Unit Outline - Learning Innovation and Teaching Excellence

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.

Block Teaching: 5 x 8 Hours Semester Seminar: 1 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

Other requisites: Substantial completion - A minimum of 250 credits of the MBA must be completed.

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: Associate ProfessorName: Jeremy GalbreathPhone: +618 9266 3568Email: [email protected]: Building: Murray St - Room: 311

Teaching Staff: Name: Jeremy GalbreathPhone: 9266 3568Email: [email protected]: Building: Murray St - Room: 311

Administrative contact: Name: Margot Stacy JavilloPhone: 08 9266 1205Email: [email protected]: Building: P01 - Room: 117

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

MGMT6031 Strategy and International Business Competitiveness Trimester 2, 2016

Curtin Business School (CBS) Curtin Graduate School of Business

MGMT6031 Strategy and International Business Competitiveness Perth City Campus 18 Apr 2016 Curtin Graduate School of Business, Curtin Business School (CBS)

Page: 1 of 17CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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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 2, 2016 every Tuesday evening from 5.30pm - 8.30pm. There are some Saturday classes which are scheduled for 14 May, 28 May, 18 June, 2 July, and 16 July 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.

Curtin's Graduate Attributes

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, multi-dimensional problems and provide practical recommendations for organisations

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

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





http://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, guest speakers/lecturers, 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 not only to work explicitly towards set learning objectives, but also to contribute to meta learning where processes are as important as outcomes. Students have an opportunity not only to 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 environment 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 Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l 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.

Rumelt, R. 2011. Good strategy. Bad strategy. New York: Crown Publishing (Random House).

Other resources

Additional resources are available through the Curtin University Library databases. There are a series of readings for various sessions. All readings are available through the Curtin Library and Blackboard, unless noted otherwise. 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 cases and assigned readings before coming to class.





Assessment Assessment schedule

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 'Corporate Strategy', 'Business Models' and 'Entry Modes'. The specific questions to address are provided in Blackboard, under the Assessment tab/link. Due dates are provided in the Program Calendar. An Assessment Guide including the criteria for evaluation is also available through Blackboard.

2. Assessment 2: Case Analysis. Assignment 2 is an in-depth individual analysis of an assigned case 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, are available through Blackboard.

3. Assessment 3: Strategic Management Appraisal. This is a group assessment (generally around 3 to 4 students per team). This assessment is based on a strategic management computer simulation that incorporates a heavy international dimension. Working in the digital 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%.

Further details are available under the Assessment tab/link 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/link in Blackboard. Length: 3,500 words

Pass requirements

To pass this unit, you must:

l Attempt all assessments l Score 50% or more as the cumulative total of all assessments

Fair assessment through moderation

Task Value % Date Due Unit Learning Outcome(s) Assessed

1

Investigation 20 percent Week: As per Program Calendar Day: Sat 28 May, Sat 18 June, Tues 28 June Time: During class

1,3,4

2

Case analysis 30 percent Week: As per Program Calendar Day: Sunday 19 June Time: 23:59:59

2,3,4

3

Strategic management appraisal 20 percent Week: As per Program Calendar Day: On set days Time: 23:59:59

1,2

4

Research Report 30 percent Week: As per Program Calendar Day: Sunday 31 July Time: 23:59:59

1,3,4





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. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. 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 OASIS for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is Chicago.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

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.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding





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http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

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http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

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plagiarism.

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

l Using Blackboard, the I Drive and Back-Up files l 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:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l 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.

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

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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/.

Recent changes to this unit include:

Rubrics and assessments have been altered slightly.

Several new cases added.

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.





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http://life.curtin.edu.au/learning-support/learning_centre.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

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Program calendar

Week Class Date

Session Topic Contents & Questions

Readings Due Dates

1 Tues 10 May

Session 1: Intro to the Unit

Intro & Course Requirements

Background on the Unit, including an overview and example of the strategic management process.

Simulation setup (login instructions and company team member assignment for the simulation to be addressed in this session).

Questions:

1. Consider a firm that you feel has a good strategy. What elements make it successful? How would a rival compete effectively against the strategy?

2. Consider a firm that you feel has a poor strategy? What makes the strategy ineffective? How would you advise the firm to turn itself around?

Rumelt, R. 2011. The perils of bad strategy, McKinsey Quarterly.

Birshan, M., & Kar, J. 2012. Becoming more strategic: Three tips for any executive, McKinsey Quarterly.

These articles are available electronically through the Curtin Library (online).

2 Sat 14 May (AM)

Session 2: Industry, competitive dynamics, competitive advantage, and strategy: Setting the stage

Australian Auto Industry [case]

Questions:

1. What types of trade policies were adopted by the Australian government towards the automotive industry? Are these trade policies responsible for the decline of the country’s automotive industry?

2. Are the FTAs that were signed by the Australian government responsible for the weaknesses with the

Lahri, S., Perez-Nordtvedt, S., & Renn, R.W. 2008. Will the new competitive landscape cause your firm’s decline? It depends on your mindset, Business Horizons.

Reeves, M., Levin, S., & Ueda, D. 2016. The biology of corporate survival, Harvard Business Review.


http://knowledge.wharton.upenn.edu/article/a-tale-of-two-brands-yahoos-mistakes-vs-googles-mastery/?utm_source=kw_newsletter&utm_medium=email&utm_campaign=2016-02-25

I will assign each half of the class to a different case. Please prepare for your assigned case.





automotive industry? Should the Australian government have opted against signing these FTAs?

3. Is there anything the automotive manufacturers could have done to prevent their own decline?

4. What about car part suppliers? What should these industry players now do?

Starbucks [case]

Questions:

1. What are the most important internal and external factors behind Starbucks decline in 2007 and 2008?

2. What were the most important aspects of Starbucks transformation? Why did these matter to the survival and transformation of the company?

3. Are Starbucks initiatives generalizeable in the broader context of business turnarounds?

3 Sat 14 May (PM)

Session 3: Introduction to GLO-BUS strategy and international business simulation

Simulation Introduction & 1st Trial Decision

Go to www.glo-bus.com , click on ‘Create Account’ (for new students) and enter Company Registration Code (provided in Session 1). Download the GLO-BUS Participant’s Guide.

GLO-BUS Participant’s Guide.

Please bring your laptop if you have one. You will undertake the simulation in groups of 3-4 students. Tablets (e.g. iPads) are poor at running the simulation effectively.

Decision to be made by 23:59:59.

4 Tues 17 May

Session 4: External perspective: Industry

Cola Wars Continue [case]

Questions:

Porter, M.E. 2008. The five competitive forces that shape strategy, Harvard Business Review.





structure

1. What top 3

actions/ competitive moves would you say Coke and Pepsi have employed to generate such massive success in the concentrate producer (CP) industry?

2. Is the CP industry an attractive one? If so, why?

3. Compare the economics of the concentrate business to the bottling business: why is the profitability so different? Why then have some CPs wanted to vertically integrate at times?

This article is available electronically through the Curtin Library (online).

5 Tues 24 May

Session 5: Internal perspective: Firm resources and capabilities, the value chain & competitive advantage

ZARA [case]

Questions:

1. What is the business of Zara? What do they do?

2. Does Zara have any distinctive resources or capabilities?

3. What are Zara’s value chain activities?

4. How are Zara’s value chain activities different to their competitors? How do they create competitive advantage from their resources & value chain activities?

Barney, J., Wright, M., & Ketchen, D.J., Jr. 2001. The resource-based view of the firm: Ten years after, Journal of Management.

Eisenhardt, K.M., & Martin, J.A. 2000. Dynamic capabilities: What are they?, Strategic Management Journal.


https://www.strategicmanagementinsight.com/tools/value-chain-analysis.html

2nd simulation trial decision to be made by 23:59:59.

6 Sat 28 May (AM)

Session 6: Corporate strategy

Each team will get a different company and set of questions that they will need to respond to in their presentation.

Instructions, companies, and materials are available in Blackboard (Assessment 1).

Note on corporate strategy (available in Blackboard under Unit Resources, Lectures, Session 6).

Teams will present their material as it relates to their company/topic as the 1st part of Assessment 1.





On the day, 1-2 individuals from each team will be expected to deliver an approximately 10 minute presentation around the topic/company and around an hour will be made available to finalise presentations at the start of class.

7 Sat 28 May (PM)

Session 7: Team work on simulation

Simulation

1st scored decision

GLO-BUS Participant’s Guide. Decision to be made by 23:59:59.

8 Tues 31 May

Session 8: Business unit strategy

Guest presentation

Aldi in Australia [case]

Questions:

1. What are the strategies/tactics of ‘traditional’ supermarkets (e.g. Coles, Woolworths, etc.) and who are their target customers?

2. What is Aldi’s strategy?

3. What choices/tradeoffs have they made to support the strategy? In other words, which specific choices enable Aldi to fulfil their strategy?

4. What threats/risks facing Aldi are of concern to you and why?

Porter, M. 1996. What is strategy?, Harvard Business Review.

Hambrick, D., & Fredrickson, J.W. 2005. Are you sure you have a strategy?, Academy of Management Executive.


9 Tues 7 June

Session 9: Strategy implementation

This session will look at the hard and often underappreciated issue of strategy implementation.

A mini-case will be provided in class and teams will be asked to develop an implementation plan based on a framework presented. Teams will be pre-assigned and all work will be done during class.

Crittenden, V.L., & Crittenden, W.F. 2008. Building a capable organisation: The eight levers of strategy implementation, Business Horizons.


10 Tues 14

Session 10: Decision making

Thirteen Days [movie]

Garvin, D.A., & Roberto, M.A. 2001. What you don’t know about making decisions, Harvard Business Review.

Assessment 2 due Sun 19





June Guest lecturer (Prof Peter Galvin)

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:

1. How does the context of decision making in the movie “13 Days” mirror strategic decision-making in business?

2. What are the major forces influencing strategic choice in the movie? And the parallels in business?

3. What are some of the leadership lessons we can take from the movie in guiding strategic decision-making?


June by 23:59:59.

11 Sat 18 June (AM)

Session 11: Business models

This session will involve plotting business models for a set of old school, emerging, and reinvented companies. You will be assigned a company and will work in a team.

Instructions available through Blackboard (Assessment 1).

Make sure you have a computer/mobile phone because you will need to conduct some additional in-class research on the night.

Johnson, M.W., Christensen, C.M., & Kagermann, H. 2008. Reinventing your business model, Harvard Business Review.


Teams will present their business models as the 2nd presentation for Assessment 1.

12 Sat 18 June (PM)


Simulation

2nd scored decision

GLO-BUS Participant’s Guide. Decision to be made by 23:59:59.

Firm’s simulation strategy to be submitted via email to the lecturer by 23:59:59.

13 Tues Session 13: Intro An intro to international Alon, I., & Herbert, T.T. 2009. A stranger in a strange land: Micro Scored





21 June

to international business competitiveness.

First up: Country risk and legal perspectives.

business competitiveness will be provided.

Materials will be handed out during the session and there will be presentations and discussion. This will be a fairly fast-paced session covering different topics and readings/case material.

political risk and the multinational firm, Business Horizons.


simulation decision #3 to be made by Fri 24 June by 23:59:59.

14 Tues 28 June

Session 14: Country entry strategies

Analysis of the BRICs & Beyond

Materials to be handed out in session. We will be focusing our attention on China, Russia, the United States, and the United Kingdom.

This will be a team-based, in-class development exercise where you will deliver a short (approximately 10 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 Review.


Lasserre, P. 2003. Chpt 7 – Entry strategies. This chapter is available in the Curtin library catalogue (you should be able to search under author name “Lasserre” and the .pdf file will come up).

Teams will present their material as the 3rd part of Assessment 1.

15 Sat 2 July (AM)

Session 15: Multidomestic and transnational strategies

Philips versus Matsushita (Panasonic) [case]

Questions:

1. How did Philips become the leading consumer electronics company in the world in the post-war era? What type of strategy did they pursue? What were their unique advantages?

2. How did Matsushita (Panasonic) succeed in displacing Philips as No. 1? What type of strategy did they pursue? What were their unique

Greenwald, B., & Kahn, J. 2005. All strategy is local, Harvard Business Review.

Hitt, M.A., & He, X. 2008. Firm strategies in a changing global competitive landscape, Business Horizons.






advantages? 3. What do you

think of the changes each company has made to date, as described in the case? Were the changes easy to implement? Why or why not?

4. What recommendations would you make to Kleisterlee? To Nakamura?

16 Sat 2 July (PM)

Session 16: Managing across cultures

Cultural Exercise

Materials and instructions to be handed out in class.

Sagiv, L., & Schwartz, S.H. 2007. Cultural values in organisations: Insights for Europe, European Journal of International Management.

Hofstede, G. 1993. Cultural constraints in management theories, Academy of Management Executive.

These articles ae available electronically through the Curtin Library (online)

17 Tues 5 July

Session 17: International expansion through acquisitions

Guest presentation

The Globalisation of CEMEX [case]

Questions:

1. 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?

2. 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 Exhibit’s 4-8 for help with your analysis)

3. Has CEMEX been successful at expanding

Moss Kanter, R. 2009. Mergers that stick, Harvard Business Review.

Lovallo, D., Viguerie, P., Uhlaner, R., & Horn, J. 2007. Deals without delusions, Harvard Business Review.


Scored simulation decision #4 to be made by Fri 8 July by 23:59:59.





internationally via acquisitions? If so, what has enabled their acquisition success?

18 Tues 12 July

Session 18: International strategic alliances

Guest presentation

Uber [case]

Questions:

1. What is Uber’s business model? How does it offer value to customers and drivers?

2. Why are taxi companies and local governments opposing Uber so aggressively

3. How is Uber able to sustain and expand its operations in many cities across the world?

4. Why should anyone partner with Uber?

5. How can we classify or group Uber’s strategic partnerships? What is the mutual value of the partnerships?

Supplemental material on Uber’s global alliances and partnerships (available in Blackboard, under Unit Resources).

Bremmer, I. 2014. The new rules of globalization, Harvard Business Review.

Ohmae, K. 1989. Global logic of strategic alliances, Harvard Business Review.


19 Sat 16 July (AM)

Session 19: Operations and CSR in an international environment

Guest lecturer (Dr David Blyth)

Barrick Gold - Tanzania [case]

Questions:

1. What are the challenges faced by extractive mining corporations in their attempt to establish subsidiary operations in developing nations?

2. Why and how has Barrick Gold Corporation adopted a global approach to address corporate social responsibility issues in

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.

Porter, M.E. & Kramer, M.R. 2006. Strategy & society: The link between competitive advantage and corporate social responsibility, Harvard Business Review.






Tanzania? 3. 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?

20 Sat 16 July (PM)


Simulation

5th scored decision

GLO-BUS Participant’s Guide Decision to be made by 23:59:59.

21 Tues 19 July

Session 21: Special Topic – Sustainability, innovation & strategy

Is sustainability the new key driver of innovation and a potential panacea for international expansion/growth? If so, how does it fit into strategy? This session will explore these topics.

Materials to be handed out in class. There will be group exercises, presentations, and debate.

Lubin, D.A., & Esty, D.C. 2011. The sustainability imperative, Harvard Business Review.

Nidumolu, R., Prahalad, C.K., & Rangaswami, M.R. 2009. Why sustainability is now the key driver of innovation, Harvard Business Review.

These articles are available electronically through the Curtin Library (online)

Student evaluation of team work due by Monday 25 July (available through Blackboard).

e-VALUate opens 25 July 2016.

22 Tues 26 July

Session 22: Management across borders

BRL Hardy [case]

Questions:

1. How do you account for BRL Hardy’s post-merger success? What synergies, if any, do you believe existed between the two companies that might have allowed them to generate success?

2. What is the source of tension between Stephen Davies and Chris Carson?

3. Should Millar agree to Carson’s proposal to

Bartlett, C.A., & Ghoshal, S. 2003/1992. What is a global manager?, Harvard Business Review.

Alexander, M., & Korine, H. 2008. Why you shouldn’t go global, Harvard Business Review.


Final scored simulation decision (#6) to be made by Tues 26 July by 23:59:59.

Assessment 4 due Sun 31 July by 23:59:59.





Simulation Decision Schedule

launch D’istinto? Why or why not?

4. What recommendation would you make to the organisation concerning the conflicting proposals for Kelly’s Revenge and Banrock Station? What would you decide to do as Carson? As Millar?

23 Tues 2 Aug

Session 23: Simulation presentation and debrief

Unit wrap up

Final Session: Simulation Debriefing & Wrap Up

Five to 10 minute presentation from each team about experiences with the simulation. This will be an informal presentation; however, consider the following:

1. What was your original strategy? Were you able to follow it over time? Why or why not?

2. What do you believe the specific reasons were for your final outcomes?

3. 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?

PLEASE COMPLETE eVALUate! e-VALUate closes 14 Aug 2016

Simulation Decision Due Date Decision Deadline

Dedicated Session in Class?

Simulation Trial Decision #1 Sat 14 May by 23:59:59 Yes – Session 3

Simulation Trial Decision #2 Tue 24 May by 23:59:59 No

Data reset to Year 6; practice results are no longer available

NA (data reset afternoon of 27 May)

NA NA

Scored Simulation Decision #1 (Year 6) Sat 28 May by 23:59:59 Yes – Session 7

Scored Simulation Decision #2 (Year 7) Sat 18 June by 23:59:59 Yes – Session 12





Scored Simulation Decision #3 (Year 8) Fri 24 June by 23:59:59 No

Scored Simulation Decision #4 (Year 9) Fri 8 July by 23:59:59 No

Scored Simulation Decision #5 (Year 10) Sat 16 July by 23:59:59 Yes – Session 20

Scored Simulation Decision #6 —final decision (Year 11) Tues 26 July by 23:59:59 No

Simulation presentation and debrief Tues 2 Aug From 5:30pm





Documents

Unit Outline - Learning Innovation and Teaching Excellence