General Information
This subject addresses the opportunities and challenges of leading a successful and sustainable global organisation. From analysis of the political, economic, legislative and social environments in different countries and regions, to exploring the cultural distances between nations and the implications for managers, the course will provide techniques and frameworks to mitigate risks and harness opportunities. The course will cover technical issues (e.g. exchange rates, supply chain management) but will concentrate more on organisational and cultural dimensions of global business. It will address different management roles and structural implications of a multi-national enterprise’s strategic direction, examining also the different modes and methods for conducting international business, with particular emphasis on foreign direct investment and developing and managing joint ventures.
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Details
Academic unit: Bond Business School Subject code: GMBA71-204 Subject title: Global Business Leadership Subject level: Postgraduate Semester/Year: January 2018 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Online Workload items: - Seminar: x6 (Total hours: 24) - Webinar
- Personal Study Hours: x6 (Total hours: 36) - Recommended study time & reviewing materials
Attendance and learning activities: BBT online lectures run from week 1 in the semester through week 10. Students are expected to attend these online lectures. There is no exam for this subject. -
Resources
Prescribed resources: Books
- G. Tomas M. Hult,Charles W. L. Hill (2015). Global Business Today. 9th, McGraw-Hill Education 576
- Richard M. Steers,Luciara Nardon,Carlos J. Sanchez-Runde (2013). Management across Cultures. 2nd, Cambridge University Press 456
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | GMBA71-204 |
| Subject title: | Global Business Leadership |
| Subject level: | Postgraduate |
| Semester/Year: | January 2018 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Online |
| Workload items: |
|
| Attendance and learning activities: | BBT online lectures run from week 1 in the semester through week 10. Students are expected to attend these online lectures. There is no exam for this subject. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Development of basic knowledge of the major contextual issues encountered in international business, including sociocultural and cross cultural contexts and business environmental aspects external to the firm.
- Understanding of internationalisation and globalisation processes that have conditioned the nature and context of international business
- Possess basic knowledge of the major aspects of international business development, including the identification of patterns of alternative organisational structures to support internationalisation.
- Possess basic knowledge of the basic theories that help explain international trade and investment, and relate these theories to current world trade/investment patterns
- Explain processes and issues involved in effectively managing an international firm
- An understanding of critical cross cultural issues involved in international business leadership and management
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Essay Problem-Solving Assessment(s) 30% In Consultation 1,2,3,4,5,6 Capstone Project Final Examination/Project 50% In Consultation 1,2,3,4,5,6 Case Analysis Case study analysis 20% In Consultation 1,2,3,4,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Essay | Problem-Solving Assessment(s) | 30% | In Consultation | 1,2,3,4,5,6 |
| Capstone Project | Final Examination/Project | 50% | In Consultation | 1,2,3,4,5,6 |
| Case Analysis | Case study analysis | 20% | In Consultation | 1,2,3,4,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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The Pressures of Globalisation
In this section, we can begin to understand the forces that drive global commerce. Our focus will be on the mechanisms that draw the world’s economies together as well as the many factors that differentiate it.
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The Global Economy
In this section, we will examine different economic systems and their implications for trade policy and global economic integration. We will also try to understand the benefits and costs from major trade agreements and trading relationships between countries and the implications that has for national economies and industries.
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Investment, Money & Finance
In this section, we will expand our understanding of the mechanisms that facilitate global business. FDI is a primary driver of local and national economic development and a critical aspect of international business, which requires a sound understanding of national differences and similarities. We will explore some of the financial and money-orientated aspects of this prior to examining the management of cross-cultural complexities.
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Living & Working Globally
In this section, we examine why successful managers must change their personal behaviour, their managerial practices and mindset to step out-side their comfort zone (i.e. how we behave at home) to achieve their commercial objectives.
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Organisational Adjustment & Negotiation
In this section, we examine how to change the organizational structure to fit the cultural environment (for instance, an U.S CEO being ‘the boss’ vs. a Japanese CEO being ‘the consultative leader’. This can be as simple as changing a sales bonus from individual (USA) to group based (Japan), and how other cultures view the negotiation process (i.e. west vs. east).
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The Successful Cross-Cultural Manager
This section covers how MNEs’ change leadership styles across cultures, what aspects of managerial (personal) behaviour to adapt and how to coach, lead or conquer multi-cultural teams.
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Global Business Strategy
In this section, we will analyse different aspects of strategy and the different strategic agendas firms pursue internationally. We will examine the different leadership characteristics and traits required in each strategic area, and also compare and contrast the benefits and shortcomings of each type of entry mode companies’ use when expanding to different foreign markets.
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Supply Chain & Productions
In this section, we will examine different aspects of the management decisions involved in leading MNEs. We will analyse country advantages to understand the rationale for outsourcing and the risks inherent to global production systems. We will also consider the structure and implications of global supply chains strategy and the challenges facing different industries.
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Staffing & Communicating the Value Offerings
In this section, we will examine how MNEs analyse the needed skill-set and their global objectives to decide what type of people they need in comparison to other personal and professional criteria. We then examine how MNEs approach their communication efforts regarding their value-proposition communication (i.e. marketing). In other words, they must adjust their approach towards the operative environment.