BUSI1271 – Global Strategy: Analysis and Practice 2023-2024

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life scenarios (for example, from case studies, company visits, and project work) and students investigate topics of relevance that foster the skills of experimental design, data collection, critical analysis and  problem-solving’ . This module primarily uses EBL by requiring students to undertake case study analysis.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing students to their  own research where  it  is  relevant to the curriculum  being taught  as well as drawing on their own knowledge of research developments in the field, introducing them to the work of other researchers. RLT sees students as active participants in the research process, not just as an audience. This is achieved by discussing such developments in lectures and classes, and setting reading lists including recent research publications at the frontier of the field. The definition of a diverse assessment regime at the programme level (incorporating an expectation of familiarity with, and use of, such publications in assignments) and the inclusion of projects at every  level of the programme is also fundamental to achieving these objectives. RLT represents an integral part of this module, as students will be exposed to state-of-the-art research in the subject area during classes and tutorials.

The course helps students to strengthen a number of skills that are associated with EBL, and with employability. In particular:

•     Cognitive Skills: Opportunity for solving problems independently; opportunity to make sensible assumptions  about  real  life  scenarios;   reflection  on  the   impact  of  proposed  solution  to organizational problems.

These skills are associated with group or individual exercises on real business cases that students will be asked to discuss during the workshops. The assessment components of this course – described below – also offer opportunities to strengthen these skills.

•     Generic Competencies: Opportunity to develop inter-personal and communication skills; writing skills.

These skills are associated with the tutorial format of this course that encourages continuous interactions among students and class discussion. The assessment component of the course based on writing short essays – as discussed below – also requires the ability to combine ideas and concepts from multiple sources and synthesize them to create something new. Emphasis is given to clear formatting, spelling and grammar within a clear and well-reasoned narrative.

•     Organisational Awareness: Opportunities to find out about organisations within relevant sectors; understand organisational goals and structures; awareness of issues around management and leadership in sector-related organisations; opportunities for research into current trends and understanding how business sectors are linked.

Organizational awareness is developed throughout the course based on course contents and material.

Other activities

Throughout the course, students will also be engaged in the following activities: research activities, in preparation for assessment; self-managed learning and self-reflection, in preparation for in-class activities and assessment; and peer-review activities, when relevant, both online and offline to share knowledge and establish a community of learners.

Class participation

Class participation is fundamental. Effective interaction will enhance the learning experience of all class participants. Carefully doing the required readings in preparation for class (when required) will not only enhance students’ learning but also make students’ participation more effective. That is, there is a strong “positive externality” to investing time ahead of class. Class members should expect to be cold-called to present their views on the particular aspect of the case or material being discussed. Preparing, attending and effectively  participating  in class forms  an  important component of the final grade, and  increase chances of getting a high grade on the course. The reading load implies that you should not begin to prepare for class the night before! Rather, you should begin reading for the next class as each class is completed. A list of activities to be performed during classes is provided in the following pages and more information will be provided at the beginning of the course.

Note that class attendance will be taken electronically for both lectures and tutorials. Don’t forget to bring you own ID card.

Personal contact

For any queries or worries about the course, the first point of contact should be your tutor. If you feel that you need to contact the module leader, please do so via e-mail. E-mail messages are typically answered within two working days. Please do not send emails during weekends as your emails won’t be answered. If you want to see the module leader, please arrange an appointment via e-mail.

Wee k

1

2

3

4

5

6

7

8

Lecture

Tutorial Lecture Tutorial

Lecture Tutorial Lecture Tutorial

Lecture Tutorial Lecture Tutorial

Lecture Tutorial Lecture

Tutorial

Session Title and Description                                                       Reading

complete

Part 1: Introduction

Introduction to the  module  – What  is  strategy  and why  it  is important

Assignment info and group formation Industry and its Strategy

How to design Mind-Map

Part 2: Strategic Directions

Internal Environmental Analysis: CSR

Internal Environmental Analysis: Innovation

External Environmental Analysis: Foreign Direct Investment Mind-Map presentation I

External Environmental Analysis: Global collaboration Mind-Map presentation II

Submit the first assignment

Part 3: Strategic Decisions

Strategic Positioning and the Scope of the Firm

Corporate  Strategies:  Vertical  Integration,  Outsourcing  and Strategic Alliances

to

8.1.Summary of assessment

Students’  performance  on  this  course  is  assessed  through   two  written   assignments   and  one presentation.

8.2.Assessment Details

Assessment information

Assessment

(including resits)

GROUP

PRESENTATION

INDIVIDUAL  REFLECTION REPORT

INDIVIDUAL REPORT

(Theoretical   Review of      your      chosen company)

Weighting

Pass/Fail

30%

70%

Learning  Outcomes

3,4,5

3, 4, 5

1, 2, 3, 4, 5

Due Date          Word Count                Marking Type

Week 7, 8, 9, & 10

1,000   words   max.     50% passmark

(+/- 10%)

2,000   words   max.     50% passmark

(+/- 10%)

(NB: all submitted work will normally be returned within a 21 working day timeframe from the day of submission along with the relevant feedback. In exceptional circumstances, there maybe a delay in the  marking, but the students will be informed in advance by the teaching team should this occur).

THE FIRST ASSIGNMENT: Group Presentations using Mind Maps and a report reflecting back on the learning objectives and the progress made within the groups (to be submitted individually)

Group Presentations through the use ofinnovative Mind Maps

The presentation, which should be centred around a collectively produced Mind Map, should last for circa 20 minutes (with each students aiming to present for at least 5 minutes). It will be based on a combination of

content assessment and a reflection of their chosen method of delivery. Please note that students should aim to

attend all the presentation sessions, regardless of whether their group is set to present as this will also be factored into the marking criteria.

Group composition

Each group should be made up of 4 students. The composition of each group should be determined by the students themselves and will have to be communicated to the designated tutor – within 2 weeks of starting the module. Groups will be formed during the tutorial sessions and therefore cannot include students from other cohorts. At the end of week 2, students who do not yet belong to a group will be assigned either to an existing group or will form a new group, as per the tutor’s instructions.

It is the responsibility of the group members to arrange meetings on a regular basis to work on the presentation and to delegate the different tasks among themselves that are necessary to progress within the game. Each group will have to nominate a group leader, who will be responsible for all forms of communication with the tutor.

Students who fail to participate in the group presentation will have to contact the Module Leader, as your individual reflection report will not be graded otherwise.

Choice of companies

After the students have divided themselves into groups, they will also be required to choose from the below list of companies to research, as a designated case study:

The list of companies are as follows; 3M, Alibaba, Alphabet, Amazon, Apple, Aramco, Biotech, BMW, Bosch,  ByteDance, BYD, Coca Cola, Dell, Exxon Mobil, Ford, Gazprom, Glencore, GM, Hitachi, Honda, Honeywell, Huawei, Hyundai Motor, IBM, Infosys, JBS SA, Johnson & Johnson, Lenovo, Lukoil, Mata, McDonald’s, MS,  Merck,  Mercedes-Benz,  Moderna, Nestle, Nike, NTT, Nvidia,  Oracle,  Petrobras,  Petro  China,  P&O,  Pfizer, Reliance, Roche, Samsung, Schneider Electric, Siemens, Shell, Sinopec, Sony, SpaceX, Stripe, Tata, Tesla, Toyota,  Xiaomi, Unilever, and Walmart,

Each team must choose ONE company from this list, and there should be no duplicates within the cohort. This

way, there will be no instances of the research content being duplicated and each group will be able to learn from each other on the ways in which they breakdown and present their understanding of the strategic growth that

each company has undergone before, during and after the pandemic and the role they currently play in their respective industries.

https://imindmap.com/how-to-mind-map/

The  first  summative  individual  reflection  report  will  involve  the  students  analysing  the  different attributes of a multinational company (i.e., Tesla) through the use of innovative mind maps.

Internal factors: Innovation v. CSR

External factors: Foreign Direct Investment v. Global Collaboration

By addressing the above factors, students will be required to assess the relative benefits and drawbacks that innovation, for instance, has played in their designated company and the effect it has had on its progress and the likely impact it will have, going forward. Students should be able to weigh up the different benefits and drawbacks and will be expected to justify their reasoning. Hence, each student within the group will focus on a dedicated attribute of the company’s growth (from the above list) and will be expected to present their findings to the rest of the cohort through the use of a mind map.

After the presentation, each student should writeup a reflection report documenting the findings of their individual research areas (1,000-word limit).

Preparation of group presentation (formative assessment, but absences will be penalised)

As soon as the students have chosen a company to use as a case study, they should start by brainstorming the different attributes of the company that have appealed to them. They should further endeavour to delegate

responsibilities according to each other’s merits and should devise a schedule on how they are to proceed going forward. Each student should be familiar with the direction the group is taking and this will be observed and

assessed during the group presentation.

Students will be expected to devote a reasonable amount of time into creating a physical mind map in either size A1 or A2.

Presentation Delivery

Students should ensure that you use your own words when expressing yourself and when presenting your

analysis on a certain attribute. While brief notes are welcomed, you should not rely on pre-formulated texts

during your delivery. You will find that you will have the greatest impact on an audience if you speak directly to them and allow your own personality to resonate with what is being said. Watch the time – the maximum

allocated time per group will be 20 minutes.

During the Q&A session thereafter, students are advised to listen carefully to the full question and to consider

your answer before you respond. Try to provide clear, justifiable answers. Individual group members will be

required to respond to the questions that are aimed at the areas they were responsible for during the presentation.

Mind-mapping presentations will be scheduled for Week 7 to 10. These presentations are pivotal to group members as they compose the second Assignment. Students will benefit immensely in the development of their cognitive, collaborative and analytical skills which are the prerequisites in the current job market landscape. By the seventh week, students would have identified possible mistakes they may have made, hence these presentations will aid students to perfect the Individual Assignment.

Assessment criteria for the Group Presentation:

40% 25% 25%

10%

Content and research.

Quality of the Mind Map

Delivery (i.e., confidence, posture, eye contact with the audience, clear speech, minimum use of notes, professionalism, smooth speaker handovers)

Answers to audience and tutor questions

Assessment criteria for the Individual Reflection Report:

30%

30%

30%

10%

Focus

Does the report properly reflect your company and chosen area?

Synthesis and Evidence

Does the report effectively summarise the contents of the Mind Map? Does the report include evidence to backup the analysis?

Soundness

Does the report reflect a comprehensive understanding of the chosen contents and of the theories discussed?

Mechanical Soundness

Is the essay well presented, clearly written, spell checked, free from typographical   errors, correctly referenced, and written in a grammatically correct format? Has the Harvard referencing style been applied?

THE SECOND ASSIGNMENT

The second assignment consists of an INDIVIDUAL REPORT (theoretical review of your team’s overall mind map content & the student’s own analysis – justified through academic articles/journals) which is due after week 10. It will be worth (the remaining) 70% of the final grade (as indicated in the table above).

The individual report will involve the student covering the work done by the rest of the team and their involvement in the production of the overall mind map. The student will be required to assess the different attributes that have been investigated by the other 3 members in the group, providing their own understanding and analytical review of the conclusions that they reached. This will be done through a 2,000-word report, which should include a balanced assessment of whether or not the attribute was ultimately a benefit/hindrance to the growth of the company, including any references to academic journals and/or weekly/daily newspapers. Students should devote around 500 words apiece towards the analysis of the remaining three attributes that were researched by the other team members. Personal or subjective forms of interpretation that have not been corroborated will be penalised. Students will be required to provide an overarching conclusion, weighing up the different areas of analysis on the attributes that have been pertinent to the company’s strategic growth and development.

Please ensure to include the Reference List at the end of the report (alphabetical, corresponding to the Harvard Referencing Style). Please ensure to include any appendices (where relevant), and tables and/or figures that supplement the overall analysis will be welcomed.