PAGE DE GARDE MODULES CATALOGUE SEM4jwc.whut.edu.cn/EwebEditor/uploadfile/20120329104649562.pdf · PAUL Salima 3 3 D 2. Measuring and reporting financial position: Recap on balance

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Sequence 5 : January 9 th to January 27th

Human Resources in a global environment, 24hrs – 3 credits ECTS

English intensive trainee, 12hrs

French intensive trainee, 12hrs

Sequence 6 : February, 6 th to March, 2nd

International Marketing,24hrs – 3 credits ECTS

English intensive trainee, 12hrs

Sequence 7 : March, 5th to March, 30th

Cross Cultural Management,24hrs – 3 credits ECTS

Principles of commercial negotiation, 24hrs – 3 credits ECTS

Sequence 8 : April, 2nd to 27th

Managing the marketing mix, 24 hrs – 3 credits ECTS

Accounting for decision making, 24hrs – 3 credits ECTS

Sequence 9 : April, 30th to May, 18 th

Communication skills, 12hrs – 1, 5 credits ECTS

Corporate finance, 36hrs – 4,5 credits ECTS

Sequence 10 : May, 21 th to June, 8 th

Business ethics & corporate responsibility, 12hrs – 1, 5 credits ECTS

Doing Business in Europe, 12hrs – 1, 5 credits ECTS

Culture, civilizations & the firm, 24hrs – 3 credits ECTS

Données générales

Pôle académique Langues et cultures internationales Professeur responsable

RICHTER Matthias

Intervenant(s)

DYER Neville

Type de module Cours traditionnel en classe

Niveau

-Licence Bachelor

Statut

Electif

Période

Semestre 4

Crédits

0

Durée

Cours : 24 h

Langue

Anglais

Pré-requis

Présentation

The course is intended for foreign students with an above-average level in English (B1/B2). Several points concerning

business English are covered and a lot of time is dedicated to active participation both within and outside the classroom. It

is essential for the participants to be aware that they will be expected to work on various exercises and projects prior to

coming to the actual lessons.

Objectifs pédagogiques

The goal of the course is to improve the student’s ability to communicate in both written and spoken English. Students

should acquire appropriate grammar and vocabulary, in order to enable them to function in business contexts where

English is the medium of communication. The course also aims to improve the students’ abilities to tackle various

situations, which may arise in the course of doing business in English, and to further develop their analytic skills

Evaluation

One written test during the course accounts for 40% of the final grade. There is an oral examination at the end of the

course, in front of a panel of two teachers, that counts for 60% of the final grade.

ANG 12.401 - English seminar intensiveSUPTG-Bachelor of Commerce

BEM Management School - Bordeaux

Page 1 sur 2Document généré le 21/07/2011 à 09:40 version 1.2

Séquence pédagogique

Séance Type Thème Intervenant Durée

1 D Introduction + supermarket database exercise DYER Neville 3

2 D Case study –BBC video analysis and discussion DYER Neville 3

4 D Case study BBC video analysis and discussion DYER Sophie 3

5 D The effectiveness of billboard advertising "practical approach" DYER Neville 3

6 D Case study "Changing a name in the marketing world" DYER Neville 3

7 D Case study "Changing a name in the marketing world" DYER Neville 3

8 D Specific comprehension exercise+ introduction to follow-up

module DYER Neville 3

Bibliographie Méthode pédagogique

Manuel

Lectures

Contribution aux objectifs d'apprentissage du programme

LG4 To develop their thought process, analysis and reasoning

LG5 To develop their communication skills and their ability to conceive and build projects in working groups

ANG 12.401 - English seminar intensiveSUPTG-Bachelor of Commerce



Données générales

Pôle académique Langues et cultures internationales Professeur responsable

RICHTER Matthias

Intervenant(s)

AMBLEVERT Deborah

Type de module Cours traditionnel en classe

Niveau

-Licence Bachelor

Statut

Electif

Période

Semestre 4

Crédits

0

Durée

Cours : 12 h

Langue

Anglais

Pré-requis

Présentation

The course is intended for foreign students with an above-average level in English (B1/B2). Several points concerning

business English are covered and a lot of time is dedicated to active participation both within and outside the classroom. It

is essential for the participants to be aware that they will be expected to work on various exercises and projects prior to

coming to the actual lessons.

Objectifs pédagogiques

The goal of the course is to improve the student’s ability to communicate in both written and spoken English. Students

should acquire appropriate grammar and vocabulary, in order to enable them to function in business contexts where

English is the medium of communication. The course also aims to improve the students’ abilities to tackle various

situations, which may arise in the course of doing business in English, and to further develop their analytic skills

Evaluation

There is an oral examination, in front of a panel of two teachers, at the end of the course that counts for 100% of the final

grade.

ANG 12.402 - English seminar intensive 2SUPTG-Bachelor of Commerce



Séquence pédagogique

Séance Type Thème Intervenant Durée

1 D Imports and exports between Europe and Sub-Sahara Africa AMBLEVERT Deborah 3

2 D Keys to success: Organisation of a football world cup AMBLEVERT Deborah 3

3 D Benefits and challenges of International sports and cultural

events (Olympic games ,Eurovision song contest etc.AMBLEVERT Deborah 3

4 D Preparation and presentation of "assessment centre

assignment" AMBLEVERT Deborah 3

Bibliographie Méthode pédagogique

Manuel

Lectures

Contribution aux objectifs d'apprentissage du programme



ANG 12.402 - English seminar intensive 2SUPTG-Bachelor of Commerce



General Data

Academic Pole Organisation,Control and Management Module Leader BAJARD Armand

Lecturer(s) PAUL SalimaModule Type Traditional Face to Face Class

Level -Bachelor Status Elective Period

Semester 4

ECTS Credits 3

length :Class : 24 h LanguageEnglish Prerequesities

Presentation

This course aims at understanding and mastering the fundamental aspects of financial accounting and cost accounting.

The first part of the course is oriented towards :

- Understanding the nature & purpose of both financial & management accounting

- Developing the ability to analyze and explain the three main financial statements

The second one of the course is oriented towards :

- Introduction to cost term and purpose, their nature and behavior.

- To present different methods to calculate cost, according to different indirect cost allocation.

- To understand why there are different methods, their context and relevance.

Pedagogical Goals

At the end of this course, students will be able to:

find relevant cost information from accounting, or management accounting systems

master the basic cost concepts and understand their meaning and behavior

explain costing tools and understand their differences

Assessment

To Be Assessed

AUD 12.401 - Accounting for decision makingSUPTG-Bachelor of Commerce



Pedagogical Cycles

Lecture Format Topic Lecture Duration

1 D Financial Accounting and Control

1. Introduction

1.1 Financial accounting versus Management Accounting

1.2 Financial accounting statements overview

- Accounting conventions, int’l standards, and equation

PAUL Salima 3

2 D Financial Accounting and Control

1. Introduction

1.1 Financial accounting versus Management Accounting

1.2 Financial accounting statements overview

- Accounting conventions, int’l standards, and equation

PAUL Salima 3

3 D 2. Measuring and reporting financial position:

Recap on balance sheet and valuation of assets and liabilitiesPAUL Salima 3

4 D 3. Measuring and reporting financial performance

Recap on income statement, revenue and expense

recognition

PAUL Salima 3

5 D Cost Management

1. Introduction: Costing and Strategy.

2. Costs

2.1. Relevant Costs for decision making

2.2. Costs, Volume and Profit relationship

PAUL Salima 3

7 D 3. Costing

3.1. Full costing : Traditionnal costing

3.2. Activity Based Costing.

PAUL Salima 3

8 D 3. Costing

3.1. Full costing : Traditionnal costing

3.2. Activity Based Costing.

PAUL Salima 3

Literature Pedagogical Methods

ReferenceKothari, HorngrenIndicative Bibliography Lectures, cases, teamwork,

presentations

Contribution to the Learning Goals of the programme

AUD 12.401 - Accounting for decision makingSUPTG-Bachelor of Commerce



General Data

Academic Pole Marketing Module Leader BARBAT Valérie

Lecturer(s) LAKSHMAN

SangeethaModule Type Traditional Face to Face Class


Semester 4

ECTS Credits

1.5


Presentation

This courses offers an opportunity to learn and apply, in daily life, pratical principles of interpersonal communication.

Emphasis is placed on spychological, social, cultural, and linguistic factors, wich affect person-to-person interaction.

This course is designed to help students improve their communication in both personal an professional contexts.

Pedagogical Goals

- To increase the student's ability to improve and utilize the skills necessary to be a competent

interpersonal communicator.

- To increase the student's understanding of this or her own communication behavior

- To increase the student's understanding of others communication behaviors

- To increase the student's communication skills in both social and professionnal contexts

- To improve the student's ability to demonstrate effective conflict resolution skills

Topics covered :

The process of communication, How to communicate sucessfully in organization?, Intercultural communication, effective

Business communication

Class Format:

This is a participation class. Students are expected to communicate in the following contexts:

- Individual Exercices

- Group Discussion

Assessment

Evaluation in this course is based on

Case analyses & exercices 30%

Class Participation 10%

Assignment 60%

Assignment must be typed, double-spaced and turned in ON THE DUE DATE. (To be accepted, assignments must be

turned in on due date. NO LATE ASSIGNMENTS WILL BE ACCEPTED).

Plagiarism : Any attempt to pass off another's work as your own will constitute an "F" in the course. Using part of, or the

entire work, prepared by another or turning in a homework assignment prepared by another student are examples of

COM 12.401 - Communication SkillsSUPTG-



Assessment

plagiarism.




Pedagogical Cycles


1 D Communicating Sucessfully in Organization

- Characteristics of effective organizational communication

- Intercultural communication

- Forms of communictaion

- Process of communication

Communication Barriers-Organization, Individuals

- Communication Improvements

Case Study : Walt Disney

LAKSHMAN Sangeetha 3

2 D Intercultural Communication

- Misunderstanding in communictaion

- Understanding Culture

- Dealing with language barriers

- Communicating with culturally diverses workforce

- Developing communictaion skills

Case Study : P&G


3 D Communicating through Technology

- Individual communication

- Group communication

- Technology's influence in communication

- Technology written & oral communication

Case : Hewlett Paclard


4 D Persuasive messages & making successful presentations

- Motivations with persuasive messages

- Needs & appeals

- Credibility

- Analyse the audience

- Define the purpose

- Plan your speech or presentation

- Mastering the art of delivery

- Using interpreters to translate

Case : AT & T



ReferenceIndicative BibliographyCourtland L.Bovee and John V.Thill (1995)

Business communication today, 4th edition, McGraw Hill





General Data

Academic Pole Organisation, Responsability and Globality Module Leader LACUEILLE Sylvie

Lecturer(s) THIOLAS JulietteModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 3

length :Class : 24 h LanguageFrench Prerequesities

Presentation

Each nation and its citizens carry their own culture(s), traditions, languages and religions. Students will adopt a practical

approach to deal with intercultural differences in a business setting and make up their mind on how those features may

serve or not the interests of the firms.

The aim will also be to identify the balance of power in between national and international actors in the business world

along with the global world and community we evolve in. Different factors and forces like globalization, geopolitics, ethics,

and communication will be taken into account and explored.

To finish, more business opportunities through comparative case studies presented by students, will highlight the Russian,

Asian, South and Central American, Indian, Chinese, and Gulf countries Business practices. Their distinct culture(s),

civilizations and business practices will be analyzed and compared to the European ones.

Pedagogical Goals

The courses will give a general but also precise analysis of different nations and on how their culture(s), civilization(s) and

firms impact on the way they evolve on international markets. Students should understand more thoroughly and measure

the effects of globalization as well as the game of actors. Students will focus on the national and international actors to

allow students to make up their minds on who pulls the strings of the worldwide market and impact on the evolution of

national economies.

Another main focus of the course is to encourage our future managers and entrepreneurs to seriously analyze the chances

that they have at their disposal to increase their professional interaction within Europe and the rest of the world and

particularly with the BRIC and Middle-East countries.

Assessment

Students will get two marks, one oral and one written.

The oral one will account for 50% of the final mark and will be given after a group presentation of a case study on a country

of their choice. The protocol of research for this work will be explained and handed out during the first class.

Each member of the group will then be assessed individually.

The written mark (which will account for 30%) will be delivered through the writing of a file following the group presentation.

Each member of the group will be allotted the same mark.

The 20 remaining % will be given after participation and involvement in research during the classes since interactions in

between the students and their knowledge and experiences is strongly encouraged and searched for.

ECO 12.401 - Culture, civilazations & the firmSUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D Intercultural differences in a business setting, like the Hindu

religion and its impact on business negotiations for instance.

How do you act in negotiations with business partners from

Poland? What can you expect in a first meeting with Spanish

prospects? How do you prepare your marketing strategy for

entering the German market? And, of course, how do you

deal with the Italians?

THIOLAS Juliette 4

2 D Acquisition of a strong understanding of other cultures,

identification and study of shifting players (national and

international) in international business and on the world’s

economic stage.

THIOLAS Juliette 4

3 D Globalization, its contents and discontents, a framework in

constant evolution, creating greater complexity but offering

more business and market opportunities. Bringing out some

surprising features as well, since some former USSR

countries are now part of Europe. How to turn it into a

resource?

THIOLAS Juliette 4

4 D Links between business performance and geopolitics. As the

national borders were abolished thanks to or because of (for

the globalization skeptics) the global surge, the multinational

corporate activity in the 1990s, the current era of geopolitical

unrest and mutations will make assessments and

adjustments to geopolitical risks, essential to ensure

businesses success around the world.

THIOLAS Juliette 4

5 D International Business Ethics & Communication. Approach of

international and European markets using intercultural

sensitivity and creativity. How cultures influence our

perception and how to become culturally creative in the

universes of international marketing communication,

promotion and advertising. How to be sensitive to

communication styles of people with different cultural frames

of reference? These differences should be considered as a

source of innovation for a future international career and

could be used as the most effective style to reach clients and

consumers worldwide.

THIOLAS Juliette 4

6 D How to develop a business internationally? More business

opportunities through comparative case studies presented by

students will highlight the Russian, Asian, South and Central

American, Indian, Chinese, and Gulf countries Business

THIOLAS Juliette 4




Pedagogical Cycles


practices. Their distinct cultures, civilizations and business

practices will be analyzed and compared to the European

ones.


ReferenceJoseph E. Stiglitz, Globalization and its Discontents, June 2002, W. W

Norton & Company,Indicative BibliographyRegular browsing and reading of

newspapers or magazine such as the Economist, the Time, the NYT, the Herald

among others.

Classroom lecturing and exchanges

with some Powerpoint slides and

printed documents.

Personal computers will be used to

make some research in order to

enrich the learning and discussions.


LG1 To develop the students' general culture and their understanding of the different dimensions (cultural,

economic…)

LG3 To give them knowledge and teach them the basic competences in the different sectors of management within a

company and to give them the means to develop them and update them.


LG7 To be capable of speaking, exchanging ideas and writing at an acceptable level for professional relations in

French as well as in English




General Data


Lecturer(s) GALLIOT Xavier

VARLET ClémentineModule Type Traditional Face to Face Class


Semester 4

ECTS Credits

1.5


Presentation

Business Ethics & Corporate Social Responsibility (CSR)

This module is designed to cover a range of issues on the topic of CSR through concrete examples from industry and

services, with a special focus on REXEL Group. www.rexel.com

It is divided in 2 parts:

#1 – Day 1 is dedicated to CSR strategy. After reviewing major concepts related to CSR, students will address and discuss

how companies manage and integrate CSR; and what are the major stakes, constraints and potential benefits

#2 – Day 2 is dedicated to social and societal approaches with the emphasis on Ethic. Full business case: REXEL Group

Pedagogical Goals

Give students:

• Frameworks to understand how organization can strike a balance between business and environmental, social, societal /

CSR objectives while managing complex stakeholder relationships

• Concrete examples of strategies to gain competitive advantage through CSR practices, including product innovation,

environmentalist supply chain, employee policy, share pricing and community involvement

Raise awareness of growing magnitude of CSR within corporate strategy

Assessment

ECO 12.402 - Business ethic & corporate responsabilitySUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D CSR Strategies GALLIOT Xavier 3

2 D CSR Strategies GALLIOT Xavier 3

3 D Social & societal approaches with the emphasis on Ethic VARLET Clémentine 3

4 D Social & societal approaches with the emphasis on Ethic VARLET Clémentine 3


ReferenceIndicative Bibliography


ECO 12.402 - Business ethic & corporate responsabilitySUPTG-Bachelor of Commerce



General Data

Academic Pole Organisation,Control and Management Module Leader Lecturer(s)

Module Type Traditional Face to Face Class


Semester 4

ECTS Credits

4.5


Presentation

The course introduces students to the framework of Corporate Finance. It outlines the main ways of financing investments

and the leverage effect resulting from debts. It also underlines the main issues that executives encounter in financing their

investments

Pedagogical Goals

At the end of the course,, students will be able to:

- evaluate investment using NPV and IRR

- select ways of financing investments

- use basic valuation tools

Assessment

FIN 12.401 - Corporate financeSUPTG-



Pedagogical Cycles


1 D Part 1: Investment appraisal of projects

• NPV

o Relevant CF

o Capital rationing

o Replacement cycles

• Alternative methods to NPV

o IRR, ARR, PB and DPB

7.5

2 D • Financing of projects:

o Equity

o Debts

• Valuation techniques:

o Valuing bonds/debts

o Shares/equity

• WACC and capital structure

7.5

3 D Case studies on part 1 3

4 D Part 2: Risk and investment

• Risk and project valuation

o Sensitivity analysis

o Scenario analysis

o Probability analysis

• Portfolio theory

• CAPM

• Dividend policy

7

5 D Case studies on part 2 3

6 D Part 3: Working capital management

• Working capital management

o Inventory management

o Cash management

o Credit management

5

7 D 3

8 D Case study 3











General Data

Academic Pole Languages and International Culture Module Leader RICHTER Matthias

Lecturer(s) DESANLIS LucieModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 0


Presentation

Ce module est du niveau A1 selon le Cadre européen commun de référence pour les langues.

niveau introductif et de découverte de la langue française.

Pedagogical Goals

Upon successful completion of this course, students should be able to :

Découvrir la langue française Connaissances partagées sur la France

Faire connaissance Lieux, personnes, produits

Organiser son temps Nationalités, l’état civil, les professions, pays, villes.

Découvrir son environnement Salutations, excuses,

Grammaire Interrogation (est-ce que ?)

Conjugaison du présent Négation (pas de)

Articles définis et indéfinis Expression de la situation dans le temps

Négation simple Passé composé

Assessment

Written final exam : 60 %

Other work (oral presentation) : 40 %

FRA 12.401 - French intensive seminarSUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D DESANLIS Lucie 3











FRA 12.401 - French intensive seminarSUPTG-Bachelor of Commerce



General Data


Lecturer(s) LAKSHMAN

SangeethaModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 3


Presentation

This course examines organizational and individual behaviors, structures and

management practices in multinationals and in business situations involving cross cultural

interactions. The objective of the course is to equip students with both analytical and practical

skills to help them manage effectively in multinational firms. The focus is on the management of cultural differences. This

challenge is not unique to multinationals as many domestic firms also face multicultural environments (e.g., ethnically

diverse employees and/or customers).

Pedagogical Goals

We cover a variety of theories that relate culture to behavior in general and management

in particular. We develop an analytical framework that facilitates adaptation of managerial

practices and organizational structures to cultural differences. We focus on the practical

application of the framework to shaping individual and organizational behaviors. We pay special attention to the following

areas: Cultural constraints, Appraisals, Staffing, T&D, Cross Cultural Communication.

Assessment

Evaluation in this course is based on

Case analyses & Exercises10%

Presentation 40%

Final Exam 50%

Class Participation

You are expected to be present and prepared and willing to share your views in the

classroom discussion in every class, both voluntarily and when called upon to do so. Class participation also includes class

exercises and simulations (role-plays). Most of the exercises will be done in groups.

Presentation

In the first class groups of 3 to 4 students each will be formed. Harvard case study will be assigned to groups and each

group has to analyze the case, identify key issues and do brief presentation for 15-20 minutes. This assignment will earn

40% of the final grade.

GRH 12.401 - Cross Cultural ManagementSUPTG-Bachelor of Commerce



Assessment

Schedule

The schedule below identifies the topics to be discussed during each session and the

readings and case studies assigned. These need to be prepared prior to each session.




Pedagogical Cycles


1 D Introduction:

Culture, its nature, Function

Variations of Relationship among people

Monochronic Vs Polychronic Cultures

Hofstede’s 5 cultural dimension

Bridging differences through communication

Case study: McDonalds Hindu Culture


2 D Cultural Constraints

Management Perspective:

France

Germany

Japan

Holland

Case study: Bob Chen


3 D Appraising & Managing International Employees’

Performance

Objectives, Purposes

Challenges

Problem/Bias in Rating

Who Conduct Appraisal for International Employees

HCN appraisal

Case Study: Five Star Beer


4 D Culture’s Effect on Organization

Societal & Organizational Culture

Cultural Variables

Profiles in Culture – Japan, Germany & South Korea

Case Study: 1. Adjusting Business to Saudi’s culture

2. Moto: Coming from Japan to USA


5 D Communicating Across Cultures

Understanding behaviour, attitudes

Communication link

High & Low context cultures

Differences in Communication styles

Managing cross cultural communication

How to effectively communicate across borders? - Arab,

Japan, USA.





Pedagogical Cycles


Case Study: Elizabeth Visits GPC

6 D Staffing Styles

Ethnocentric, Polycentric, Geocentric staffing

Selection Criteria

Host country culture & work environment

Factors in expatriate selection

Reasons for international assignees failure

Issues in staffing

Are female expatriates different?

Transferring staff for international activities

Case study:


7 D Training & Development

Pre departure training programs

Developing staff through international assignments

Cross training

Training effectiveness for international employees

Why training important for international employees?

Case Study:


8 D Student Presentation LAKSHMAN Sangeetha 3


ReferenceDownes,M.,Thomas, S.A.,and McLarney,C (2000) ‘The cyclical effect of

expatriate satisfaction on organizational performance: the role of firm international

orientation’, The Learning Organization, 7(3): 122-134.

Fish,A., Bhanugopan,R., and Cogin,F (2008) ‘Value orientation as predictors of cultural

and business impact: Individual suitability for cross border assignments’, Cross

Cultural Management: an international journal, 15(1):30-48.

Gupta,S.C. (2006) ‘International HRM’, MacMillan India Ltd, Delhi.

Newman,L.V (2000) ‘The expatriate adjustment process: Implications of the cross

cultural context on learning the new environment following a work role transition’,

Dissertation abstracts international, 60(12-A), Dissertation abstract:2000-95011-184,

Microfilms International Ann Arbor, MI.

O’Sullivan,L.S., Applebaum,H.S., and Abikhzer,C (2002) ‘Expatriate Management best

practices in Canadian MNCs : a multiple case study’, Career Development

International, 7(2):79-95.

Shen,J. (2005) ‘International Training and Management Development Theory and





Reality’, Journal of Management Development, 24(7): 656-666

Shen,J., and Darby,R.(2006) ‘Training and management development in Chinese

multinational enterprises’, Employee Relations, 28(4): 342-362.

Suutari,V., and Brewster,C (2001) ‘Expatriate management practices and perceived

relevance: Evidence from Finnish expatriates’, Personnel Review, 30(5):554-577.

Tung,R.L. (1982) ‘Selection and Training procedures of U.S. European and Japanese

multinationals’, California Management Review, 25:57-71.

Indicative BibliographyCharles W.Hill (2005). International Business: Competing in

the Global marketplace, 5th edition, McGraw –Hill Irwin

Debra L.Nelson (2006). “Organizational Behavior”:Foundations, realities & challenges,

3rd edition, Thomson south western.

Henry W.Lane, Joseph Distefano and Martha L.Maznevski (2006). “International

Management Behavior”. 5th edition, Blackwell Publishing.

Helen Dorsey (2008). “International Management”: Managing across borders &

cultures,6th edition, Pearson education international.

Irwin L.Goldstein and Kevin J.Ford (2007). “Training in Organizations”, 4th edition,

Thomson edition, Wordworth.

Peter J.Dowling, Denice E.Welch (2004). “International HRM”: Managing people in

multinational context, 4th edition, Thomson edition.





General Data


Lecturer(s) KRAAK JohannesModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 3


Presentation

This course will give students insight in several challenges regarding international companies, HRM, international HRM and

personal aspects of expatriation and repatriation. The main objective of this course is to give students an introduction to

International Human Resources Management. Students will also get a comprehensive overview on how cultural differences

can impact various aspects of international management.

The lectures will be based on the basic activities of HR:

- Human resource planning

- Staffing (recruitment, selection, placement)

- Performance management

- Training and development

- Compensation (remuneration) and benefits

- Industrial relations

Pedagogical Goals

After completion of this module, students should have a good understanding of basic HR-activities and the role of HR in an

(international) organization.

It should become clear to students throughout this module that the contexts in which organizations operate, can determine

operations in local subsidiaries. After attending the lectures, students should have a better understanding of organizational

policy and the need for standardization/diversification when operating internationally.

Since the module is in English, students should be familiar with the basic vocabulary, abbreviations and expressions that

one will encounter in internal organizations, after having participated in the lectures.

Assessment

• PowerPoint presentations and participation (40%)

• Exam (60%)

Students will prepare a PowerPoint presentation. This PPT will be presented to the rest of the group during the final lecture.

The topics for the PPT presentations will be handed out at the beginning of the module. Overall participation throughout the

module will be taken into account for the evaluation of the PPT presentations.

GRH 12.402 - Human Resources in a Global EnvironmentSUPTG-



Assessment

A separate exam will be planned after the lectures. The exam will consist of multiple-choice questions, based on the

chapters that students will have to study during the module. The references for this module are available in the BEM library

or on Scholarvox (accessible with a BEM ex-libris account).




Pedagogical Cycles


1 D Introduction of the module and the (external) influences in

globalized organizations.KRAAK Johannes 3

2 D The role of HR, the basic HR-activities, change from

Industrial Relations to Human Resource Management,

Strategic aspects of HR, Domestic versus International HR

KRAAK Johannes 3

3 D Human resource planning and Staffing (recruitment,

selection, placement)KRAAK Johannes 3

4 D Performance management KRAAK Johannes 3

5 D Training and development KRAAK Johannes 3

6 D Compensation (remuneration) and benefits KRAAK Johannes 3

7 D Industrial relations and labor law KRAAK Johannes 3

8 D PowerPoint presentations + Conclusion KRAAK Johannes 3


ReferenceBloisi, W. (2006) "An Introduction to Human Resource Management".

McGraw-Hill

Conklin, D. W. (2010) "The Global Environment of Business". Sage

Harzing, A. W. (2010) "International Human Resource Management". Sage

Indicative BibliographyPowerPoint presentations

Documents will be uploaded to e-valoris

Lectures

Case Studies

Exercises

Group work

Discussions



economic…)


company…and to give them the means to develop them and update them.




French as well as in English.




General Data


Lecturer(s) REMAUD Hervé

DUNOGUIER PhilippeModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 3

length :Class : 24 h

Personal work12 h

LanguageEnglish Prerequesities

Presentation

This module concentrates on the major dimensions of international marketing. When studying this course, you will be able

to apply and use, in an international context, the concepts of marketing that you have acquired in previous marketing

courses.

This course may differ from other “regular” courses in management first because the scope of market opportunities and

threats is global and second because the course relies on a problem-based learning approach. This means that students

are confronted to an international marketing challenge that a company faces. Based on an international marketing problem

raised by a marketing / managing director, as well as based on the key international marketing concept, students are asked

to deliver and present an international marketing plan at the end of the module in front of that marketing / managing

director.

Pedagogical Goals

On completion of this course, students should be able to:

Develop international marketing activities in their actual or future organisations.

Analyse the marketing practices and problems of organisations within a global context.

Discuss the various environmental variables that impact on international marketing including economic and financial

variables, social and cultural, political and legal, and information and technology variables.

Develop international marketing strategies for consumer products, and industrial products.

Appraise marketing strategies that may be necessary for different markets.

Assessment

70% Written international marketing plan

30% Oral presentation of the international marketing plan

MRK 12.401 - International MarketingSUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D Why study International Marketing? Its role, scope and

importance and real live case study presentationREMAUD Hervé 3

2 D Deciding which market to enter DUNOGUIER Philippe 3

3 D Researching and Screening International Markets DUNOGUIER Philippe 3

4 D Market Entry Strategies DUNOGUIER Philippe 3

5 D Planning for International marketing REMAUD Hervé 3

6 D Gaining International Competitive Advantage REMAUD Hervé 3

7 D Distribution and Promotion in International Markets REMAUD Hervé 3

8 D Groups presentation REMAUD Hervé 3


ReferenceIndicative Bibliography Problem-based learning

Real live case study



economic…)





MRK 12.401 - International MarketingSUPTG-Bachelor of Commerce



General Data


Lecturer(s) DERBAIX MaudModule Type Traditional Face to Face Class


Semester 4

ECTS Credits 3

length :Class : 24 h

Personal work8 h

LanguageEnglish Prerequesities

Presentation

Marketing takes concrete shape in companies and in not-for profit organisations through a series of operational decisions

concerning:

1. the existing and new products or services to be offered and the manner in which these will be packaged and branded

2. the pricing strategy to be implemented and the tactical pricing changes to be made on a regular basis

3. the distribution outlets targeted and the activities undertaken to ensure the products and services are available as

desired

4. the different forms of communication with different customers segments and target groups

These tasks – commonly known as the 4P's or the marketing mix – make up the basic tool box of marketing executives and

students need to be familiar with all of choices available, the implications of each choice in terms of implementation and the

importance of building and maintaining coherence in the overall marketing mix to create and sustain competitive advantage

in the marketplace.

Pedagogical Goals

• Introduce the basic concepts and practices of each of the 4 P's of the marketing mix

• Develop a coherent marketing mix in relation to the strategic choices of target segment and desired positioning

• Apply these concepts and practices by analysing situations and making specific recommendations in relation to the choice

and implementation of the relevant marketing tools

• Learn to justify and defend strategic and operational recommendations

Assessment

Group participation and presentation in class (Group Project): 50%

Final exam: 50%

MRK 12.402 - Managing the Marketing MixSUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D Introduction to operational marketing

DERBAIX Maud 3

2 D How to build a marketing plan? Pre-requisites DERBAIX Maud 3

3 D Segmentation, targeting and positioning DERBAIX Maud 3

4 D Product Strategy DERBAIX Maud 3

5 D Pricing Strategy DERBAIX Maud 3

6 D Place strategy DERBAIX Maud 3

7 D Promotion Strategy

DERBAIX Maud 3

8 D Group Project Syntheses and Final Presentation DERBAIX Maud 3


ReferenceGary Armstrong, Philip Kotler, Michael Harker & Ross Brennan, "Marketing:

an Introduction" (2009): Prentice Hall Indicative BibliographyIn class

Lectures in English

Active participation is required

(Group project)


LG2 To make them share and put into practice a certain number of basic values: to understand and respect

differences, respect their commitments, courage, persistence and sense of responsibility.



LG4 To develop their thought process, analysis and reasoning.



French as well as in English.

MRK 12.402 - Managing the Marketing MixSUPTG-Bachelor of Commerce



General Data

Academic Pole Marketing Module Leader BRESSOLLES

Grégory

Lecturer(s) WANIS-ST. JOHN

Anthony

Module Type Traditional Face to Face Class


Semester 4

ECTS Credits 3


Presentation

The course in Commercial Negotiation is offered as an interactive, skill-building and concept-strengthening learning

expérience, making use of a variety of Learning Tools ; including negotiation simulations and exercises, plenary and Small

group discussions, substantive lectures and powerpoint présentations by the instructor. The instructor has more than a

décade of teaching international and interpersonal negotiation skills to business, government and humanitarian

professionals and students in a wide variety of contexts.

Pedagogical Goals

Improve awareness of negotiation variables, assumptions and concepts

Explore and improve the students’ persuasive abilities in conflict and transactional situations

Practice working in groups on multilatéral negotiations as well as one-on-one in bilatéral negotiations

Develop enhanced vocabulary of negotiation terminology based on cutting edge and classical theoretical knowledge

Develop skill of systematic préparation for negotiation

Assessment

The course grade is assessed by measuring the engagement and interactivity of the student (participation) at 50%, and by

administering a written examination, also at 50%

MRK 12.403 - Principles of commercial negociationSUPTG-Bachelor of Commerce



Pedagogical Cycles


1 D Paradigms of negotiation WANIS-ST. JOHN

Anthony

3

2 D Distributive versus intégrative negotiation WANIS-ST. JOHN

Anthony

3

3 D Psychological and social obstacles to negotiation WANIS-ST. JOHN

Anthony

3

4 D Overcoming barriers and obstacles WANIS-ST. JOHN

Anthony

3

5 D Multilateral negotiations WANIS-ST. JOHN

Anthony

3

6 D Negotiation in teams WANIS-ST. JOHN

Anthony

3

7 D Application to sales, business development and crisis

negotiationsWANIS-ST. JOHN

Anthony

3

8 D Summary and examination WANIS-ST. JOHN

Anthony

3




MRK 12.403 - Principles of commercial negociationSUPTG-Bachelor of Commerce



General Data

Academic Pole Organisation, Responsability and Globality Module Leader SIONNEAU

Bernard

Lecturer(s) THIOLAS JulietteModule Type Traditional Face to Face Class


Semester 4

ECTS Credits

1.5


Presentation

The aim of this course is, on the one hand, to give students some insights of the complexities and challenges of the

European environment from a business culture standpoint and, on the other hand, to shed the light on the opportunities and

perspectives it offers.

We’ll start with the analysis of the building, organization, main responsibilities and orientation of the main European Union

institutions. Several key matters such as the landmarks characterizing the EU, the adoption of the intergovernmental and

supranational government (the single market and single currency), the trade, services and competition policies as well as

the current prospective enlargement of the Union and its different actors will be at the core of those courses. Analyzing

those events will allow us to assess the European Union’s influence and of its actors, as well as the perspectives available

to any company and business actors and/or partners holding links with the European single market. Some parallels will be

made in between Europe’s main economic partners like the BRIC and Middle-East countries.

Pedagogical Goals

The objective of the course is to give students some knowledge and to trigger thoughts and discussions on the way the

European Union has been built up and the way it evolves on the worldwide scene and market. Students should understand

more thoroughly and measure the effects of globalization as well as the game of the different actors involved. Those

national and international actors will be identified then used for students to make up their minds on who pulls the strings of

the worldwide market and of national economies.

Another main focus of the course is to encourage our future managers and entrepreneurs to seriously analyze the chances

that they have at their disposal to increase their professional interaction within Europe and the rest of the world and

particularly with the BRIC and Middle-East countries.

Assessment

Students will get two marks, one oral and one written.

The oral one will account for 50% of the final mark and will be given after a group presentation of a case study on a country

of their choice. The protocol of research for this work will be explained and handed out during the first class.

Each member of the group will then be assessed individually.

The written mark (which will account for 30%) will be delivered through the writing of a file following the group presentation.

Each member of the group will be allotted the same mark.

The 20 remaining % will be given after participation and involvement in research during the classes since interactions in

between the students and their knowledge and experience is strongly encouraged and searched for.

STR 12.401 - Doing Business in EuropeSUPTG-Bachelor of Commerce



Assessment




Pedagogical Cycles


1 D 1.Construction, structure and positioning within the

international community: A political, economic, legal and

social entity still under construction, enlargement and current

projects, issues such as the single currency. Moreover, will

the increasing number of inhabitants in Europe be enough to

challenge existing world powers such as the North American

countries and the emerging BRIC countries?

THIOLAS Juliette 4

2 D 2. The national and international actors involved in Business

in Europe: strategies, power relationship, who pulls the

strings? Can we say that the EU is the leader and totally

master the decision-making process or is it a weak actor

completely or partly submissive to internal or external actors.

THIOLAS Juliette 4

3 D 3. Firms in Europe: Challenges and opportunities. Business

strategy to enter, remain competitive and attractive in the

global market. Obligations, frameworks (political, legal, social,

environmental, security, employment, tax), business ethics.

THIOLAS Juliette 4

4 D 4. Europe’s main business partners: Economic links and

geopolitical features in between the EU, developed nations

such as the USA, and emerging countries such as Brazil,

China, Russia, India (BRIC countries) and the Middle-East.

THIOLAS Juliette 4


Referencehttp://europa.eu/index_fr.htm: portail de l’Union Européenne

http://www.ena.lu/fr/: Référence multimédia sur l’histoire de l’Europe

Indicative BibliographyRegular browsing and reading of newspapers or magazine

such as the Economist, the Time, the NYT, the Herald among others.

Classroom lecturing and exchanges

with some Powerpoint slides and

printed documents.

Personal computers will be used to

make some research in order to

enrich the learning and discussions.



economic…)







