MASTER SYLLABUS MGMT 335: INTERNATIONAL BUSINESS

1. Course Details

Semester: Spring 2018 Course Code: MGMT 335 Course Name: International Business Course Prerequisites: ACCT101, ECON105, ECON110, MGMT200,

MRKT200 Course Co-requisites: None Credits Hours:

3 Tuesdays 5:45 PM – 8:25 PM

Classroom: DL 2 Class Timing: (45 contact hours)

Final Exam Period: Week of May 13th, 2018

1. Instructor Details

Professor: Dr. Stephen Hartman Office Location: Rm. 312 Wisser Library Office Hours: Tuesday – Thursday 2:30 - 3:30 PM Email: shartman@nyit.edu Course website: Iris.nyit.edu/~shartman and Blackboard Phone (Office):

516-686-7691

2. Catalog Course Description Techniques for analyzing and understanding the world of international business. Students will examine the challenges posed by the multinational firm and the dynamic nature of international business. Oral team projects will complement lectures.

3. Course Overview: This course draws substantially from the disciplines of economics, sociology, political science, and anthropology to address issues related to global political economy, international governance, and the international division of labor. Students then study the impact of these phenomena on international, multinational, and transnational corporations.

4. Course-Level Learning Goals1 (A) Invariant Learning Goals (In support of the Major-Specific and BSBA Programmatic Learning

Goal(s)): Upon the successful completion of this course, the student will be able to: 1. Analyze a multinational firm’s overseas operations (A1); 2. Analyze international business strategies, risks and cultures, (A2); 3. Analyze the business press (A3) 5. Assurance of Learning Validations (Linked to the Major-Specific and BSBA Programmatic

Learning Goal(s))2:

A1. Oral Team Project: The class will be divided into groups of three students. The groups

will be asked to develop a complete report on ONE of the following nine topics and its international business strategy implications (based on material in the assigned textbook) as well as give a presentation. While PowerPoint presentations are encouraged for the presentation, each group must develop a full written report using footnotes and a bibliography. Groups will have no more than three students, and Each Student Will Clearly Indicate What Portion Of The Project He/She Did Or The Report Will Be Rejected.

1 A note on School of Management Major-Specific Course-Level Learning Goals: Learning goals are partitioned into those that are in support of the Major-Specific Learning Goal (Invariant), specific to the localized region of delivery (Contextualized), and specific to the domain expertise of the instructor (Instructor-Specific). The former two categories are required for all courses. Invariant “Assurance of Learning Validations” are specifically linked to the associated Course-Level Learning Goals and also support the Major-Specific Learning Goal through the Major-Specific Learning Objectives. Course-level Learning Goals that focus on knowledge acquisition (Bloom’s Taxonomy) are not specifically or necessarily included into the Course-Level Learning Goals, although it is assumed that knowledge acquisition of all relevant business core fundamentals is addressed within each course. Examinations in class are used to provide feedback concerning knowledge and comprehension for the purpose of ensuring that students who have not mastered these will not advance through the curriculum. Attainment of knowledge within each core area is assessed by way of standalone testing of each student as a required part of the instructional program prior to graduation (e.g. ETS).

2 A note on School of Management Assurance of Learning Scoring: Scores form the metric for the degree to which the validation (e.g.

learning outcome) satisfies the associated learning goal or objective. Assurance of learning validation descriptions identify the criteria for each score that is to be given. Scores are scaled using program or concentration rubrics. It must be noted that scores are to be differentiated from grades. Scores form a criterion from which an instructor will ascertain an overall grade for any instrument of assessment, and the overall assessment the student receives for an instrument is a “grade.” A score is an extraction that specifically measures the degree of attainment of a learning goal and/or objective.

Topics:

a. Why did the Russian economy perform well during the 2001-2013 period? Why did it run into trouble in 2014? How has Vladimir Putin been able to accumulate so much political power in Russia? At this point, how secure do you think Putin’s hold on power is? Given what is happening in Russia today, what do you think will happen to foreign direct investment in Russia going forward? Is this a country where a Western enterprise would want to do business? Please document all of your findings and conclusions using footnotes and bibliography.

b. Walmart is one of the world’s most successful retailers. However, at the current time the company is being threatened by Amazon. What can the company do to compete successfully against Amazon? What have they done so far to compete with Amazon? Is the new strategy successful?

c. One of the great success stories in international trade in recent years has been the strong growth of India’s pharmaceutical industry. How might (a) U.S. pharmaceutical companies and (b) U.S. consumers benefit from the rise of the Indian pharmaceutical industry? Who might have lost out as a result of the Indian pharmaceutical industry? Do the benefits from trade with the Indian pharmaceutical sector outweigh the losses? Please document all of your findings and conclusions using footnotes and bibliography.

d. By 2010 China accounted for 97 percent of global rare earth metal production crucial in the manufacture of a wide range of high-technology products including wind turbines, iPhones, industrial magnets, and the batteries used in hybrid cars. However, also in 2010 China imposed tight quotas on the exports of rare earth metals. Which groups benefited most from imposing an export quota on rare earth metals? Did it give the Chinese domestic manufacturers a significant cost advantage? Did it result in dramatically increased quality and environmental standards? Do you think countries such as Australia, Canada, and the United States should reconsider their environmental restrictions on the production of rare earth metals? The restrictions imposed by China on rare earth metals has resulted in some companies (e.g., Toyota, Renault, Tesla) starting to look for alternatives. They plan to use parts that do not include rare earth metals. Is this a good solution? Please document all of your findings and conclusions using footnotes and bibliography.

e. During the first half of the 2000s, the Japanese yen was relatively weak against the U.S. dollar. This was a boon for Japan’s export-led economy. However, for the next four years after 2008 the yen strengthened relentlessly against the dollar hitting an all-time record high of 75.31 yen to the dollar on October 31, 2011. The weakness of the yen during the early to mid 2000s was due to the so-called carry trade. This financial strategy involved borrowing in Japanese yen, where interest rates were close to zero, and investing the loans in higher

yielding assets, typically U.S. treasury bonds. Because the investment strategy involved selling borrowed yen to purchase dollar-denominated assets, it drove the value of the yen lower. However, after the financial crisis of 2007-2008, massive bank infusion of American dollars into banks resulted in lower interest rates thereby nullifying the carry trade causing the Japanese Yen to rise causing a Japanese financial crisis. Why did the yen carry trade work during the early 2000s? What drove an increase in the value of the yen between 2008 and 2011? Why did the policy of Japan’s Abe government to purchase government securities help drive down the value of the yen? Explain how that worked. Do you think the Japanese government is engaging in currency manipulation? If so, what should other nations do about this? Who in Japan benefits from devaluation of the yen, and who does it hurt? Please document all of your findings and conclusions using footnotes and bibliography.

f. In October 2006, the Industrial and Commercial Bank of China, or ICBC, successfully completed the world’s largest initial public offering (IPO), raising some $21 billion. The ICBC listing attracted considerable interest from foreign investors, who saw it as a way to invest in the Chinese economy. ICBC has a nationwide bank network of more than 18,000 branches, the largest in the nation. Why did ICBC feel it was necessary to issue equity in markets outside mainland China? What are the advantages of such a move? Can you see any disadvantages? What was the attraction of the ICBC listing for foreign investors. What do you think are the risks for a foreigner associated with investing in ICBC? Please document all of your findings and conclusions using footnotes and bibliography.

g. Amazon released the first Kindle in 2007 at a price of $399. Guiding the project was an understanding that if the Kindle was going to be successful, it had to have that magic combination of low price, high functionality, high reliability, and design elegance. What used to be basically pure e-reader in the Amazon Kindle has now become a competitor to multiuse products such as Apple’s iPad, and what used to be computer replacement-focused products such as the iPad have now ventured into the e-reader territory in a more obvious way. What criteria drove Amazon’s decision of where to produce the different components that go into the Kindle? Were these the right criteria. Why or why not? Should these be the same criteria today with a strong focus on the tablet market as opposed to just the e-reader market? If Amazon had decided to design and manufacture the Kindle and all its components in the United States, what do you think the consequences would have been for Amazon? What about the Fire HDX (and any subsequent “Kindle” products)? Please document all of your findings and conclusions using footnotes and bibliography.

h. The quality of life in specific markets sometimes is impacted by the country's financial and fiscal policies. As such, the Global Financial Stability Report is a semi-annual report published by the International Capital Markets division of the International Monetary Fund (IMF). The report provides a regular assessment of global financial markets. As such, locate and download the latest report (within the last two years) to give an overview of the most important issues under discussion. Discuss the major emerging global financial issues

identified in the report. Please document all of your findings and conclusions using footnotes and bibliography.

The A1 Project is due March 27, 2018 In this course students are expected to use Footnotes and a Bibliography for all assigned reports. Students can also follow this link regarding footnote and bibliography style: Footnotes and Bibliography. Secondly, in the team projects it is ESSENTIAL THAT ALL STUDENTS CLEARLY STATE WITHIN THE PAPER WHAT INDIVIDUAL CONTRIBUTIONS HE OR SHE MADE TO THE PROJECT. IF THIS IS NOT DONE, THE PAPER WILL BE REJECTED. PLEASE COOPERATE.

(B) Contextualized (Globalized) Learning Goal(s): Upon the successful completion of this course, the student will be able to:

1. See Invariant Learning Goal 4 above.

Assurance of Learning Validation (In support of the Contextualized (Globalized) Learning Goal(s)): B1. See Assurance of Learning Validation A1., score 5, above.

(C) Instructor Specific Learning Goal(s) (Optional): None

Assurance of Learning Validation (In support of the Instructor Specific Learning Goal(s)): None

6. Teaching and Learning Methodology

The School of Management’s teaching and learning strategy is informed by contemporary indicators/sources that derive from its target market, specifically the millennial generation. In particular, behavioral traits for this generation are identified and form the basis of emphasis for the schools’ teaching and learning methodologies. These methodologies are reflected in the school’s mission statement by way of its TEMPOS campaign3. In addition, teaching and learning strategies are informed by institutional indirect assessment results, periodically collected and reviewed by the Office of Planning and Assessment and the school’s faculty4. Teaching and learning strategies are also externally referenced systematically (e.g., the Annual Stakeholder’s Conference) through

3 Teaching and Learning Strategies: ”TEMPOS and the Millennials,” revised September 2008.

4 E.g., Student Survey on Teaching Quality – Quantitative Data: School of Management.

continuing consultations with non-board key stakeholder groups, including employers, business and community leaders, accreditation and ministerial agencies, alumni, students, peer institutions, and business and governmental agency representatives. A component of all courses, as a part of the teaching and learning strategies, is to maintain academic rigor and to be intellectually challenging. This is validated in institutional survey results. However, School of Management faculty members utilize an overall collective portfolio of strategies/initiatives that obtain from the aforementioned sources in delineating those that are most appropriate or emphasized in the courses they lead. In this course (MGMT335), four (4) prioritized teaching and learning strategies focus on: 1. use of technology; 2. case-based learning; 3. course projects; and 4. integrating international/global perspectives. All faculty members that instruct this course should consider how to execute the course to emphasize these key components of the strategies considered. Following a review of learning outcomes, faculty members consider how re-orientation of teaching and learning strategies might result in strengthening these outcomes, and adjustments are made, accordingly. Faculty members also consider how the School of Management Triple Platforms of Excellence (Professional Enrichment, Experiential Education, and Student Advancement) might be leveraged as a part of this strategy, and provide recommendations to the Directors of those platforms. The school also reviews the distribution of identified teaching and learning strategies periodically to ensure comprehension and the integration of each (from the designated list of approximately 20-25 strategies) within the curriculum. Finally, results from student teaching evaluations also provide indications of how various teaching and learning strategies are integrated into the course delivery. The following issues (indicator number is provided) are among those in the evaluations that bear on this review and analysis: 7. The amount of work in this course was appropriate. 15. The instructor was available for course related consultation and advice. 17. The instructor assigned challenging course work. 18. The instructor graded and returned student work and exams promptly. 19. The instructor provided helpful, constructive feedback on assignments and course work. 20. The instructor respected cultural differences and diversity among students. 21. The instructor incorporated information technology (e.g. computer or the Internet) in the course. 25. The instructor challenged me to think.

Along with teaching and learning strategies, the notion of student effort/time on task is also considered, although it is not necessarily driven by metrics. It is noted that the notion of student effort, specifically metric driven, is not a universally adopted approach5. However, if an instance occurs where student learning outcomes do not meet targeted academic standards, the School of Management utilizes indirect inputs in this area to explore the interdependencies between factors including the amount of work required in the course, the degree of challenge in the coursework, and level of critical analysis, among others6. The course will also use a combination of instructor-led lectures, student-led discussions, case analysis and some quantitative analytics. Through the whole course students are encouraged to use computer technology to solve business problems and for presentations. PowerPoint, Excel and other relevant software will be deployed regularly.

7. Required Resource(s) Hill, Charles. (2015). International Business. 10th Edition. McGraw Hill/Irwin. ISBN: 9781259176579. Loose Leaf edition.

8. Reference Resource(s)

Dictionary of International Business Terms (Barron's Business Guides) Vinyl Bound – December 3, 2003.

https://www.amazon.com/Dictionary-International-Business-Barrons-Guides/dp/0764124455

9a. Assessment Methodology and Grading Guidelines (because of NYIT policy, A+ grades translate to an A for final grades).

GRADING

92-100 = A 90-91 = A- 86-89 = B+ 82-85 = B

5 See the Victorian TAFE Association Response – Strengthening the AQF: Proposal, June 2009. East Melbourne, Victoria, Australia,

retrieved from http://www.vta.vic.edu.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdf on February 22, 2010.

6 Sample data regularly collected through the New York Institute of Technology Student Rating of Courses/Teaching Form.

80-81 = B- 76-79 = C+ 72-75 = C 70-71 = C- 65-69 = D 0-64 = F

Instrument Points Time on Task7

Tests (two tests administered in class)

40 points (20 each) 20 hours

Capstone Write-up (A1) 25 points 40 hours

Oral Team Project (A2) 25 points 30 hours

Class Participation (A3) 10 points 10 hours

TOTAL 100 points 100 hours

Grading Guidelines:

1. Attendance Policy: Students are expected to attend every class session. Instructors will inform students of the exact number of absences and late-arrivals permitted during the semester. Students who exceed these limits may be subject to failure. If a student misses any class or test, the instructor has the right to either grant or deny an opportunity to make up the work that was missed. In such cases, the instructor shall be the sole judge of the validity of a student's explanation for having missed the class or test.

2. Deductions for Late Arrival, Early Departure, and Unexcused Absences: Late arrivals disrupt the class. Please do your best to arrive on time so as not to disturb the class. Students who miss three or more classes can be forced to withdraw under the rules of the institute.

3. Policy for Make-Up Assignments or Quizzes: Make-up assignments and/or exams are strongly

discouraged; however, under extreme circumstances (documented illness or other emergency) exceptions are considered.

4. Classroom Behavior: Behavior that disrupts, impairs, interferes with, or obstructs the orderly conduct, processes, and functions within an academic classroom or laboratory violates the student code of conduct and may result in disciplinary action. This includes interfering with the academic mission of

7 An estimate of the period of time during which a student is actively engaged in a learning activity, excluding classroom contact hours.

NYIT or individual classroom or interfering with a faculty member’s or instructor’s role to carry out the normal academic or educational functions of his classroom or laboratory, including teaching and research.

9b. Class Participation:

In the class participation phase, each student (may be done in pairs if the class size is large) will be asked to scan the business press and come up with business or Internet articles that discuss how firms:

a. Harness the power of globalization to outperform competition through innovation and new product/service/operations development. Each student must lead one discussion at the beginning of a class period. A score will be given to track the student’s ability to analyze the growing impact of globalization on local firms and

b. Adapt their management philosophies and approaches to account for cultural diversity in a multi-national corporation.

c. Utilize emerging technologies such as communication, transportation, manufacturing and general information technologies to leverage opportunities in the global environment. A score will be given on their ability to explain how firms can use technology as a source of competitive advantage.

Students are required to submit one article from the business press and/or Internet weekly on Tuesdays with his/her name clearly stated on the article along with a one-half page description of the article and what the student learned from reading the article again with his/her name

clearly stated on the summary so that I Know the student actually read the article. Articles are required to be submitted at the beginning of the class. Articles submitted at the end of class will be rejected. The student will then submit the rejected article at the beginning of the next class along with any articles required for that particular day. MISSED ARTICLES WILL BE REFUSED DURING THE LAST FOUR WEEKS OF THE COURSE. PLEASE SUBMIT YOUR ARTICLES ON A TIMELY BASIS. THE PURPOSE OF THE ARTICLES IS TO ENCOURAGE CLASS PARTICIPATION, AND ARTICLES SUBMITTED AT THE END OF THE CLASS WILL NOT BE ACCEPTED. PLEASE COOPERATE AND DO NOT FALL BEHIND!!

9c. Capstone Assignment (Project A2):

Analyze a major American multinational firm’s overseas operations. What are the operations the company manages, and what are the challenges the company has to deal with for these operations? What strategies does the company use in managing and developing these operations? Has the

company prospered from this strategy? What needs to be improved? The criterion for the first is the quality of the writing (G1O1). The criterion for the second, third and fourth scores is the quality of each of the analyses at the aforementioned levels (M3O1). The criterion for the fifth is the ability to report accurately on how globalization conditions impact on functional actions such as marketing, finance, accounting and human resource management (G3O2, HRMT-LO3). A sixth score will be based on the students’ ability to evaluate the impact of globalization on a firm’s success and challenges (MGMT-LO1; G3O2). The A1 Capstone Report and Presentations are due April 24, 2018. In this course students are expected to use footnotes and a bibliography for all assigned reports. Students are encouraged to use Tuft's Citation Style Guide.

5. Students with Physical or Educational Challenges:

It is the policy of New York Institute of Technology to provide reasonable accommodations for students who are otherwise qualified but have disabilities, including learning disabilities, health impairments, and other disabling conditions. Possible accommodations include, but are not limited to, test schedule modifications, class relocation, and possible assistance in acquisition of necessary equipment.

The college has an interest in helping students with disabilities to be competitive in this academic environment. Therefore, reasonable accommodations will be made upon proof both of disability and need for the accommodations. It must be understood that accommodations are meant to facilitate educational opportunities. Admission to NaccomYIT and modations do not guarantee success. Therefore, in addition to accommodations, the college encourages utilization of auxiliary services available to all students to maximize opportunities for success. Students whose disabilities may require some type of accommodation must complete a request for accommodations form and an intake interview with their campus services coordinator prior to the academic semester. Accommodations maybe requested at any time during the semester; however, accommodations cannot be applied to past failures, only to future academic endeavors. Appropriate modifications of accommodations will be worked out on a case-by-case basis and will not necessarily incorporate all requested changes.

Students for whom auxiliary services—such as readers, interpreters, note takers, etc.—have been approved should arrange these with their campus services coordinator. In addition to discussing appropriate educational modifications, the campus services coordinator will serve as a liaison with other college faculty and administration on behalf of students with disabilities.

6. Academic Integrity:

Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the submission of all required papers for textual similarity review to any commercial service engaged by NYIT to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.

Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty member determines that a student has committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct. The complete Academic Integrity Policy may be found on various NYIT Webpages, including: http://www.nyit.edu/images/uploads/academics/AcademicIntegrityPolicy.pdf.

7. 15 Week Topical Class Schedule

Week of (dates)

Topic Book Section

1/23/18 Globalization Ch. 1

1/30/18 Differences in National Political Economy Ch. 2

2/6/18 Political Economy and Economic Development Ch. 3

2/13/18 Differences in Culture Ch. 4

2/20/18 Ethics in International Business Ch. 5

2/27/18 International Trade Theory. Ch. 6

3/6/18 The Political Economy of International Trade, and FDI

Ch. 7, Ch. 8

3/13/18

Chapters 1-8. Blackboard Midterm Chapters 1-8 Regional Economic Integration, and the Foreign Exchange Market

Ch. 9, Ch. 10

3/20/18 Spring Recess. No classes scheduled.

3/27/18 A1 Project Due. The International Monetary System

Ch. 11

4/10/18 The Global Capital market, The Strategy of International Business

Ch. 12, Ch. 13

4/17/18 The Organization of International Business, and Exporting, Importing and Countertrade

Ch. 14, Ch. 16

4/24/18 Project A2 is due. A1 Capstone Case & Presentations.

Ch. 17

Production, Outsourcing, and Logistics.

4/27/18 Global Marketing and R&D Ch. 18

5/1/18 Global Human Resources Management Ch. 19

5/8/18 Make-up Days

5/13/18 Online Final using Blackboard Chapters 9-14, 16-19

8. Using the NYIT Library

All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.

On the left side of the library’s home page, you will find the “Library Catalog” and the “Find Journals” sections. In the middle of the home page you will find “Research Guides;” select “Video Tutorials” to find information on using the library’s resources and doing research.

Should you have any questions, please look under “Library Services” to submit a web-based “Ask-A-Librarian” form.