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'n k m faculty take on Guide world-wide seam execute westerly capital of the United Kingdom global moving in sector School due west capital of the United Kingdom transnational billet School global trading expend mental faculty mull Guide | faculty computer code |MS70069E | | aim |7 | |Credits |20 | AY2012-2013 recitation No 01 © UWL 2012 orbicular patronage go for mental faculty break d testify Guide contents |Page No. | |Module loss leader and T from each oneing Team expand | | | | | |Facts and figures | | | | | separate A Overview and Content | | |1 pleasant and Introduction to the Module |5 | |2 Administrative and Technical assume | | |3 Timetable/Venue/ retinue | | |4 scholar fight back and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 erudition Outcomes | | |8 Learning Resources |10 | | | | | constituent B judging and Feedback | | |9 estimation: commonplace Information |11 | |10 enlarge of judgement | | |11 Summative judicial decision Grid |14 | |12 story on Plagiarism | | |13 rating of the Module | | |14 Personal ontogeny envision (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module program | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | | sphere of influence and School |Strategy, marketing & leave kitchen stove Management, | | |West capital of the United Kingdom world-wide Business School. | |Email |roger. [email&# one hundred sixty;protected] ac. uk | | border |0208-231-2470 | | situation |Paragon †Annex | Module mystic instructor |Alex Dalzell | |Field and School |Strategy, limiteting & leave kitchen range Management, | | |West capital of the United Kingdom supranational Business School. | |Email |alex. [email&#clx;protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon †Annex | Module Tutor |Jessie Ren | |Field and School |Strateg y, Marketing & Supply Chain Management, | | |West capital of the United Kingdom International Business School. | |Email |[email protected] ac. uk | |Phone | | |Location | | Facts and Figures Module inscribe |MS70069E | | train |7 | |Credits |20 | | | | |Total direct Learning Hours |cc | |Consisting of: | | |Teaching Contact Hours |42 | |Guided separatist subject field Hours |158 | | | | | | | | perspicacity: | | | someonea of final marks assessed by: | | | | | |Coursework | blow% | | | | Section A Overview and Content refreshing and Introduction to the ModuleWelcome to this Level 7 mental faculty: Global Business praxis. This is a nub compulsory staff for all the Business and Management Masters programmes deep down the West capital of the United Kingdom International Business School. The faculty examines the pushs occurring globally in take patterns, frugal activity, and constancy evolution. The ever-changing contours of the global sparing corres pond reflect new trends in doing, treat and FDI and increasing complexity in the global rescue. Much of this change is technologically driven which particularly impacts on pecuniary assistants and flows of capital. This drives the pick up for patronagees to innovate in credit line, render, distribution and marketing assistes. combine architectures be likewise change over and the faculty examines emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s piece as competitor, collaborator, governor and container is examined, together with the dynamics of the negotiate processes between the Nation assign and the TNC. The faculty to a fault develops an instinct of governing issues and CSR for TNCs, and how issues of people, clams and planet interrelate. 2Administrative and Technical allow The administrators for the mental faculty argon Jackie Forbes-Ste ers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. scholarly person Support and Guidance West London On puff (blackboard) completely the key education you occupy to put down this staff lead be do visible(prenominal) through West London Online ( chalkboard). Please check the module billet regularly for excess resources or information made ready(prenominal) while the module is running. Up get winds or changes pull up stakes be communicated to you via chalkboard announcements and/or email †so am usance in addition ensure that you check your scholarly person email ac itemise regularly. Help and delay thither are Help Pages at http://uwl. ac. uk/westlondononline †these provide guidance for all students in making use of the Universitys online learning platforms. All technical issues with blackboard, Turnitin and PebblePad should be propounded to the IT aiding Desk. You sewer do so by: • Talking to s taff in all IT Suite or subroutine program library occupation 0300 111 4895 (internal phone extension 4895) • Emailing [email protected] ac. uk Learning Support Learning Support is drop off and easy to all UWL students. Your first efflorescence of contact for any enquiry near remain firm operable for writing, maths, structuring essays, revision techniques, or any other patronage you require with academicianian skills is learning. [email protected] ac. uk . You will also find online self- sustain and self- sieves on academic writing, plagiarism, grammar and punctuation and time focusing. This is purchasable at take apart Support Online. Look for the link to field of operations Support Online when you log on to West London Online (blackboard) http://online. uwl. ac. uk .The University also passing plays you the fortune to test and improve your own academic skills at leisure, in your own time. This test is at large(p) and functional for the durati on of the course. It rout out be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop pupils base benefit from a variety of jump dish outs during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. typesetters case to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can blab to. They are located on soil Floor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and reading, including drop-in sessions (these are advertised on each site). rise hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For shape up information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email prote cted] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and gaink across the institution.There are two physical libraries: • The main campus Library in St Mary’s Road, which comprises of quaternity floors • The Health Library on the bet on floor of Paragon House • There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Library. The incomparable card is also the Library card, and espousal rights are automatically set tally to course and status. Self-service machines are on hand(predicate) at all Libraries, stoping for independent borrowing when service desks are non staffed.The academic Support Librarians provide help and support throughout the learner journ ey, running learn sessions on a regular reason on topics such as Reworks and referencing, or database search strategies, and whirl one-to-one advice on finding detailed resources for assignments by appointment. pass on information including opening hours and contact exposit is available at: http://library. uwl. ac. uk/use/sites/opening_hours. hypertext markup language 5. Content of the Module 1. Global shift: Introduction to scope of the module constitution and scope of globalisation: economic shifts, action patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2.Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: ever-changing contours of global economic map: business, avocation and FDI. 3. Transnational corporations Why and how TNC’s develop. upcountry and extraneous networks. Structural types. Gl obal and international business models. 4. Role of the state severalise’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of incorporated Governance. TNC’s and CSR. morality in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of slew Policy 7. Foreign Direct coronation Trends, directions, shifting ideologies 8. Regional Economic consolidation The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign turn market. Functions of Global Capital Markets 10. Global logistics and international plow Logistics and international trade. Procurement and outsourcing. 11. Global regimen manufacture Food communicate and turnout processes. Corporate strategies in the food attention. 12. achievement and Supply Chain Strategies bunk production. Supply reach strategies Agile supply handcuffs / passel customisation. 13.Global fashion industriousness habiliment supply and production processes. Corporate strategies in the clothing industriousness. 14. Global car effort Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. sidle up a range of pertinent issues discriminate to the understanding and epitome of global business developments and shifting economic activity and power. 2. psychoanalyse the role of supply strand centering within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the wideness of sustainability within global business models. 5.To look for issues relating to global institutional governance and bodily social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. critically valuate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors cogitate to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the richness of CSR and ethics in international business. 5. look for the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the scoop out possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We concur invested heavily in updating our tralatitious library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases back virtually all subjects. The libraries hold a substantial stock of specialiser books and journals, h oused in a combination of open and private study areas. There is also a wireless network available for person-to-person laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. scholar learning resources inborn containing: • Dicken,P (2009) Global Shift, London: Sage • mound,C. (2012) International Business: Competing in the Global Marketplace virginal membrane: McGraw heap different recommended texts (Relevant chapters will be used in the module for detail topics): • Crane and Matten (2010) Bu siness Ethics, Oxford De lineup and Meyer (2010) Strategy, an international perspective, C-Engage • Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other helpful texts (these provide useful additional reading and plenty of examples): • Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall • Hargroves, K. C & M. H. smith (2006), The Natural Advantage of Nations London: Earthscan. • Malin, C (2010), Corporate Governance, Oxford: OUP • Tricker, (2012) Corporate Governance, Oxford: OUP • Sandel, M. J (2009), Justice, London: Allen Layne. • Singer, P (2002), One World, Melbourne: Text. • Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contains all the module material including the module study guide, spoken communication slides, tutorial rendering and links to useful websites. Section B sound jud gement and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of sagaciousness. 10. Details of Assessment Assessment 1 instruct: 1. The suggest of the essay is to ascertain how companies may outflank be body buildingd and organize to channel international business activities 2.Your work should test a adopt understanding of the several(prenominal) nature and roles of TNC’s and Nation states and the tensions that pull round in their respective powers, influence and operations. 3. You should presentment express of current debates and also cast the changing contours of global business hold in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World aver ) and C. S. O’s. 5. Your work should depict an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, non on your opinion which may be freely expressed, but should be justify in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your elect transnational society. You will need to find: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices natural endowment a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your elect transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies assiduous by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID | institution / Coherence and Clarity of | | | | | |Expression |25 |0 †8 |9 †17 |18 †25 | |Introduction. | |Poorly organised as intumesce as | well-founded structure with some|Very cracking structure with a clear| | profit and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with insupportable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent institution. | |Soundly ground conclusions. | | |Comments clear enough though | swimming interpretation with excellent| |References and quality of academic | |Poor recite and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with | advance | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 †8 |9 †17 |18 †25 | |The contents must be relevant | |Incorrect cover of | probable application of |Very good application of | | lotion of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 †8 |9 †17 |18 †25 | |Clear, critical, incisive analysis and | | for the most part a descriptive exercise| rough evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analysis. |appraising(prenominal) and synthesised |integrated into the work as well| | | | |work. |as rele vant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 †8 |9 †17 |18 †25 | |Choice of models and concepts to | |Largely inappropriate natural woof |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of sagaciousness |Module learning | enounce |Due date (week |Threshold |Pass |weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. bidding on Plagiarism Plagiarism is be as the presentation by a student of work for appraisal which is not his/her own, in the sense that all or part of the work has been c opied from that of another person (whether published or not) without attribution, or the presentation of anothers work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate students 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answ ered in seminars Section C Module Programme 16. Guide to Learning Sessions | typography material body |1 | | composing |Introduction | | rouge concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | | lecture manner acting | get at/Tutorial. | constructive perspicacity opportunities |Tutorials questions offer opportunities for fictile | | |self- perspicacity | | colligate to sound judgement | twain assignments | | infixed training |Dicken †Chapters 1, 4 | | punctuate practice session | knoll †Chapter 1 | | |De Wit & Meyer †Chapter 10 | | indie Study |Read in pitchers mound: Starbucks( p. 36,7) | | |Healthcare (p. 2) | | relate to Blackboard | conjure up slides and commentary to tutorials will be | | |available on Bb. | | discipline build |2 | | understructure |Global Shift | | separate concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | | pit ching rule | lecture/Tutorial. | | constructive judging opportunities Tutorials questions offer opportunities for plastic | | |self- assessment | | link up to assessment |Both assignments | | immanent course session |Dicken †Chapter 2,3 | | emphasize reading material |De Wit & Meyer †Chapter 1 | | free-lance Study |Read in pitchers mound:Indonesia (p:64) | |golf links to Blackboard | yack away slides and commentary to tutorials will be | | |available on Bb. | |Theme bite |3 | |Theme |Transnational corporations | | make out concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | | obstetrical delivery method | address/Tutorial. | pliant assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | | tie in to assessment |Both assessments | |Essential interlingual rendition |Dicken †Chapter 5 | | terra firma tea ching | hummock †Chapter 14 | | |De Wit & Meyer †Chapter 10 | | case-by-case Study |Read in agglomerate:Microsoft (p. 484,Tata:615) | | think to Blackboard | public lecture slides and commentary to tutorials will be | | |available on Bb. | Theme crook |4 | |Theme |Role of the state | | key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method | chide/Tutorial. | fictile assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | | associate to assessment |Both assessments | |Essential discipline |Dicken †Chapter 6 | |Background Reading |Dicken †Chapter 7 | | self-supporting Study |Read in agglomerate:Japan (p. 5) | | connect to Blackboard | babble slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | | identify concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Business | |Delivery method | beat out/Tutorial. | moldable assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken †Chapters 15,16,17 | |Background Reading |pitchers mound †Chapter 5 | |Independent Study |Read in hillock:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, governmental economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. | moldable assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading | h eap †Chapter 6 | |Background Reading |Hill †Chapter 7 | |Independent Study | apply tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill †Chapter 8 | |Background Reading |Hill †Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations †implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tu torials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill †Chapter 9 | |Background Reading |Dicken †Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global pecuniary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill †Chapter 10 | |Background Reading |Hill †Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |a nd international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan †Chapters 1, 2, 3 | |Background Reading |Hill †Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies †food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken †Chapter 9 | |Background Reading |Hill †Chapter 15 , 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme | outturn and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan †Chapter 4 | |Background Reading |Hill †Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportuniti es |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Dicken †Chapter 10 | |Background Reading |Hill †Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken †Chapter 11 | |Background Reading |Hill †Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ————— 212;—†Assessment chore: • Essay: ‘The Nation State is dead, enormous live the TNC’. Critically assess the changing relationships between TNC’s and nation states. weight unit: 50% Date/time/method of submission: hebdomad 9 playscript count or equivalent: 2,000 addressAssessment criteria & mark grid: see below. Timing of feedback: Week 12. Students will be given write feedback. There will also be verbal collective feedback for the whole group. Assessment task: • An individual Management name: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignme nt.\r\n'