BUAD 497: MANAGERIAL DECISION-MAKING AND …



University of Southern California

Marshall School of Business

MOR 492: GLOBAL STRATEGY

Spring 2010

Professor: Terance Wolfe, Ph.D.

Office: Bridge Hall 307-F

Phone: Office: (213) 740-0765

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

Email: terancew@marshall.usc.edu

Office Hours: Mondays/Wednesdays 11:00-12:00 noon, 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: the analysis of environmental and industry 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 historical and current, as well as 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.

To develop sustainable global strategies, it is necessary to understand the underlying conditions of the international economy that influence global competitive behavior. These conditions include 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. By the end of the course, students should be able to: perform region, country, industry and firm analyses in an international setting; analyze the benefits and shortcomings of various multinational organizational structures; compare the relative merits of different modes of global market entry; and evaluate the effectiveness and sustainability of international and global corporate strategies.

COURSE EVALUATION

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

Course Contribution (participation 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 typically follow the guidelines of the Marshall School of Business (an average class GPA of 3.3), however, students will receive the grade they earned regardless of the class distribution.

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 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 from our class discussions, and your classmates cannot learn from you, if you are not present.

COURSE CONTRIBUTION (15%)

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, I 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 I 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.

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 student’s 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, true/false, 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 (15%)

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. However, 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 utilize a “management-report format” with a carefully prepared one page executive brief (attached to the front) containing the essence of the critical issues, analysis and strategic recommendations that are detailed in your report. A “management-report format” should contain an executive brief and complete report, which should be essentially visual in appearance. 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% of the course grade.

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. Late individual assignments will not be accepted. 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 (10%)

I will assist all students in forming groups. I will attempt to ensure a proportional distribution of women and men, non-native English speakers, and international students 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 questions. 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 Monday, October 5th. There are only four cases from which you may select, so choose quickly!

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. There are only two cases available to satisfy this opportunity. The better of the two grades will be used in determining the final course grade for all group members.

INTERNATIONAL FIELD TRIP TO MEXICO -- April 1 – 3

This course includes a MANDATORY field trip to Tijuana and Ensenada, Mexico. The trip is planned for the Thursday through Saturday, April 1 – 3. We are planning a three-day trip (Thursday to Saturday) where we will study local Mexican businesses, Maquiladoras (multinational companies with facilities in Mexico which benefit from free trade agreements), meet with local Mexican government officials, and study local culture and business practices. The cost of the trip will be subsidized by USC’s CIBER (Center for International Business Education and Research) and the USC Marshall Undergrad Program, nonetheless, students will be required to contribute to the cost of the trip. The trip will require students to make arrangements to miss classes, and/or work obligations on those days. You should ask your professors and employers NOW for permission to be absent for this trip. Participation on the field trip to Mexico is mandatory. You must have a valid passport for this trip. If you DO NOT have a passport, you must apply for one IMMEDIATELY.

ALTERNATIVE TO INTERNATIONAL FIELD TRIP TO MEXICO

As with all international travel, we will closely monitor any risk factors. We will continue to monitor Tijuana and Ensenada areas of Mexico for changes in travel safety. While the trip is mandatory, an individual will not be forced to travel if she/he perceives the level of personal risk to be unacceptable. Students who do not participate in the field trip must prepare and turn in a second individual case analysis “ica”. [Due April 7]. Students must inform me in writing that they will not be participating in the trip by March 8. Failure to do so will result in you being charged for the trip.

DOING BUSINESS GLOBALLY (in MEXICO) GROUP REPORT AND PRESENTATION

Assignment: If you were advising a US-based 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? Your analysis should consider how you would enter and market products to the lowest tiers for the consumer sector. [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, 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. For example, 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 deadlines) to me for feedback and acceptance. No two groups will be permitted to do research on the same economic sector.

Your Responsibility: Assess the opportunity for an existing global corporation, typically a U.S. firm in the same sector but not already present in Mexico. Prepare your report as if you were going to present your findings to the top management team of the global company. Your report should examine the challenges of entering all segments of the Mexican 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.)

Given the decision to enter, explain why this is a good strategic choice, and how you would enter this sector, i.e., provide a recommended entry strategy for this firm including an analysis of which segment of the sector you would enter, and the mode of entry you would choose. If you do not recommend entry, why not? Is this choice contingent on some factors? If so, what are they? What recommendations would you make to overcome 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 that may impact your entry decision?

Whenever possible, collect data and use statistical analysis to support your arguments. Data should be presented clearly in tables and figures both in the report and the presentation.

To support your recommendation, the following key dimensions should be addressed:

1) Market Potential: For example: Importance of sector to economy in terms of absolute size and percentage of the sector in the economy, employment and any other dimensions, growth rate of sector, profitability in the sector, foreign investment in sector, sources of foreign investment.

2) Competition in the Sector: For example: who are the players, their market shares, what types of strategies are they following, domestic players and multi-national players, countries of origin of key multi-national players, who are the major investors in the sector—domestic and multi-nationals, what are the primary ways in which they compete, sources of competitive advantage of key players, value chain configurations of key players.

3) Strategic Importance to Mexico of the Sector: For example: does Mexico have factor endowment advantages in this sector, is Mexico a lead market for trends and developments in the sector, are there related and supporting industries that support the development of this industry in the country, how important is Mexico in the global competitive battles among major international players in this sector, how important is this market as a platform for expansion into surrounding countries.

4) Profitability and Growth rates: For example: current profitability of the sector as a whole, differences in the profitability of different strategies of competitors, attractive competitive positions of incumbents, potentially attractive strategic positions for new entrants.

5) Key Institutional Forces / Institutional Voids (Economic, Political, Legal, Technological, and Social Context) affecting Sector including any barriers to entry: For example: Economic policies, Political forces, Regulatory framework, Technological forces, Social changes; focus should be on laying out the current context and what is changing; focus should be on only the major issues not a laundry list; in particular, you should address key impediments or barriers to entry faced by foreign firms seeking to enter Mexico especially with respect to this particular sector.

6) Marketing Analysis: For example: what are the primary target markets, what are the needs and preferences of the target markets regarding the sector, what are customer attitudes and perceptions of the sector, what are the key trends in customer demand and behavior impacting the sector, how satisfied are customers with the sector, what products and services are typically offered, and how are the products and services priced, promoted and positioned relative to the competition. How is the consumer market segmented? What are lowest tiers of the consumer market like?

7) Comparison of Key Characteristics of Sector with Same Sector in the U.S. Economy: For example: you may compare the structure of the industry, key operating characteristics, cost and quality competitiveness of the sector or key players in the sector; value chain configurations and so on.

8) Sector Evolution: For example: How is the sector likely to evolve in the future and why so; what key indicators of evolution should an analysis focus on to understand the changes in the industry; how is the structure of the sector likely to change?

9) Entry Strategy: For example: If you choose to enter the market, how does your entry strategy address the entry barriers described in section 5 and the evolution of the sector described in section 8? If you chose not to enter the market, come up with a strategy that would reduce the risk of entry if a U.S. company decided to enter the market in spite of your recommendations.

10) Organization and Implementation: For example: If you choose to enter the market, how should the enterprise organize itself to ensure success? How should the organization structure itself, and how should the foreign subsidiary relate to the parent organization? Which managers should be given decision-making discretion, and how should strategy and operation decisions be coordinated?

Page Limit You should limit your report to 2 pages of executive summary, and up to 15-20 pages of appropriate “Management report format” pages. Fewer pages would be better if you can more effectively present the data in diagrams and tables (and Powerpoint slides). 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, by design, lack substantive analysis. Your project should be long on analysis and short on description.

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 (35%: Midterm I = 15%; Midterm II = 20%)

There will be two mid-term exams. 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 a variety of question formats including multiple choice, true-false, matching, short answer and short essay questions. Students who miss mid-terms without prior arrangement will receive a grade of zero. See Course Schedule for the exam dates.

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 an hour before lunch on Monday and Wednesday for “open” office hours (11:00-12:00 noon), 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.

ACADEMIC INTEGRITY

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.

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 as early in the semester as possible. Your letter must be specific as to the nature of any accommodations granted. DSP is located in STU 301 and is open 8:30 am to 5:00 pm, Monday through Friday. The telephone number for DSP is (213) 740-0776.

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

Terance Wolfe is an Associate Professor of Management (Clinical) in the Management and Organization Department. He received his Ph.D. from the Anderson School at UCLA in human systems development.

Terry is the founder and principal of AE2GIS Group providing consultation services in strategy-driven performance and change management, as well as the design, delivery, and evaluation of management and executive development programs. Dr. Wolfe consults for organizations in the public and private sectors both domestically and abroad

Terry’s teaching interests include strategy, negotiation, leadership, consulting, workforce diversity, organization theory, organizational behavior, organization development & change, and creativity & innovation.

Terry began his teaching career at the University of Maryland. He spent four years in Germany with the University of Maryland’s European Division. He has held teaching responsibilities at UCLA, Pepperdine, California State University, and the California School of Professional Psychology where he taught in the Organizational Psychology doctoral program and served as the Acting Director of the Organizational Psychology Ph.D Program. He co-designed and taught in the executive doctoral program in Strategic Leadership in the College of Organizational Studies at Alliant University. He has taught a wide variety of management and organizational psychology courses at the undergraduate, MBA, and Ph.D. levels.

Recently, Terry has served as adjunct faculty in the MBA and Executive MBA Programs at Pepperdine and Chapman Universities, and the MA in Management and Green MBA at Dominican University. Dr. Wolfe has given invited presentations to Executive Development Programs in Thailand and Taiwan.

Terry has authored/co-authored book chapters and journal articles, and has presented at conferences in the US and abroad. His current interests are strategic mindsets, the development of strategic sense-making, and dimensions of high performance management. He has been a member of the Academy of Management, Strategic Management Society, World Future Society, World Affairs Council, Asian Business League, Empowering Work/Action Research Network, Institute of Management Consultants (IMC), and Society for Human Resource Management (SHRM).

Terry enjoys jogging, having completed four official marathons and two training marathons, most recently in 2005. The current joy of his life is his 18 month old son, Alexander. After co-founding and managing a software application development company in Taiwan, Terry’s wife, Carrie, has now settled in as a full-time mom absolutely committed to Alexander’s growth and advancement. Terry and Carrie maintain a home in the suburbs of Taipei that they hope will contribute to Alexander’s bi-lingual and bi-cultural development.

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

For those without a current valid passport, you must obtain a Passport.

You will need this for our field trip to Mexico in April.

You must expedite your passport.

|WEEK |# |DATE |TOPIC |DELIVERABLE |

|1 |1 |Jan 11 |Introduction / Overview: | |

| | | |Lecture/Discussion: Core Concepts of Strategy | |

| | | |Read: Siegel, Introduction to Global Strategy | |

| |2 |Jan 13 |Lecture/Discussion: What is Globalization? |Photo & Bio |

| | | |Read: Gupta & Govindarajan, Managing Global Expansion: A Conceptual Framework | |

| | | |Read: The Storm Over Globalization, and/or | |

| | | |Read: Taming Global Capitalism Anew, | |

|2 | |Jan 18 |MLK Holiday | |

|Module I: Competing in the Global Marketplace – Why? |

| |3 |Jan 20 |Case 1: BRL Hardy: Globalizing an Australian Wine Company |Immigration Docs |

|3 |4 |Jan 25 |Lecture/Discussion: Global Strategy | |

| | | |Read: Ghemawat, Managing Differences | |

| |5 |Jan 27 |Case 2: ELC: Alpha – Beta | |

|4 |6 |Feb 1 |Case 3: Swatch and the Global Watch Industry |gca/ica |

|WEEK |# |DATE |TOPIC |DELIVERABLE |

|Module II: Globalization in Context – Meet? |

| |7 |Feb 3 |Lecture/Discussion: Global Environmental Analysis | |

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

| | | |Read: Note on Political Risk Analysis | |

|5 |8 |Feb 8 |Case 4: Wal-Mart Stores “Everyday Low Prices” in China |gca/ica |

| | | |Read: The Competitive Advantage of China | |

|Selection of economic sector and focal company for Doing Business in Mexico project due |

| |9 |Feb 10 |Case 5: Volvo Trucks: Penetrating the U.S. Market |gca/ica |

| | | |Read: Ghemawat, Regional Strategies for Global Leadership | |

|6 | |Feb 15 |President’s Day Holiday | |

| |10 |Feb 17 |Case 6: Grupo Bimbo |gca/ica |

| | | |Read: Porter, The Competitive Advantage of Nations | |

|7 |11 |Feb 22 |Case 7: ELC: Hitting the Wall: Nike and International Labor Practices | |

| | | |Read: Phahalad & Lieberthal, The End of Corporate Imperialism | |

| |12 |Feb 24 |Case 8: P&G Japan: The SKII Globalization Project |gca/ica |

|8 |13 |Mar 1 |Guest Professor: Carl Voigt, PhD | |

| | | |Case 9: Tyson Foods: Entering China (A) | |

| | | |Read: Country Analysis | |

| |14 |Mar 3 |FIRST MID-TERM EXAM | |

|WEEK |# |DATE |TOPIC |DELIVERABLE |

|Module III: Creating Global Competitive Advantages – Bring? |

|9 |15 |Mar 8 |Lecture/Discussion: Creating Global Advantages and Building Strategic Multinational Capabilities | |

| | | |Read: Ghemawat, The Forgotten Strategy | |

|Working Outline, with designation of individual responsibilities, of “Doing Business in Mexico” course group project due |

| |16 |Mar 10 |Case 10: Philips versus Matsushita: A New Century, a New Round |ica |

| | | |Read: Bartlett & Ghoshal, Going Global: Lessons from Late Movers | |

|10 | |Mar 15 |Semester Break | |

|11 |17 |Mar 22 |Case 11: The Globalization of CEMEX |ica |

| | | |Read: MacMillan, van Putten & McGrath, Global Gamesmanship | |

| |18 |Mar 24 |Case 12: Haier: Taking a Chinese Company Global |ica |

|Module IV: Global Entry Strategies and Strategic Alliances – How? |

|12 |19 |Mar 29 |Case 13: ELC: Nora – Sakari: A Proposed JV in Malaysia |gca/ica |

| |20 |Mar 31 |Lecture/Discussion: Global Entry Strategies | |

|Working draft of “Doing Business in Mexico” course group project due |

|April 1 – 3 INTERNATIONAL TRIP TO MEXICO Mandatory |

|13 |21 |Apr 5 |Case 14: Lincoln Electric |gca/ica |

|WEEK |# |DATE |TOPIC |DELIVERABLE |

|Module V: Managing and Organizing Multinational Corporations |

| |22 |Apr 7 |Lecture/Discussion: Global Business Management | |

| | | |Read: Bartlett & Ghoshal, What is a Global Manager? | |

|14 |23 |Apr 12 |Case 15: Genzyme’s Gaucher Initiative: Global Risk and Responsibility |ica |

| |24 |Apr 14 |SECOND MID-TERM EXAM | |

|Module VI: Doing Business in Mexico Project Presentations |

|15 |25 |Apr 19 |No Class: Work on Doing Business in Mexico Group Project | |

| |26 |Apr 21 |No Class: Work on Doing Business in Mexico Group Project | |

|16 |27 |Apr 26 |Final Presentations: Doing Business in Mexico | |

| |28 |Apr 28 |Final Presentations: Doing Business in Mexico | |

|FINAL TEAM EVALUATION |

|(see Spring Schedule of Classes for date) |

|Scheduled Feedback Sessions on Group Presentations and Reports |

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, honest, 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 January 13 (Session 2)

Please prepare a 5 x 7 inch card 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. Tell me something about yourself that will help me remember you and make you stand out from all the other students I have taught!!!

Immigration Documents by January 18 (Session 3)

You will need legal documents for our trip to Mexico in April. A current passport is required and/or alien resident card. As of January 2008 U.S. citizens must have a valid passport to travel to and from Mexico. Please turn in a clear photocopy of your passport, alien resident card, or a copy of your application for a passport, on Monday, January 18th.

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

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