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: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Online Workload items: - Directed Online Activity: x12 (Total hours: 48) - Webinar
- Personal Study Hours: x12 (Total hours: 72) - Recommended study time & reviewing materials
Attendance and learning activities: BBT Online Forums run from week 1 in the semester through week 10. Participation in all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. There is no exam for this subject. -
Resources
Prescribed resources: Others
- Please check this subject's textbook with BBT University on the BBT University Air Campus..
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Online |
| Workload items: |
|
| Attendance and learning activities: | BBT Online Forums run from week 1 in the semester through week 10. Participation in all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. There is no exam for this subject. |
| Prescribed resources: | Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 Case Analysis Case study analysis 20.00% Week 5 1,2,3,4,5,6 Essay Problem-Solving Assessment(s) 30.00% Week 9 1,2,3,4,5,6 Capstone Project Capstone Project 50.00% Week 12 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 |
|---|---|---|---|---|
| Case Analysis | Case study analysis | 20.00% | Week 5 | 1,2,3,4,5,6 |
| Essay | Problem-Solving Assessment(s) | 30.00% | Week 9 | 1,2,3,4,5,6 |
| Capstone Project | Capstone Project | 50.00% | Week 12 | 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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs 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.
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 and 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 and 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 and 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 and 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 and 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.