Note: you cannot set your marketing strategy in the round in which a country opens its borders even though you can sell there. You can build a factory any time as long as the country has opened its borders, but the factory will only be able to produce one round after you built it. It is very important that your coursework submission conforms to the following specification. Each person will submit one hard copy and one soft copy via Turnitin (link on VITAL in the Assessment area). Your report should address the following areas: 1. Explain the strategic thinking behind your initial set of decisions, which must include: the use of expatriate or local managers; the degree of autonomy given to subsidiaries; the company structure; your investments in sustainability, R&D and marketing; your pricing strategy; the priority given to different countries; the allocation of your production capacity across your product lines (20 marks) 2. Explain the rationale for your moves throughout the game to either enter or exit particular countries (i) as bases for production (ii) as target markets, referring to market potential, costs, cultural and political factors (15 marks) 3. Explain your ethical policy throughout the game (5 marks) 4. Explain, as appropriate, why you altered your strategy in particular ways or why you stuck to the same strategy throughout (15 marks) 5. Evaluate your strategy throughout the game, relating it to the level of performance you achieved (15 marks) 6. Appraise any two of your opponents’ strategies, one because you felt it was particularly effective, one because you felt it was particularly ineffective (15 marks) 7. Provide a brief statement regarding your company’s future and why a potential investor should buy some of your shares (5 marks) Your report should include a reflective appendix of approximately 500 words, commenting on the skills you developed during the game, including your personal organization and team-working skills, two key areas where you should improve your skills, your experience of working in a multi-nationality team and the two most important things you learned about international business from playing the game. (10 marks) The reflective appendix does not count towards the word count for the assignment. If you do not write an appendix, you will score zero for this element of the coursework. Coursework advice You are strongly advised to keep notes relating to the coursework areas above as you go through the game. It will make writing your report easier! Each team will be offered a 30 minute consultation on their round 1 results. There is a sign-up sheet for appointments on Gary Cook’s office door (room 284e, second floor of the Management School Central Zone). You are strongly advised to come to one of these consultations, as it will help you to get the most out of the game and it will also help you with your analysis for the coursework. Succeeding in the game and getting good marks for the coursework are two separate things. The coursework is assessed on the quality of your analysis, not whether you took the “right” or “wrong” decisions in the game. A thoughtful and well supported analysis of a failed strategy will attract higher marks than a more superficial analysis of a “successful” strategy. In addressing the coursework brief you will only be able to achieve high marks if you clearly underpin your analysis with key concepts from the course, backed up by appropriate references, which must include some journal articles. The report should be a maximum of 3,000 words for the main body of the report (not including contents page, footnotes, tables you copied from other sources, bibliography or appendices – the reflective appendix does not count towards the word limit), there is no margin of error – 3,000 is a maximum, and should be handed in by 12 noon on Monday 24 April 2017. You will be able to collect your coursework mark by Monday 15 May 2017 at the latest. Tables which you have created for yourselves do count towards the word count. This coursework requires dual submission. You must hand in a hard copy to the Student Support Office (post into the white submission boxes outside the office). You must also submit a soft copy via Turnitin, which is a plagiarism and collusion detection system. If you do not submit to Turnitin your work will not be marked. Failure to submit an identical version via Turnitin compared to your hard copy will attract a penalty of 10 marks. To submit via Turnitin, you go to the assessment area for the module on VITAL and you will find a link for the coursework. Click on View/Complete and then on the “submit” icon for the paper, then select the “single file upload” option. You are then prompted to submit a title for the paper. Use the “browse” button to locate the file you want to submit, then click “submit”. You will then be asked to confirm that you want to submit by clicking the “Yes, submit” button. Word counts must be stated and over-length reports will be penalised by 3 marks for every 100 words the submission is over-length (i.e. a report 101 words over-length attracts a penalty of 4 marks). There is no “margin of error”, 3000 is the maximum. In addition poor presentation, inadequate bibliography and referencing and late submission without good cause will all attract standard penalties as set out in the Postgraduate Handbook. Where you are unable to complete either coursework or exam or you feel your performance has been affected by mitigating circumstances you must obtain a claim form from the Student Support Office and return it with appropriate evidence. Full details on the mitigating circumstances procedure can be found in the Postgraduate Handbook. Students are reminded that the following important information is published in the ULMS Postgraduate Student Handbook, available on-line at: http://www.liv.ac.uk/management/current-students/ The information includes advice on: • How to reference your work • Lateness penalties • What to do if you require an extension • The marking criteria that will be used for this module • Re-sits Wikipedia is not an acceptable source of reference and citing Wikipedia will attract a penalty of 5 marks. Your report will be assessed according to the following criteria: 1. Understanding of the topic. Proper use of theoretical ideas to guide the analysis of strategies used and outcomes achieved in the game. Correct use of terminology. Ability to explain ideas and events. Ability to compare and contrast different opinions. Evidence of an informed decision about what areas to concentrate on in the report and which are the key arguments. 2. Depth of analysis and evidence. Ability to go beyond mere description and build a reasoned critique and evaluation of your own team’s and your opponents’ strategies. Quantity and quality of evidence underpinning major points/conclusions. 3. Writing and communication skills. Logical sequence to the report. Proper introduction and conclusion. Clear tables, diagrams and referencing. Good use of English and fluent style. Ability to argue to reasoned conclusions. You are also advised to check the general marking criteria for reports and essays which are given in the Postgraduate Handbook. Draft reports will not be read. Instead each person will have available two 15-minute appointments during which areas of uncertainty will be discussed. As professional people you must take responsibility for diagnosing your own areas of weakness and seeking appropriate guidance. This is what will be expected of you in the workplace. As I am away on University business 18-28 March inclusive and the hand-in date is preceded by the Easter break, consultations can be via skype or in person. I have a special skype account for this purpose and my skype id is gary.cook729. When asking to connect with me on skype, please indicate you are a student on ULMS519. Skype consultations will be strictly by appointment (which you can arrange via email). Poor Academic Practice, Cheating and Plagiarism. The work submitted must be your own with all sources drawn on properly attributed. You are strongly advised to read carefully the Code of Practice on Assessment, Appendix L, which deals with Policy for Dealing with Plagiarism, Collusion and Fabrication of Data, which provides a definitive statement of University policy, including penalties. This is available at: https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_L_cop_assess.pdf You may also, or alternatively, want to look at Appendix L Annex 1, Plagiarism, Collusion and the Fabrication of Data: Guidelines for Staff and Students. This is available at: https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_L_cop_assess_annex1.pdf The penalties for academic offences can be serious ranging from loss of marks for an assignment, zero for an assignment, zero for a module, suspension of studies for a year and, for very serious offences, termination of studies. It is important that you make sure you are familiar with the policy. A brief guide, which does not replace the official policy, is that you should avoid: Minor errors, such as missing quotation marks when quoting word for word, minor mistakes in references or incomplete reference lists. ULMS policy is a loss of up to 5% of the available marks for the assessment. Poor practice, which includes poor paraphrasing when summarising someone else’s words and inadequate referencing. University policy is that your mark be reduced to a bare pass. You will also have an academic offence noted on your academic record. Plagiarism, which is passing off other people’s work as your own, which may be by using their words without attribution, passing their idea off as your own or copying and pasting tables, diagrams or images. Copying, which involves copying another students work without their knowledge. Collusion which involves working with other students to produce the same or substantially the same piece of work and passing the work off as your own individual effort. Collusion may also be with people who are not students on your course. Making up or embellishing data. These offences carry a penalty of 0 for the assignment for a first offence and 0 for the module for any subsequent offence. The offence will be recorded in your student record. Very serious instances (or repeated offences) of plagiarism, fabrication and collusion (particularly commissioning someone else to write your assignment for you) may lead to suspension or termination of studies. Feedback In addition to individual feedback, whole-group feedback on the coursework will be posted on VITAL by Monday May 15th. You should read this feedback before you come to see me for any further clarification about your individual feedback. Group feedback on the exam will be posted on VITAL immediately after the release of exam marks. Mid-module student feedback on the module will be taken in tutorials in week 3, week starting 13.2.17. Reading The core textbook for the course is Peng, M. Global Business, Third edition. This text has a very substantial overlap with Global Strategic Management (see below), although it is somewhat shorter. The main topic covered in Global Strategic Management which are not covered in Global Business is the Industry Perspective and this chapter will be given to you as a handout in the lecture. This textbook is available as an e-text which sits within the MindTap resource and it is referred to as MindTap in the set readings for each lecture topic given below. Access to MindTap has been purchased for you by the University, so you have free access to this resource. See the notes on how to access MindTap at the end of this handbook. There is a sister text by Peng, M. (2013) Global Strategic Management. Third Edition. South Western: Cengage Learning (referred to as Peng in reading list for each lecture). This is an up to date, readable and comprehensive text by one of the leading scholars in global strategy, however it is important to do some additional reading as indicated in the lecture schedule below. The core of the text is not very different from the second edition, of which the library holds a number of copies. In the main the third edition updates examples and case studies. There is yet a third sister text to Global Business, Global2, also by Peng. Again, this has a substantial overlap with Global Strategic Management, but is shorter and has a glossier presentation with lots of nice photographs. Copies have been ordered in to the library. In addition to doing the basic textbook reading it is important to delve into the journal articles, some of which we will look at in tutorials. To guide your reading I have put particularly key articles in bold in the readings suggested for each lecture in the lecture programme. In addition to Peng, there are three other books I would particularly recommend as alternative sources of textbook reading: Collinson, S., Narula, R. and Rugman, A.M. (2017). International Business. 7th Edition. Pearson. Hot off the presses, so very up to date (just been ordered in to the library). Clearly written and authoritative text by three leading UK International Business scholars (Rugman is recently deceased). Referred to below as “Collinson”. Dunning, J.H. and Lundan, S.M. (2008) Multinational Enterprises and the Global Economy. Second Edition. Edward Elgar. This is a magisterial work by one of the founding fathers of International Business as an academic discipline and arguably its most distinguished scholar (recently deceased). Referred to below as Dunning & Lundan. Rugman, A. (ed.) (2009) The Oxford Handbook of International Business. Second Edition. Oxford University Press. This is a collection of overviews of particular topics written by experts in the field. Referred to below as Rugman (also recently deceased). Several key chapters are referred to as “In Rugman”. There are a number of other standard textbooks which may be consulted. Dicken, P. (2011) Global Shift. 6th Edition. Sage. A classic. Hill, C.W.L. (2011) International Business. Competing in the Global Marketplace. 10th Edition/Global Edition. McGraw-Hill. An excellent and very well-established text. Referred to as Hill1. Hill, C.W.L. (2015) Global Business Today. 9th Edition. McGraw-Hill. Virtually identical to Hill, International Business, but a bit more advanced in parts. Referred to as Hill2. Lasserre, P. (2012) Global Strategic Management, 3rd Edition. Palgrave. Has a much more managerial focus. Segal-Horn, S. and Faulkner, D. (2010) Understanding Global Strategy. South-Western Cengage Learning. A sound academic text with lots of real world examples. Referred to as Segal-Horn. Yip, G.S. and Hult, G.T.M. (2012) Total Global Strategy. 3rd Edition. Pearson. Another classic which puts the stress on the truly global perspective in global strategy. Lecture Schedule Please note that the allocation of lecture material to particular weeks is a guide – some topics will take longer than others to cover, but we will complete all material within the six weeks of the module. Date(s) Topic 31.1.17 Introduction to module and global strategy Introduction to industry, resource-based and institutional approaches to institutional business Porter’s frameworks and the Ansoff Growth Matrix Peng chs. 1&2 MindTap chapters 1&6 Collinson ch. 2 Dunning & Lundan ch. 3&5 Hill1 1&12 Hill2 1&11 Dicken 1, 2 &3 Segal-Horn 1&7 Lasserre 1, 2 & 3 Dunning, J.H. (2009) The key literature on IB activities: 1960-2006. In Rugman. Buckley, Peter J. (2009) Business history and international business, Business History, 51(3), pp. 307-333. Ghoshal, S. (1987) ‘Global strategy: an organising framework’, Strategic Management Journal, 8, pp. 425-440. Hambrick, D.C. and Fredrickson, J.W. (2001) ‘Are you sure you have a strategy?’ Academy of Management Executive, 15, pp. 51-62. Kerr, W.R. (2016). Harnessing the best of globalization.’, MIT Sloan Management Review, Fall, 58-67. Nachum, Lilach (2003) Liability of foreignness in global competition? Financial service affiliates in the City of London, Strategic Management Journal, 24 (12), pp. 1187-1208. Ohmae, K. (1989) ‘Managing in a borderless world’, Harvard Business Review, May-June, pp. 152-161. Porter, M.E. (1986) ‘Changing patterns of international competition’, California Management Review, XXVIII, pp. 9-40. Ricart, J.E., Enright, M.J., Ghemawat, P., Hart, S.L. and Khanna, T. (2004) ‘New frontiers in international strategy’, Journal of International Business Studies, 35, pp. 175-200. Zaheer, S. (1995) Overcoming the liability of foreignness, Academy of Management Journal, 38 (2), pp. 341-363. 7.2.17 The Resource-Based and Institutional Perspectives In Global Strategy Resources and capabilities Relationship to the Eclectic paradigm Firm and country-specific advantages Institutions, cultures and ethics The institutional approach to strategy The strategic role of cultures and ethics Peng chs. 3&4 MindTap Chs 2, 3 & 4 Collinson chs. 3&5 Hill1 2&3 Hill2 2&3 Dicken 6&7 Segal-Horn 12 Lasserre 11 Peng, M.W. and Khoury, T.A. (2009) Unbundling the Institution-Based View of international business strategy. In Rugman Brewer, T.L. and Young, S. (2009) Multilateral institutions and policies: Implications for Multinational Business Strategy. In Rugman. Barney, J.B. (1991) ‘Firm resources and sustained competitive advantage’, Journal of Management, 17, pp. 99-120. Cantwell, M.J. (2014) ‘Revisiting International Business Theory: A capabilities-based theory of the MNE,’ Journal of International Business Studies, vol. 45, pp. 1-7. Peng, M.W. (2001) ‘The resource-based view and international business’, Journal of Management, 27, pp. 803-829. Teece, D. (2014) ‘A dynamic capabilities-based entrepreneurial theory of the multinational enterprise.’ Journal of International Business Studies, vol. 45, pp. 8-37. Teece, D. (2007) ‘Explicating dynamic capabilities’, Strategic Management Journal, 28, pp. 1319-1350. Teece, D., Pisano, G. and Shuen, A. (1997) ‘Dynamic capabilities and strategic management’, Strategic Management Journal, 18, pp. 509-533. Chen, M-J. and Miller, D. (2010) ‘West meets East: Toward an ambicultural approach to management’, Academy of Management Perspectives, 24, pp. 17-24. Ghemawat, P. (2011) ‘The cosmopolitan corporation’, Harvard Business Review, May, pp. 92-99. Hofstede, G. (1983) ‘The cultural relativity of organizational practices and theories’, Journal of International Business Studies, 14, pp. 75-89. Khanna, T. (2014) `Contextual intelligence’, Harvard Business Review, September, pp. 58-68. Meyer, E. (2015) `When culture doesn’t translate’ Harvard Business Review, October, pp. 66-72. Neeley, T. (2015) `Global teams that work’, Harvard Business Review, October, pp. 74-81. Peng, M.W., Wang, D.Y.L. and Jiang, Y. (2008) ‘An institution-based view of international business strategy: a focus on emerging economies’, Journal of International Business Studies, 39, pp. 920-936. 14.2.17 Entry strategies When, where and how to enter overseas locations Global versus regional strategies Cyberspace and international entry Peng ch. 5 MindTap chs. 6&10 Collinson chs. 2&15 Dunning & Lundan chs. 7&16 Hill1 14 Hill2 12 Dicken 5 Segal-Horn 7 Lasserre 6&7 Rugman, A.M. and Verbeke, A. (2009) Location, competitiveness and the multinational enterprise. In Rugman Beugelsdijk, S. and Mudambi, R. (2013) ‘MNEs as border-crossing multi-location enterprises: The role of discontinuities in geographic space’, Journal of International Business Studies, 44, pp. 413-426. Bingham. C. and Davis, J. (2012) `Learning how to grow globally’, MITSloan Management Review, Spring, pp. 16-18. Chipman, J. (2016). `Why your company needs a foreign policy’, Harvard Business Review, September, pp. 36-43. Dunning, J.H. (1998) Location and the multinational enterprise: A neglected factor?, Journal of International Business Studies, 29 (1), pp. 45-66. Friedrich, J., Noam, A. and Ofek, E. (2014) `Right up the middle: How Israeli firms go global’, Harvard Business Review, May, pp. 113-117. Gehmawat, P. (2001) ‘Distance still matters. The hard reality of global expansion’, Harvard Business Review, September, pp. 137-147. Howell, L.D. and Chaddick, B. (1994) ‘Models of political risk for foreign investment and trade’, The Columbia Journal of World Business, Fall, pp. 70-91. Jenkins, M. and Tallman, S. (2010) The shifting geography of competitive advantage: Clusters, networks and firms’, Journal of Economic Geography, 10 (4), pp. 599-618. Lau, C. M. and Bruton, G. D. (2008) ‘FDI in China: What we know and what we need to study next’, Academy of Management Perspectives, 22, pp. 30-44. Wakayama, T., Shintaku, J. and Amano, T. (2012) ‘What Panasonic learned in China’, Harvard Business Review, December, pp. 109-113. 21.2.17 Global competitive dynamics & 28.2.17 Cooperation versus competition Attack and counter-attack strategies Product and geographic diversification Acquisitions and re-structuring The Global factory Supply and transportation logistics Peng chs. 8&9 MindTap chs.11&14 Collinson ch. 3 Hill1 16 Hill2 14 Dicken 13&14 Lasserre 5&9 Tallman, S.B. and Yip, G.S. (2009) Strategy and the multinational enterprise. In Rugman Bremmer, I. (2014) `The new rules of globalization’, Harvard Business Review, January-February, pp. 103-107. Buckley, P.J. (2007) ‘The strategy of multinational enterprises in the light of the rise of China’ Scandinavian Journal of Management, 23, pp. 107-126. Contractor, F.J., Kumar, V., Kundu, S.K. and Pedersen, T. (2010) ‘Reconceptualising the firm in a world of outsourcing and offshoring: The organizational and geographical relocation of high-value company functions’, Journal of Managememt Studies, 47, pp. 1417-1433. Ghemawat, P. (2005) ‘Regional strategies for global leadership’, Harvard Business Review, December, pp. 98-108. Jullens, J. (2013) `How emerging giants can take on the world’, Harvard Business Review, December, pp. 121-125. Kogut, B. and Zander, U. (1993) ‘Knowledge of the firm and the evolutionary theory of the multinational corporation’, Journal of International Business Studies, 24, pp. 625-645. Kullman, E. (2012) `Du Pont’s CEO on executing a complex cross-border acquisition’ Harvard Business Review, July-August, pp. 43-46. MacMillan, I.C., van Putten, A.B. and McGrath, R.G. (2003) ‘Global gamesmanship’, Harvard Business Review, May, pp. 62-71. Martin, R.L. (2016). `M&A: The one thing you need to get right.’, Harvard Business Review, June, pp. 42-48. Ramachandran, J., Manikandan, K.S. and Pant, A. (2013) `Why conglomerates thrive (outside the U.S.)’, Harvard Business Review, December, pp. 110-119. Reeves, M. and Deimler, M. (2011) ‘Adaptability: the new competitive advantage’, Harvard Business Review, July-August, pp. 134-141. Ryall, M.D. (2013) `The new dynamics of competition. An emerging science for modeling strategic moves’, Harvard Business Review, June, pp. 80-87. Van Alstyne, M.W., Parker, G.G.& Choudhary, S.P. (2016). `Pipelines, platforms & the new rules of strategy’, Harvard Business Review, April, pp. 54-62. 28.2.17 Multinational strategies, structure and learning Pressures for cost reduction and local responsiveness The linkages between strategy and structure Worldwide learning, innovation and knowledge management Parent-subsidiary relationships Peng ch. 10 MindTap ch. 13 Collinson chs. 8, 9 & 10 Lasserre 3&10 Dunning & Lundan chs. 8 & 9 Hill1 13 Segal-Horn 8 Birkinshaw, J. and Pedersen, T. (2009) Strategy and management in MNE subsidiaries. In Rugman. Cantwell, J. (2009) Innovation and information technology in the MNE. In Rugman Westney, D. and Zaheer, S. (2009) The multinational enterprise as an organization. In Rugman Bouquet, C., Birkenshaw, J. & Barsoux, J-L. (2016) `Fighting the “Headquarters Knows Best” syndrome’, MIT Sloan Management Review, Winter, pp. 58-66. Cantwell, J. and Mudambi, R. (2005) ‘MNE competence-creating subsidiary mandates’, Strategic Management Journal, 26, pp. 773-796. Enkel, E., Gassmann, O. and Chesbrough, H. (2009) Open R&D and open innovation: exploring the phenomenon’, R&D Management, 39 (4), pp. 311-316. Fink, G. and Holden, N. (2005) ‘The global transfer of management knowledge’, Academy of Management Executive, 19, pp. 5-8. Jha, S.K., Parulkar, I., Krishnan, R.T, & Dhanaraj, C. (2016). `Developing new products in emerging markets’, MIT Sloan Management Review, Spring, pp. 54-62. Lessard, D., Lucea, R. and Vives, L. (2013) `Building your company’s capabilities through global expansion’, MITSloan Management Review, Winter, pp. 61-67. Luo, Y., Sun, J. and Wang, S.L. (2011) ‘Emerging economy copycats: Capability, environment and strategy’, Academy of Management Perspectives, 25, pp. 37-56. Rugman, A.M. and Verbeke, A. (2001) Subsidiary specific advantages in multinational enterprises, Strategic Management Journal, 22, pp. 237-250. Santos, J.F.P. and Williamson, P.J. (2015) `The new mission for multinationals’, MITSloan Management Review, Summer, pp. 44-54. Shih, W.C. (2014) `What it takes to reshore manufacturing successfully’, MITSloane Management Review, August, pp. 1-8. 28.2.17 Managing external relationships & 7.3.17 Networks, alliances and joint ventures Applying internalization theory to the organization of inter-firm relationships Peng ch. 7 MindTap ch. 12 Collinson ch.2 Dunning & Lundan ch. 9 Hill1 14 Hill2 11 Segal-Horn 9&10 Lasserre 4 Hennart, J-F. (2009) Theories of the multinational enterprise. In Rugman. Inkpen, A.C. (2009) Strategic alliances. In Rugman. Beamish, P.W. and Lupton, N.C. (2009) ‘Managing joint ventures’, Academy of Management Perspectives, 23, pp. 75-94. Dunning, J.H. (1995) ‘Reappraising the Eclectic Paradigm in an age of alliance capital’, Journal of International Business Studies, 26, pp. 461-491. Furr, N., O’Keefe, K. & Dyer, J.H. (2016) `Managing multiparty innovation’, Harvard Business Review, November, pp. 76-83. Gulati, R. (1998) ‘Alliances and networks’, Strategic Management Journal, 19, pp. 293-317. Hoang, H. & Rothaermel, F.T. (2016) `How to manage alliances strategically’, MIT Sloan Management Review, Fall, pp. 68-76. Kale, P. and Singh, H. (2009) ‘Managing strategic alliances: What do we know now, and where do we go from here?’ Academy of Management Perspectives, 23, pp. 45-62. Reeves, M. and Deimler, M. (2011) ‘Adaptability: the new competitive advantage’, Harvard Business Review, July-August, pp. 134-141. Thompson, S.J. (2012) `The perils of partnering in developing markets’, Harvard Business Review, June, pp. 23-25. 8.3.13 Corporate Social Responsibility Domestic versus overseas responsibility Active and inactive approaches to CSR The race-to-the-bottom versus the race-to-the-top Government-business relationships Peng ch. 12 MindTap ch. 17 Collinson ch.11 Dunning & Lundan ch. 18 Hill1 4 Hill2 4 Segal-Horn 15 Lasserre 15 Rugman, A.M. and Verbeke, A. (2009) Environmental policy and international business. In Rugman. Campbell, J. (2007) ‘Why would corporations behave in socially responsible ways’, Academy of Management Review, 32, pp. 946-967. Carroll, A. (2004) ‘Managing ethically with global stakeholders’, Academy of Management Executive, 18, pp. 114-120. Currell, D. and Bradley, T.D. (2012) `Greased palms, giant headaches’, Harvard Business Review, September, 21-23. Howard-Grenville, J. and Hoffman, A. (2003) ‘The importance of cultural framing to the success of social initiatives in business’, Academy of Management Executive, 17, pp. 70-84. Karnani, A. (2007) Doing well by doing good – case study: ‘Fair and Lovely’ whitening cream, Strategic Management Journal, 28, pp. 1351-1357. Kolk, A. and Van Tulder, R. (2004) ‘Ethics in international business’, Journal of World Business, 39, pp. 49-60. Loscher, P. (2012) ‘How I did it…..The CEO of Siemens on using a scandal to drive change’, Harvard Business Review, November, pp. 39-42. McWilliams, A., Siegel, D. and Wright, P. (2006) ‘Corporate social responsibility’, Journal of Management Studies, 43, pp. 1-18. Seminar/Tutorial Programme The tutorial programme will run from week 2, week starting 6.2.17, and will follow the same sequence of topics as the lecture programme. Tutorial assignments will be posted in advance on VITAL or occasionally distributed in class. The tutorial programme is integral to the course and it is very important to prepare, attend and participate. A register of attendance will be taken. Accessing and Using MindTap MindTap is a computer-based learning package, which incorporates an e-text book, which is only available for Peng, Global Business 3rd Edition, which is a sister text to Peng, Global Strategic Management 3rd Edition. I have found that MindTap functions more smoothly in either Firefox or Google Chrome than it does in Internet Explorer. The e-text in MindTap is very flexible. You can highlight it and make notes on it, just as you might on a physical textbook. Another option is that MindTap will read the textbook to you, so you can study while you do the washing up etc. (this feature is a bit clunky, but it will do it). In addition, you can export any notes you make and re-arrange them as you like. The textbook has a handy feature where you can click on key words and get a brief definition of what they mean. You also have a dictionary app in MindTap which makes it very easy to look up words as you read. In addition MindTap has other learning resources such as self-test quizzes, video case studies and flashcards. Registration for MindTap 1. Connect to https://login.cengagebrain.com/course/MTPN-HBGP-0X8M 2. Follow the prompts to register, which will involve you creating an account first, if you do not already have one with Cengage (in my “test drive” I had to register first, then login as a returning student to get access – you may or may not have to do both steps to get access the first time) If you are prompted to give the course key for this course, it is MTPN-HBGP-0X8M This course key should be sufficient for you to register. You do not have to pay for MindTap, the School has purchased this e-resource for you. A look inside the MindTap environment You can access a set of written guides and videos to self-instruct how to use Mindtap at: https://www.cengage.com/services/product/mindtap/general/student In this module we will not be using the CNOW assessment system referred to in the guides and videos and I have hidden these items from view to avoid people getting confused. When you get inside the system, you will see something like this: When you first enter MindTap your screen will look something like the one below, with some hints about what various elements on the screen will do. This is what you will also see any time you hit the “?” help icon. Note that my context-specific help is different from yours, as it is giving me hints as an instructor, not as a student! I have set a weekly schedule of work composed of chapter readings, working through a self-instruction quiz and flashcards, as well as looking at a video. The dates are suggested to keep up with the course content and the flashcards and quizzes are optional items, which you may find useful to consolidate learning and check progress. Please note that I have moved some chapters between sections and put the chapters in the same order in which we will cover topics in the lecture programme. If you click on any of the folders on the left, you will open up the chapter resources for that section of the textbook: Click on any chapter and you will see the detailed content for that chapter (in the student view you will not see the greyed out items). Click on any item and you will see that item, e.g. here is the book content for chapter 3: The screenshot above gives a glimpse of what you will see within MindTap. On the left hand side is a section of the e-textbook. Note the word culture is a hotlink to a definition. The asterixes are hotlinks to footnotes. Down the right hand margin of the screen, you can see a menu bar for all the Apps available in this section of the MindTap e-textbook. Note that I have highlighted a section of the text and clicking on the highlights tab in the My Notes app would show a list of all the highlights I have created. Next to the highlighted text, in the left margin you can see a “sticky note” which I inserted, which I could click on to reveal the margin note I made, just as you might write in the margin of a physical textbook (the sticky note says “This definition is important for the exam”). Note again, that you only see highlights and sticky notes that you created yourself within MindTap. You can highlight text by dragging the mouse across the text with the left button pressed and you will see a pop-up appear which gives you the option to highlight in one of several colours, look up a word in the dictionary (when you highlight a single word, then choose dictionary from the pop-up) or add a sticky note. You also get options for MindTap to read the text to you or to create a new flashcard, which some of you may want to do to help your revision. You can see that in the screen shot below that I have clicked on the icon at the bottom of the menu bar to bring up the My Notes app, which is the pane visible to the right of the e-textbook. You can just about see that I have entered the instructions for creating and exporting notes in MindTap (reproduced below). You will only see notes you created yourself within MindTap. As instructor I am able to insert text, documents, video clips etc into the e-textbook which will be visible to everyone on the course. You can see that My Notes allows you to view all you bookmarks in one place, view all your highlighted texts and sticky notes in one place and add your own notes in the notebook, which you can print or export. Just running down the icons on the app menu bar, to give a flavor of what MindTap can do, you can see: a search app (the magnifying glass); a glossary of key terms (the A-Z icon); a dictionary app (the Merriam-Webster icon, which brings up the Merriam-Webster dictionary); a standard RSS feed app; the MyBook app (the book icon, which brings up the full e-textbook, as opposed to just certain sections of it); the flashcard app (note card icon, which brings up flashcards relating to the chapter you are reading); the ReadSpeaker app (voice icon, which enables you to highlight text in the e-textbook and have MindTap read it aloud to you); the Cnow Homework app (ignore); the ConnectYard app (this enables course members to post wall comments and send emails visible to all other members of the course); the View Progress app (the three colour bar chart, which enables you to see how much of the learning path you have mastered – and I can see progress made by all students on the module); the My Content app (the briefcase icon, which allows me to manage course materials which I have manually inserted into the e-textbook); and the MyNotes app (the pen and highlighter icon, which allows you to manage your bookmarks (you can bookmark any section of the e-textbook, MindTap automatically bookmarks the last section and page you read when you last logged out), your highlights and your notes. I have left all the e-textbook content visible, even though some chapters are not relevant to this course. Week View in MindTap All the above discussion has been based on starting from the “unit view” in MindTap, here is just a glimpse of how you can access the same resources from “week view”: You will not see exactly what is in the screenshot – as an instructor I can see the items I hid from view (e.g. the CNOW assignments, which we will not be using in this course). You will also not see the “Recent Activity Scores” on the right hand side, which are an instructor resource only. Remember: the deadlines set in week view are simply for your guidance. None of the activities in MindTap are assessment deadlines. The MindTap Mobile App There is an app you can download for free to access your MindTap resources on your phone (but only if it is an iPhone or an Android phone – needless to say, I have a windows phone, which does not support the app!) http://solutions.cengage.com/mindtapmobileapp/ From here, just follow the online instructions. To read the book on your phone, you have to download it – make sure you have wifi! How to create and export notes in MindTap You first click on the My Notes icon from the apps toolbar on the right hand screen, give your note a title and then type in your notes. Remember to click Done (top left on the notebook tab in My Notes) To export your notes, you need to create an Evernote account if you do not already have one. Go to https://evernote.com/ From the Evernote homepage, click on Get Evernote to get your free download. From the Evernote homepage you can also access a range of video tutorials, start with the quick introduction. Evernote automatically synchronises with MindTap, so notes you create in Mindtap will automatically appear (after some time) in Evernote. You can also manually ask Evernote to synchronise to import your MindTap notes instantly into Evernote. ConnectYard You will see an icon within MindTap to sign up for ConnectYard, which is a messaging system within which I can send you messages (and you can message each other) and you can choose how to receive messages (email, text, twitter, LinkedIn). I will mainly communicate via VITAL, but I will also post urgent messages to ConnectYard. I can only build the Yard for ULMS519 if you join ConnectYard. If you do join, email me and I will add you to the ULMS519 Yard. Document last revised Name: Prof. Gary Cook Date: 25.1.17 Updates will be provided on VITAL e.g. additional references and resources which have appeared since the handbook. Resources will also be added into the e-text in MindTap as the course progresses.