BUAD 497: MANAGERIAL DECISION-MAKING AND …



University of Southern California

Marshall School of Business

MOR 492: GLOBAL STRATEGY

Fall 2013

Professor: Carl W. Voigt, Ph.D.

Office: Bridge Hall 303-F

Phone: Office: (213) 740-0764; Mobile (213) 446-1753

Department of Management and Organization Office: (213) 740-0728

Email: cvoigt@marshall.usc.edu [Note: I do not check email sent to cvoigt@usc.edu!!!]

Office Hours: Mondays & Wednesdays: 12:40-1:50 pm, early mornings, and by appointment

COURSE DESCRIPTION

Business enterprise in today’s environment increasingly involves crossing national borders and, more generally, engaging in business activities in numerous countries that are often very different from each other. Changes in technology, transportation, communications, and political alliances have significantly internationalized business. Increasingly, firms are required to compete in multiple foreign markets at both the product and supply-chain levels. Understanding the management, marketing, financial, and operational challenges associated with global business activity, and developing skills in these areas, have become essential requirements for success. The Global Strategy course is designed to provide students with the skills, knowledge, and sensitivity required to create, maintain, and renew sustainable competitive advantage within a global environment.

Global Strategy will explore international business issues from an integrated firm-level perspective. The course will adopt a strategic perspective and will highlight the following topics from this perspective: the analysis of industry and environmental forces, the competitive context in which companies operate in global industries, creating and sustaining global competitive advantage, the characteristics of global, multi-domestic and transnational strategies, international entry strategies, global strategic alliances, the role of global organizational structures, and the importance of global strategic control. Case studies used in this course will help you develop your analytical and decision-making skills and also highlight the reality of environmental uncertainties influencing decision making in the global context. Cases also seek to develop your capacity to identify issues, to reason carefully through various options and improve your ability to manage the organizational process by which decisions get formed and executed. In addition to case analyses we will also read and discuss additional articles on strategic issues relevant to operating in a global context. Thus, students will develop both, historical and current, and theoretical and practical, perspectives on operating in a global context.

This course has two broad objectives and will be taught simultaneously at two levels. First, this course is designed to teach students “about” international business issues. That is, the course intends to help students understand how business practices vary widely across regions and countries. Secondly, this course is designed to teach students “how to” formulate and evaluate winning global strategies. In a very real sense, this course is designed for students who seek to work in, or with, firms that operate in many different countries, or which operate outside the US.

By the end of the course, students should be able to: perform country, region, industry and firm analyses in an international setting, evaluate the effectiveness and sustainability of international and global corporate strategies, analyze the benefits and shortcomings of various multinational organizational structures, compare the relative merits of different modes of global market entry, and understand the underlying conditions of the international economy that influence global competitive behavior activity such as economic, legal, political and cultural differences, exchange rates, comparative national advantage, national economic policy, the role of international agreements and customs unions, and balance of trade and payments.

COURSE EVALUATION

Course grades will be determined by students’ relative performance on the following course components:

Course Contribution (participation, turn-ins, and unannounced quizzes) 15%

Individual Case Analysis (one) 15

Group Case Analysis (one) 10

Doing Business with Mexico Group Project and Presentation 25

First Mid-term Exam 15

Second Mid-term Exam 20

100%

In order to successfully pass this course, a passing grade (> 50%) must be achieved in each individual course component. Missed mid-terms and/or assignments severely reduce a student’s grade. Plus and minus shades will be assigned to those immediately above or below grade cutoff points. The distribution of grades will closely follow the guidelines of the Marshall School of Business (an average class GPA of 3.3).

ATTENDANCE POLICY

Class attendance is absolutely essential. All missed classes will be noted. The policy on missed classes is to allow each student three (3) absences, no questions asked, no penalty. All further absences over the limit will reduce the student's participation grade, no questions asked, no excuses of any kind expected or accepted. Students with an excessive number of absences are at risk of failing the course. Only Official University engagements, such as scheduled debating events, sports events, are excepted from this policy. Job interviews, etc., are not excused, so choose your absences carefully. Habitual lateness (and leaving class early), for whatever reason, will be noted as evidence of low course commitment, and penalized. Simply put, you cannot learn for our class discussions, and your classmates cannot learn from you, if you are not present.

COURSE CONTRIBUTION

Since this course is principally a case and seminar class, your overall commitment and attitude toward this course, and your daily active verbal participation (speaking and listening) in classroom discussions, will be closely monitored. In grading class participation, we will look at both the quantity and quality of your class contributions/interventions. Class participation is obviously a function of preparation, skills, attitude, and a willingness to actively commit yourself in front of your instructor and colleagues. A classroom is a cost-free environment for experimenting and learning to "play the game." Make use of it. Shyness is no excuse.

With regard to quality, the dimensions that we look for include:

• Relevance -- does the comment bear on the subject at hand? Comments that do not link up with what the discussion is focusing on can actually detract from the learning experience.

• Causal Linkage -- are the logical antecedents or consequences of a particular argument traced out? Comments that push the implications of a fact or idea as far as possible are generally superior.

• Responsiveness -- does the comment react in an important way to what someone else has said? Analysis -- is the reasoning employed consistent and logical?

• Evidence -- have data from the case, from personal experience, from general knowledge been employed to support the assertions made?

• Importance -- does the contribution further our understanding of the issues at hand? Is a connection made with other cases we have analyzed?

• Clarity -- is the comment succinct and understandable? Does it stick to the subject or does it wander?

All students will be formally called on, at random, to take the lead in various aspects of class discussions at least once or twice during the semester. If the student called upon is not present, is late, or is not sufficiently prepared to make a substantial contribution to the class discussion, he/she will lose points for class contribution. If the student makes helpful comments, he/she will accumulate points for class contribution. Since it is unlikely that there will be enough opportunities to call on each student more than once or twice, be warned that failure to be thoroughly prepared, on all occasions, can be devastating to your overall grade.

Each student will receive a score for participation at the end of each lecture/discussion and case discussion session.

No Credit Students, though present, who make no contributions, will receive no credit.

A Little Credit The simple recitation of facts from the case will receive some credit toward the student’s class contribution score.

More Credit Comments that do more than simply recite case facts will receive significantly greater credit towards a student’s class contribution score. For example, comments that provide synthesis or raise counterintuitive points, will add much more to a student’s class contribution score.

Gold-Star Credit Students who substantially advance the learning of the whole class by providing non-intuitive analyses, profound insights, or “over the top” quantitative analyses, will receive maximum credit.

Negative Credit Comments that contain factual misstatements, demonstrate lack of adequate preparation, or are distracting because they come too late in the discussion, will be penalized. Attempts to dominate class discussion rarely result in consistent and significant contributions.

Participation Cards: At the end of each case discussion, students who actively participated in the discussion will be asked to turn in a “Participation Card”. These cards should list your name, the date, the case discussed that day, and a synopsis of your contributions during that day’s discussion. The Participation Cards will be used in combination with the instructor’s own daily evaluations to determine your participation grade for the day. For this purpose, please purchase a package of 3x5 index cards and bring them to each class.

Turn-ins: Recognizing that it is not always possible for every student to contribute to every case discussion, and that some students are naturally more reserved than others, students can turn in individually prepared, but brief, answers to the ICA/GCA assignment question(s). (These should be a maximum of half a typed page. Preferably they would be in management report format using bullets and visual diagrams (in which case you can use a full page).) There are specific ica/gca assignment questions for each case in the course outline that accompanies this syllabus. Any “turn-ins” must be turned in at the beginning of class to receive credit. These “turn-ins” will be noted toward a student’s participation grade. You cannot submit a “turn-in” to make up for a class absence. (These notes will not be graded but will be checked with a plus, check or minus depending on quality and thoroughness.) Note, however, that these notes do not substitute for contributing to our core learning environment. Each student has a responsibility to help his or her core learn from their verbal interventions in class. Students are encouraged to turn in at least three (3) “turn-ins” and can turn in a maximum of five (5) during the term. Even if you are an active class participate you should prepare to submit several turn-ins.

Group Article Presentations and Critiques: On days when additional articles have been assigned one group will be given the task of reviewing and critiquing each article. Groups should creatively think of ways to help the other students in class learn the assigned materials. These presentations will be evaluated and will factor into determining a students overall course contribution grade.

Unannounced Quizzes: Short unannounced quizzes may be given at any time during the course to test the level of student preparation for lecture and case discussions. Multiple choice and short answer questions may be given at the beginning of classes where a case is assigned for class discussion. No make-up opportunities will be given to students who are absent or late. Student performance on these pop-quizzes will be used to determine a student’s participation grade.

INDIVIDUAL CASE ANALYSIS (ICAs)

Students must select a case which is noted on the syllabus as an ica – individual case assignment – write up. Typically you are asked to prepare a comprehensive external, competitive, and internal analysis, and provide appropriate strategic recommendations and implementation plans. IMPORTANT, you should check the Discussion Outline that accompanies this syllabus for the specific individual case assignment question. Sometimes the ica questions vary.

The individual case analysis should include a “management-report format” report with a carefully prepared one page Executive Brief (attached to the front) containing the essence of the critical issues, analysis and strategic recommendations which have detailed in your report. Note that an executive brief is not the same thing as an executive summary. An executive brief will normally (almost always) begin with a clear recommendation for action, a clear sense of the urgency for action, and then provide the rationale and key data and analyses used to arrive at the recommendation.

A “management-report format” report should contain a complete report which is essentially visual in appearance but with dense explanatory text. It should begin with an introduction and discussion of the core problem(s) and end after detailed analyses with recommendations and conclusions. Whether the report is prepared in word or powerpoint, that is not the question. Your report should use creative ways of presenting detailed analyses very clearly and quickly. Examples of reports will be presented in class. Please note carefully those cases which can be prepared as an individual analysis. They are designated by an “ica.” More detail will be given in class. The individual case analysis is 15 percent of the course grade. Your individual case analysis must be prepared individually, no collaboration. Do not consult other sources either on the internet or in-person.

During the first two weeks of the semester, all students are to select which ica they will attempt. Students should submit the ica they will prepare on a 3x5 index card.

Students must be present in class to submit individual assignments, and they must be submitted at the beginning of class. Unfortunately, late individual assignments will not be accepted. (Late means not turned in at the beginning of class!!!) Students may submit a second individual case assignment if they are not satisfied with the first grade received. The better of the two individual assignments will be used in determining your final course grade.

GROUP CASE ANALYSIS (GCAs)

I will assist all students in forming groups. I will attempt to ensure a proportional distribution of women and men in each group. In forming groups I will also ensure that no group has more than two non-native English speakers. Additionally, international students will be distributed across groups so as to ensure within-group diversity.

The group case analysis should include a carefully prepared report with a two-page executive brief. Your report should be in “consulting format”. Please note carefully those cases that can be prepared as a group case analysis. They are designated by a “gca” on the course schedule. More detail will be given in class. The group case analysis is 10 percent of the course grade.

Typically your group will be asked to prepare a comprehensive external, competitive, and internal analysis, and provide appropriate strategic recommendations and implementation plans. However, you should check the Discussion Outline that accompanies this syllabus, for the specific group case assignment question. Sometimes the gca questions vary.

Note: Each group must submit a GCA, in Modules I or II, before the first Mid-term Exam which is scheduled for Wednesday, February 22.

Late group case analyses will not be accepted. Groups may submit a second group case assignment if they are not satisfied with the grade received on the first. The better of the two grades will be used in determining the final course grade for all group members.

DOING BUSINESS GLOBALLY (in MEXICO) GROUP REPORT AND PRESENTATION

Assignment: If you were advising a global company not already present in Mexico (or another country such as China), would you advise them to enter the “x” business sector? Why or Why not? If yes, How? If not, what would change your decision? You profit projections would you make for the company entering the new foreign market? Your analysis should also consider how you would enter and market products to the lowest tiers for the consumer sector. Additionally what strategies and organizational arrangements would you develop to pursue the opportunity? [Where “x” represents an industrial, retail, financial, agricultural, tourism, or service sector of your choice. For example, automotive sector, textile sector, tourism sector, electronics, retail, real estate, manufacturing, eCommerce, etc. Your business may be a company doing business with end consumers or a business doing business as a supplier with other businesses.]

Creativity in framing your project is encouraged. While the primary assignment is to take a U.S. business (not currently doing business in Mexico) to Mexico and enter all segments of the Mexican market, you may structure your assignment differently. You could consider bringing a Mexican company to the US. Or you could consider taking a U.S. company to another global market instead of Mexico. Or you could consider bringing a non-US business to Mexico. Any variation on the topic should be outlined in a short memo and be presented in advance of all deadline to me for feedback and acceptance.

IMPORTANT - No two groups will be permitted to do research on the same economic sector, or on the same foreign country – other than Mexico. The sooner you decide which country and which industrial sector you want to research, send me an email. The deadline for selection is February 4. But get with your group and choose early.

Description of “Generic” Assignment. Assess the opportunity for an existing global corporation, typically a U.S. firm in the same sector but not already present in Mexico (or other country). Prepare your report as if you were going to present your findings to the top management executive team of the global company. Your report should examine all the challenges of entering all segments of the Mexican (or other country) market place. If you have selected a topic which markets to the end consumer you must consider how to enter the “fourth” and “fifth” tiers of the consumer market place. (We will discuss this topic in class.) Your report should include extensive quantitative analyses on demand, market segment growth, revenue and profit estimates over time. Your report should stress the need for a foreign company to enter to Mexican market (or other country).

If you choose to enter, why and how do you enter this sector, i.e., a recommended entry strategy for the global firm including an analysis of which segment of the sector you would enter, the mode of entry you would choose. If not, why not? Is this decision contingent on some factors, and what are these factors?

Regardless of whether you chose to enter or not to enter, what would make you change your decision? What indicators do you look for to change your decision?

Page Limit. You should limit your report to 2 pages of executive brief, and up to 20 pages of appropriate “Management report format” pages. Fewer pages would be better if you can more effectively present the data in diagrams and tables. Make use of tables and charts to present as much information as parsimoniously as possible. You will not have enough time to be able to provide a full comprehensive treatment of the assignment, so focus on the most important issues in each area outlined above. Please note: Cases are not good models for your group project because they are intendedly descriptive, and, on purpose lack substantive analysis. Your project should be long on analysis and short on description. Do not “tell” management what they are likely to already know.

The report and presentation is 25 percent of the course grade. Late projects will be penalized 10 percent per day late, including weekends. The 25 percent report grade will be divided into 15 percent for the written report, which I will assign, and 10 percent for the class presentation. The class presentation grade will be determined by the class as a whole. Member of the class will be required to rank all the group presentations. Your average presentation ranking will determine your presentation grade. The top ranked group will receive an A, the bottom ranked group will received a B-.

In preparing your Doing Business in Mexico presentation you should carefully consider your audience; your classmates. Be sure to prepare your verbal/oral presentation in a way that teaches them something new and interesting. It is difficult to educate without entertaining, although it is easier to entertain without educating. Be careful to get the education part right. Your written reports should necessarily be more comprehensive, including all appropriate detailed analyses. However, an oral presentation, to your classmates who have also prepared similar reports, will necessarily be different than your written report.

MID-TERM EXAMS

Two mid-term exams have been scheduled for this course. These mid-terms will cover all the assigned readings, course lectures, and case studies in the modules preceding the mid-terms. The mid-term exams will consist of multiple choice questions, short answer and short essay questions on all assigned readings and cases. Students who miss mid-terms without prior arrangement will receive a grade of zero. See Course Schedule for the dates of the mid-term exams.

COURSE MATERIAL

A series of cases and readings have been assigned for this course. They are available through University Partners in the University Book Store. When necessary, your instructors may place additional materials in the bookstore for you to purchase.

COURSE COMMUNICATION: BLACKBOARD

An “Electronic Folder” has been created for this course in BLACKBOARD. You should begin the habit of checking the BLACKBOARD folder on a very regular basis. The course syllabus, case discussion and assignment information have been posted to the MOR 492 folder. Additional course lecture notes/materials, further details on assigned cases and the group projects, and general course announcements, will be posted to the folder throughout the semester.

OFFICE HOURS AND APPOINTMENTS

I have set aside the hour after lunch on Monday and Wednesday for “open” office hours (12:40-1:50 pm) for those who would like/need to discuss specific issues related to the course. I will also make appointments for those who cannot meet me during the “open” office hours.

MARSHALL GUIDELINES

ADD/DROP PROCESS

In compliance with USC and Marshall’s policies classes are open enrollment (R-clearance) through the first week of class. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the complexity of the registration process for students by standardizing across classes.  I can drop you from my class if you don’t attend the first two sessions.

MARSHALL GRADING GUIDELINES

Course Grading Policy: Marshall’s target mean GPA is 3.0 for required classes and 3.3 for electives. The mean target for graduate classes is 3.3. Assignment/Exam Grading Policy: The instructor determines what qualifies as an accurate grade on an assignment, exam, or other deliverable, and the instructor’s evaluation of the performance of each individual student is the final basis for assigning grades for the course.

Final exams and all other graded work which affected the course grade will be retained for one year after the end of the course if the graded work has not been returned to you, i.e., if I returned a graded paper to you, it is your responsibility to file it, not mine.

STATEMENT FOR STUDENTS WITH DISABILITIES

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A.

Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: Failure to adhere to the academic conduct standards set forth by these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to dismissal.

The following information on academic integrity, dishonesty, and the grading standard are placed here at the recommendation of the School of Business Administration Faculty and are taken from the Faculty Handbook.

“The University, as an instrument of learning, is predicated on the existence of an environment of integrity. As members of the academic community, faculty, students, and administrative officials share the responsibility for maintaining this environment. Faculty have the primary responsibility for establishing and maintaining an atmosphere and attitude of academic integrity such that the enterprise may flourish in an open and honest way. Students share this responsibility for maintaining standards of academic performance and classroom behavior conducive to the learning process. Administrative officials are responsible for the establishment and maintenance of procedures to support and enforce those academic standards. Thus, the entire University community bears the responsibility for maintaining an environment of integrity and for taking appropriate action to sanction individuals involved in any violation. When there is a clear indication that such individuals are unwilling or unable to support these standards, they should not be allowed to remain in the University.” (Faculty Handbook, 1994: 20)

Academic dishonesty includes: (Faculty Handbook, 1994: 21-22)

1. Examination behavior - any use of external assistance during an examination shall be considered academically dishonest unless expressly permitted by the teacher.

2. Fabrication - any intentional falsification or invention of data or citation in an academic exercise will be considered a violation of academic integrity.

3. Plagiarism - the appropriation and subsequent passing off of another’s ideas or words as one’s own. If the words or ideas of another are used, acknowledgment of the original source must be made through recognized referencing practices.

4. Other Types of Academic Dishonesty - submitting a paper written by or obtained from another, using a paper or essay in more than one class without the teacher’s express permission, obtaining a copy of an examination in advance without the knowledge and consent of the teacher, changing academic records outside of normal procedures and/or petitions, using another person to complete homework assignments or take-home exams without the knowledge or consent of the teacher.

The use of unauthorized material, communication with fellow students for course assignments, or during a mid-term examination, attempting to benefit from work of another student, past or present, and similar behavior that defeats the intent of an assignment or mid-term examination is unacceptable to the University. It is often difficult to distinguish between a culpable act and inadvertent behavior resulting from the nervous tensions accompanying examinations. Where a clear violation has occurred, however, the instructor may disqualify the student’s work as unacceptable and assign a failing mark on the paper.

TECHNOLOGY USE IN THE CLASSRROM

Please note that communication devices capable of sending and/or receiving electronic communication and all entertainment devices, such as iPads, iPods, and other MP3 players, are to be turned off and kept off throughout class sessions. Receiving or sending communication during class disrupts the learning environment and is rude to those around you. Laptops cannot be used during class, unless the professor has given express permission to do so. Internet connections are also prohibited unless otherwise stated by the professor. You might also be asked to deposit your devices in a designated area in the classroom. Please be respectful!

STATEMENT ON COURSE RECORDING AND COPYRIGHT CONCERNS

It is a violation of USC’s Academic Integrity Policies to share course materials with others without permission from the instructor. No student may record any lecture, class discussion or meeting with me without my prior express written permission.  The word “record” or the act of recording includes, but is not limited to, any and all means by which sound or visual images can be stored, duplicated or retransmitted whether by an electro-mechanical, analog, digital, wire, electronic or other device or any other means of signal encoding. I reserve all rights, including copyright, to my lectures, course syllabi and related materials, including summaries, PowerPoints, prior exams, answer keys, and all supplementary course materials available to the students enrolled in my class whether posted on Blackboard or otherwise.  They may not be reproduced, distributed, copied, or disseminated in any media or in any form, including but not limited to all course note-sharing websites.  Exceptions are made for students who have made prior arrangements with DSP and me.  

Students are expected to be familiar with USC’s Academic Integrity Policies (i.e., copying, fraudulent possession of an exam, plagiarism, submission of purchased papers, submitting the same assignment to more than one instructor) and be aware of recommended sanctions (i.e., F for the course, suspension or expulsion) associated with violating such policies. See Appendix A in the SCAMPUS Guidebook for more detail.

EMERGENCY PREPAREDNESS/COURSE CONTINUITY

In case of emergency, and travel to campus is difficult, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies. Instructors should be prepared to assign students a "Plan B" project that can be completed at a distance. For additional information about maintaining your classes in an emergency please access:

Please activate your course in Blackboard with access to the course syllabus. Whether or not you use Blackboard regularly, these preparations will be crucial in an emergency. USC's Blackboard learning management system and support information is available at blackboard.usc.edu.

INCOMPLETE GRADES

In incomplete (IN) grade may be assigned due to an “emergency” that occurs after the 12th week of classes. An “emergency” is defined as a serious documented illness, or an unforeseen situation that is beyond the student’s control, that prevents a student from completing the semester. Prior to the 12th week, the student still has the option of dropping the class. Arrangements for completing an IN course should be initiated by the student, and negotiated with the instructor. Class work to complete the course should be completed within one calendar year from the date the IN was assigned. The IN mark will be converted to an F grade should the course not be completed.

EVALUATION OF YOUR WORK

You may regard each of your assignments as an “exam” in which you apply what you’ve learned according to the assignment. I will do my best to make my expectations for the various assignments clear and to evaluate them as fairly and objectively as I can. If, however, you feel that an error has occurred in the grading of any assignment, you may, within one week of the date the assignment is returned to you, write me a memo in which you request that I re-evaluate the assignment.

All grades assigned by faculty members are final. Students have the right to seek explanation, guidance, counsel and reasons for the assignment of a grade. Students may appeal a grade according to university policy as set forth in SCampus. Faculty may initiate a change in grade if there is an error in the calculation of a grade. However, a faculty member may not change a disputed grade outside the formal appeals process. In response to a disputed academic evaluation by an instructor, a student is entitled to two levels of appeal after review by the instructor: first to the chairperson of the department and then to the appropriate dean of the school. The full university policy can be found on page 125 of SCampus and at:

RETURNED COURSEWORK

Returned paperwork, unclaimed by a student, will be discarded after 4 weeks and hence, will not be available should a grade appeal be pursued following receipt of his/her grade.

ABOUT YOUR PROFESSOR

Carl Voigt is a Professor of Clinical Management and Organization in the Marshall School of Business at the University of Southern California. He received his Ph.D. from the Anderson School at UCLA in strategy and organization. He is a native New Zealander, although he completed his undergraduate work at Avondale College in New South Wales, Australia. He focuses on the study and teaching of competitive, corporate, and global strategy, and strategic management. Carl has taught at USC since 1994 and has extensive corporate consulting and executive development experience. He teaches in USC Marshall’s full-time and part-time MBA programs, Global Executive MBA (at Jiao Tong University in Shanghai) and undergraduate business program, and has received more than a numerous awards and commendations for outstanding teaching

His academic interests are in business, corporate and global strategy, and in particular in entrepreneurship. More recently, as a part of his work with the APEC Business Advisory Council (ABAC), he has become interested in issues of cross border commerce and global trade and investment. For the last 5 years Carl has lead teams of MBA researchers who have been completed research projects for ABAC. This ABAC research has included projects on The Proliferation of Free Trade Agreements in the Asia-Pacific Region, Rules of Origin Regimes and Impact on Business in the APEC Region, Behind the Border: Non-Tariff Barriers to Trade in the APEC Region, and Facilitating Temporary Worker Mobility in the APEC Region. Carl has also consulted with firms and organizations in the entertainment, food processing, tourism, health care, engineering, telecommunications, defense, and not-for-profit sectors. He has also conducted numerous seminars for teams of managers in the areas of management and strategy. Carl is a core board member for NZTE (New Zealand Trade & Enterprise) Beachheads program for the US.

Initially, Carl began his career as a high school teacher. His first job was teaching high school business subjects on Guadalcanal in the Solomon Islands. During that time he also served as Chair of the Business Studies Curriculum Development Committee and a member of the National Secondary School Curriculum Committee for the Solomon Island government.

Carl has received more than a numerous awards and commendations for outstanding teaching including the Marshall School's Evan C. Thompson Faculty Teaching and Learning Innovation Award. Carl has been awarded seven Marshall’s Golden Apple teaching awards from the students at USC Marshall (2001, 2005, 2007, 2008, 2010, and most recently, he received two in 2012). He was also an Associate Dean of in the USC Marshall Undergrad Program, MBA.PM and EMBA Programs, and Marshall MBA Program for seven years.

In a “past” life, he was heavily involved in coaching basketball; having coached at the high school, college and international levels. While in the Solomon Islands he coached the Solomon Island national basketball team for 2 ½ years, along with being National Director of Refereeing. Today, he is first and foremost a father. He spends most of his free time, now, organizing and coaching and refereeing in recreational programs for his children (He has three sons: 28, 24 and 20 years old, and an 18 year old daughter). Carl’s wife, Diane, teaches grades 7-10.

TENTATIVE COURSE SCHEDULE**

Important: Please refer the accompanying Course Discussion Outline (also posted to Blackboard). It contains detailed descriptions of each class session and for thought questions that you should use as you prepare the course cases.

Session Date Case / Topic Course Deliverable

1 8/26 Course Introduction

Lecture/Discussion: What is Globalization and the Global Marketplace, really?

Read: Gupta and Govindarajan. “Managing Global Expansion: A Conceptual Framework”**

I. COMPETING IN THE GLOBAL MARKETPLACE (WHY)

2 8/28 Review/Introduction: First Principles and Core Concepts of Strategy Photo and Bio

9/2 H O L I D A Y

3 9/4 Case: Global Wine Wars ICA Selection

4 9/9 Case: BRL Hardy: Globalizing an Australian Wine Company gca/ica

Read: Ghemawat, “Managing Differences”**

II. GLOBALIZATION IN CONTEXT (MEET)

5 9/11 Lecture/Discussion: Global Environmental Analysis: Frameworks for Analyzing

Global Regions, Countries, Industries and Markets

Read: Ghemawat, “Distance Still Matters: The Hard Reality of Global Expansion**

Prahalad and Lieberthal, “The End of Corporate Imperialism”**

6 9/16 Case: Wal-Mart Stores “Everyday Low Prices” in China gca/ica

Read: Khanna, Palepu, Sinha, Strategies that fit Emerging Markets**

Selection of economic sector and focal company for doing business in Mexico project due ***

7 9/18 Case: Grupo Bimbo gca/ica

8 9/23 Lecture/Discussion: Analyzing Global Market Opportunities with Data (Bring laptops to class)

Read: Porter, “The Competitive Advantage of Nations”

9 9/25 Case: Tyson Chicken in China (to be posted to blackboard) gca/ica

10 9/30 FIRST MID-TERM EXAM

11 10/2 Case: Hitting the Wall: Nike and International Labor Practices No Turn-in or ICA

12 10/7 Case: AmorePacific gca/ica

III. CREATING GLOBAL COMPETITIVE ADVANTAGES (BRING/BUILD)

13 10/9 Lecture/Discussion: Global Strategy: Creating Global Advantages and

Building Strategic Multinational Capabilities

Read: Ghemawat, Adaptation: Adjusting to Differences: Strategies for Global Value Creation

Aggregation: Overcoming Differences: Strategies for Global Value Creation

Arbitrage: Exploiting Differences: Strategies for Global Value Creation

14 10/14 Case: Chupa Cups ica

15 10/16 Case: Philips Medical Systems gca/ica Read: Bartlett and Ghoshal, “Going Global: Lessons from Late Movers”

Working Outline (Dummy Draft), with designation of individual responsibilities, of “Doing Business in Mexico” course group project due.

16 10/21 Case: Arcor: Global Strategy and Local Turbulence ica

17 10/23 Case: The Globalization of CEMEX gca/ica

18 10/28 Case: Haier’s US Refrigerator Strategy ica

19 10/30 Case: Yum! Brands (No gca/ica – work on report)

First Final Draft of “Doing Business in Mexico” course group project due. ***

IV. GLOBAL ENTRY STRATEGIES AND STRATEGIC ALLIANCES (HOW)

20 11/4 Lecture/Discussion: Global Entry Strategies: Exporting,

Foreign Direct Investments, Joint Ventures and Strategic Alliances

21 11/6 Case: Lincoln Electric gca/ica

22 11/11 Case: Nora-Sakari (In-class learning activity)

23 11/13 Case: Goodbaby International (case to be posted) ica

V. MANAGING AND ORGANIZING MULTINATIONAL CORPORATIONS (HOW)

24 11/18 Lecture/Discussion: Global Business Management: Designing and Managing

Multinational Corporations

Read: Bartlett and Ghoshal, “What is a Global Manager?”**

Case: Levendary Cafe ica

25 11/20 Case: Silvio Napoli No ICA or GCA

26 11/25 SECOND MID-TERM EXAM

11/27-30 T H A N K S G I V I N G B R E A K

VI. DOING BUSINESS IN MEXICO PROJECT PRESENTATIONS

27 12/2 Final Presentations: Doing Business in Mexico Report Due

28 12/4 Final Presentations: Doing Business in Mexico

FINAL EXAM EVALUATION during University Final Examination Period

(Check the Fall Schedule of Classes for final exam date and mark your calendars now)

Scheduled Feedback Sessions on Presentations and Report

Please Note:

Submitting Group Case Analyses

All groups must submit a group case analysis (gca) before the first Mid-Term Exam. I will assist you with a within-group peer performance appraisal. You should plan on using this group peer evaluation intervention to give open, honesty, and constructive feedback to each other based on performance to this point in our class. It is better to deal with within-group issues earlier rather than later!

Submitting Individual Case Analyses

ica/gca: In modules I & II, you may submit an individual case analysis (ica), if your group choose not to prepare and submit a gca. Note, however, that you may not submit an ica at the same time your group submits a gca.

Submit Photo and Bio by August 28 (Session 2)

Please prepare a 5 1/2 x 8 1/2 inch card (half a normal page) EXACTLY - with a picture of yourself (depicted anyway you like so long as you are recognizable), with some brief information about yourself such as country of origin, languages you speak, your major, your short-term and long-term career goals, hobbies, eccentricities, and anything else that is interesting about yourself that you would like to share with me.

Note: All cases and some articles are in the Case Package available from the University Book Store.

** All other assigned articles can be downloaded – free – from our USC Marshall Library. Login to the USC Marshall electronic library resources, click on EBSCO Business Source Complete, search for the article by title and author

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