ASHCROFT INTERNATIONAL BUSINESS SCHOOL

Module Title
Global Business Strategy

Department: International Business and Strategy

Module Code: BC415044S

Academic Year: 2011/12 Semester/Trimester: January to April 2011

Contents
1. 2. 3. 4. 5. 6. 7. 8. K I fo matio ................................ ................................ ................................ .2 I t od ctio to th Mod le ................................ ................................ ................. 2 I tended Lea ning O tcomes ................................ ................................ ............ 3 O tline Delivery ................................ ..................Error! ookmark not defined. 4.1 Attendance Requirements ................................ ................................ ........ 3 Assessment................................ ................................ ................................ ....... 4 Assessment Criteria and Marking Standards ................................ ..................... 6 Assessment Offences ................................ ................................ ....................... 7 Learning Resources ................................ ................................ .......................... 8 8.1. Recommended Texts ................................ ................................ ................ 8 8.2. Recommended Internet Resources ................................ .......................... 8 8.3. Other Resources................................ ................................ ....................... 9 Module Definition Form ................................ ......Error! ookmark not defined.

9.

1. Key Information
Module/ nit title: Module eader: Global Business Strategy Dr. John Lang

Location of elivery London College of Accounting (LCA)

Pathway

Module utors

Contact

MBA,

Dr. John W. Lang Dr. Randolph Johnson Metz-

LCA

19 Charter House Street, London, EC1N 6RA, United Kingdom

. Introduction to the Module

This module investigates strategy within an international context. It analyses the impact of globalisation on contemporary organisations, evaluates how managers should respond to different national cultures and assesses the pros and cons of a variety of international market entry options. There is an analysis of the evolution of strategy theory and its linkages with business history, industrial economics, military strategy, leadership, organisational theory and decision making theories. The relevance of the resource based models of strategy will be critically examined. This provides a basis for examining classifications of strategic thinking, particularly those by Whittington, and Mintzberg et.al. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. Such skills are implicit in the learning outcomes. Hence this module has been designed to enhance the application of madels and frameworks to real life organisations in real time, thus allowing for an appreciation of the complexities of strategic management in the real world. The design of this module has also been devised to introduce some basic elements of secondary research, and so to build postgraduate skills and prepare students for the final capstone module. Multiculturalism has been considered during the design of this module and will be considered when the exam brief is written.

3. Intended Learning

utcomes

n successful completion of this module you will be able to: Knowledge and understanding 1. Critically evaluate strategy within the context of globalisation; 2. Develop a critical awareness of the key issues in international strategy from the perspective of developed, less developed and rapidly developing economies; 3. Demonstrate a critical awareness of classical and contemporary theories in strategy and assess their application within international settings; 4. Critically evaluate frameworks for developing strategy in an international context including a range of potential international market entry options.

Intellectual, practical, affective and transferable skills 4. utline elivery

Session

Subject

1 2

Strategy, Strategic Management, and Strategic Decision Making

Environmental Analysis macro & micro PESTLE, Scenarios, markets, 5 forces

Organisational Capability Resources, competences, value chains, benchmarking

Organisational Analysis Stakeholders, ethics, culture

Strategic Choice Generic strategies, strategy clock, competitor reaction, directions, methods, means

Corporate Strategy International Strategy

Strategic Change People, Information, Finance, Technology

Implementing Strategy Strategic change, structuring, monitoring and control

Revision and Exam Preparation

4.1

ttendance

equirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor or the Administrator for your programme . International students who are non -EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at LCA. Failure to do so is considered to be a breach of the immigration regulations. From the academic year 2008/09 onwards, LCA is required to infor m the Border and Immigration Agency (Home Office) of significant unauthorised absences by any student visa holders. LCA will closely monitor the attendance of all students and will contact you by mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies.

5.

ssessment
ssessment Method Examination % contribution to module mark or P/ 100% Learning utcomes 1-5

In order to pass this module, students are required to achieve an overall mark of 40%

Assessment Criteria and Marking Standards

The examination paper is of 3 hours duration. This assessment is based on a live case study, and all examination questions will be related to that case study. There is an expectation that you will research the industry, marketplace, competitors and take any textbooks or organisation featured in the case study. You may notes into the examination hall. eedback You are entitled to written feedback on your performance for all your assessed work which are not examinations. This is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate 4

to the achievement of the modules intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on y our performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. LCA is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LCA is officially closed; eg: between Christmas and New Year). LCA will publi sh details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.) within 20 working days of the availability of the feedback (therefore, normally 40 working days after the submission date; 50 working days for the Major Project). To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskins staff act as external examiners at other universities.

On occasion, you will recei ve feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It i s important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the his means that, use of external examiners will not have been completed. potentially, marks can change, in either directi on! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results .

6. Assessment Criteria and Marking Standards

ANGLIA SKIN NIVE SI Y GENE IC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 4 70%+
Achieves module outcome/s related to this GLO at this Level of Study DISTINCTI N As MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

Assessment criteria by level Generic Learning utcomes

(Academic Regulations, Section 2)

60-69%

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%
Fails marginally to achieve module outcome/s related to this GLO Limited information base, understanding or research skills in discipline.

1-29%
Fails to achieve module outcome/s related to this GLO

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

Level 4 ( EQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Knowledge and nderstanding

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

DISTINCTI N MERIT PASS PASS Limited research Inadequate As MERIT but Good analysis of Satisfactory Basic knowledge skills impede use research skills excellent research key issues/ knowledge of key of key issues/ of learning prevent use of skills, independConcepts/ethics. issues/ concepts/ concepts/ resources and learning ence of thought, a Development of ethics in discipline. ethics in problem solving. resources and high level of conceptual Descriptive in discipline. Major problems problem solving. intellectual rigour structures and parts but some Largely with structure/ Major problems and consistency, argument, ability to descriptive, with accuracy in with structure/ excellent expressmaking synthesise restricted expression. accuracy in ive/professional consistent use of scholarship and synthesis of Team/ Practical expression. Very skills, and considscholarly argument. Minor existing /professional weak academic/ erable creativity conventions. lapses in use of scholarship and skills not yet intellectual skills. and originality. scholarly little argument. secure. Weak Ignorance of Excellent acadconventions Use of scholarly academic/ scholarly emic/intellectual conventions intellectual skills. conventions Very skills, and considinconsistent. Inconsistent use weak team/ erable creativity of scholarly practical /profand originality conventions essional skills A mark of 0% may be awarded for non -submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and rel ated learning outcomes

Intellectual (thinking), Practical, Affective and Transferable Skills

Level 4 ( EQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

7. Assessment

ffences

You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 see www.anglia.ac.uk/academicregs ) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of anothers work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. A Guide to Academic Integrity and Good Academic Practice A primary purpose of a University education is to instil in each student an understanding of, and a capacity for scholarship, independent judgment, academic rigour, and intellectual hones ty. It is the joint responsibility of university teachers, support staff and students to work together to foster these ends through relationships which encourage freedom of inquiry, demonstrate personal and professional integrity, and foster mutual resp ect. Good academic practice refers to the process of completing your academic work independently, honestly and in an appropriate academic style, using good referencing and acknowledging all of your sources. To demonstrate good academic practice this you must:
y y y y y

develop your own independent evaluation of academic issues; draw upon research from academics in your field of study; discuss and evaluate existing concepts and theories; demonstrate your understanding of the key literature; develop your own arguments.

To support your own good academic practice you will need to develop :
y y y y y

study and information skills (eg. reading, note -taking, research etc); skills of critical enquiry and evaluation (eg. taking a balanced opinion, using reasoning and argument); appropriate academic writing skills (eg. for essays, reports, dissertations etc); referencing skills; examination techniques (eg. preparation and timing etc).

Achieving good academic practice is not as complicated as it may appear. In a nutshell, you need to:

y y

know the rules; make sure you reference all sources.

Poor academic practice or academic dishonesty (plagiarism, cheating, fraud etc.) is sometimes caused by insecurity as to what is expected and what is allowed. If you are in any doubt you should talk to a librarian and/or your module or personal tutor. Our Expectations of Students The Student Charter (available at: http://web.anglia.ac.uk/anet/students/pdfs/ 11473_Charter_16ppA5.pdf ) requires you to be aware of the academic rules relating to your studies, p9). We expect you to agree that you will: i) ensure that you are familiar with the academic conventions regarding the citing (acknowledgement, referencing) of the work of others (see http://libweb.anglia.ac.uk/referencing/referencin g.htm for assistance); ii) only hand in your own original work for assessment; iii) correctly reference all the sources for the information you have included in your work; iv) identify information you have downloaded from the internet; v) never use another students work as if it were your own work; vi) never use someone elses artwork, pictures or graphics (including graphs, spreadsheets etc. and information from the internet) as if they were made by you; vii) never let other students use or copy from your work; viii) work through PILOT, the online tutorial available on the University library website (http://libweb.anglia.ac.uk/pilot/ ). PILOT addresses a number of study skills which will help you develop good academic practice.

8. Learning Resources 8.1. Recommended Texts

Key Texts Johnson, Scholes & Whittington: Exploring Cortporate Strategy 8 th Ed. (2008) FT Prentice Hall

8.2. Recommended Internet Resources

Recommended databases:
y y y y y y

Fame / ORSIRIS Emerald Business Source Premier GMID (Euromonitor) / Mintel Leadership Quarterly Harvard Business Review

8.3. Other Resources

Economist Financial Times

9. Module Definition orm

Module Definition Form (MDF) Module Code: BC415044S

1. Module Title: maximum 100 characters

Version: 1 Date amended:4-7-07

Global Business Strategy 2a. Module Leader: Jon Salkeld 3a. Level: see guidance notes 4 4a. Credits: see guidance notes 15 5. Restrictions None None None None 2b. Department: International Business and Strategy 2c. Faculty: Ashcroft International Business School

3b. Module Type: see guidance notes

Standard

4b. Study Hours: see guidance notes 150

Pre-requisites: Co-requisites: Exclusions: Pathways to which this module is restricted:

LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in the Module Guide)
6a. Module Description: 200 300 words This module investigates strategy within an international context. It assess the impact of globalisation on contemporary organisations, evaluates how managers should respond to different national cultures and assesses the pros and cons of a variety of international market entry options. There is an analysis of the evolution of strategy theory and its linkages with business history, indust rial economics, military strategy, leadership, organisational theory and decision making theories. The impact of Japanese business success upon strategic thinking is examined in detail as representing an inflection point in strategic theorising. The relevance of the resource based models of strategy will be critically examined. This provides a basis for examining classifications of strategic thinking, particularly those by Whittington, by Mintzberg et.al, and by De Wit and Meyer. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. Such skills are implicit in the learning outcomes. Multiculturalism has been considered during the design of this module and will be considered when the exam brief is written . 6b. Outline Content: y y y y y Globalisation Understanding national cultures The deliberate, emergent and managerial mindset approaches to strategy International market strategies Traditional strategy approaches

10

y Emergent and ethical approaches y Risk & diversification in a global context 6c. Key Texts/Literature: Rugman A. & Collinson S. (2004) International Business (4th ed) FT/Prentice Hall Deresky H (2006) International Management: Managing across borders and cultures, Prentice Hall De Wit, R & Meyer, R. (1999) Strategy Synthesis, Thomson Lynch R (2003) Corporate Strategy FT Prentice Hall Anglia Ruskin Library: Refereed journals, business newspapers, computer databases and e -journals Recommended databases y Strategic Management Journal y Harvard Business Review y Long Range Planning 6d. Specialist Learning Resources:

7.

Learning Outcomes (threshold standards): On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1. 2. 3.

Critically evaluate strategy within the context of globalisation; Develop a critical awareness of the key issues in international strategy from the perspective of developed, less developed and rapidly developing economies; Demonstrate a critical awareness of classical and contemporary theories in strategy and assess their application within international settings; Critically evaluate frameworks for developing strategy in an international context including a range of potential international market entry options.

Intellectual, practical, affective and transferable skills 8. Learning Activities

4.

Learning Activities Teacher managed learning: Student managed learning: TOTAL 9. Assessment Assessment Method Examination

Hours 24 126 150

Learning Outcomes 1-4 1-4

Additional Comments (including details of use of web-CT) N/A N/A

% contribution to module mark or P/F 100%

Learning Outcomes 1-4

In order to pass this module, students are required to achieve an overall mark of 40% In addition, students are required to (a) for each element of fine graded assessment listed above, achieve a minimum mark of 30% (or higher - see Module Guide) and (b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate
Delivery 1 2 This module is delivered over a single semester two semesters Yes or No? Y N Indicate which by deleting as appropriate Semester 1 Semester 1 or Semester 2 Semester 2

11

3 4 5 6 7

a single trimester two trimesters three trimesters multiple delivery patterns an exceptional delivery pattern

Y N N Y Y

Trimester 1 Trimester 1 Trimester 1

or Trimester 2 Trimester 2 Trimester 2

or Trimester 3 Trimester 3 Trimester 3

Block Delivery

11. Learning Activities further details

Learning Activities Details of duration and frequency of learning activities

Teacher managed learning: (24 Hrs) Student managed learning: (126 Hrs) 12. Module Assessment further details
Method Length/duration Fine graded (FG) or pass/fail (PF) FG

2 hours weekly or equivalent 126 hours

Minimum Qualifying Mark

see guidance notes

Comments

Examination

3 hours

13. Subject: see guidance notes

N1 Business & Management Studies

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate
Delivery 1 2 3 4 5 6 7 This module is delivered over a single semester two semesters a single trimester two trimesters three trimesters multiple delivery patterns an exceptional delivery pattern Yes or No? Y N Y N N Y Y Block Delivery Indicate which by deleting as appropriate Semester 1 Semester 1 Trimester 1 Trimester 1 Trimester 1 or Trimester 2 Trimester 2 Trimester 2 or Semester 2 Semester 2 or Trimester 3 Trimester 3 Trimester 3

11. Learning Activities further details

Learning Activities Details of duration and frequency of learning activities

Teacher managed learning: (24 Hrs) Student managed learning: (126 Hrs) 12. Module Assessment further details
Method Length/duration Fine graded (FG) or pass/fail (PF) FG N6 Industrial Relations

2 hours weekly or equivalent 126 hours

Minimum Qualifying Mark

see guidance notes

Comments

Examination

3 hours

13. Subject: see guidance notes

12