Mor 542 (Section 16692R), Fall 2015 Strategic Issues for Global Business Popovich 202, TuTh 5: 00 6: 20 pm

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MOR 542 (Section 16692R), Fall 2015
Strategic Issues for Global Business
Popovich 202, TuTh 5:00 – 6:20 pm

Terance J. Wolfe, Ph.D.

Office: Bridge 307-F

Phone: 213.740.0765

FAX: 213.740.3582

Office Hours: by appt
Course Overview
If you’re not confused, you’re not thinking straight, Simone Weil

No problem can be solved from the same consciousness that created it, Einstein

This class seeks to extend and refine your understanding of the setting and practice of the strategic management of global business. The course complements the knowledge, skills and understanding derived through GSBA 519B, GSBA 515, and the learning and experience obtained through PMGlobe or PRIME. It does so through an in-depth analysis of contemporary global strategic business issues, and a deeper examination of various global strategies, structures and sources of competitive advantage.

Central to an understanding of strategic issues for global business are an appreciation for both the external context or operating environment of the firm, as well as the firm’s internal strategies, structures and capabilities. Therefore, we will examine strategic issues at both the external and the internal levels. What challenges are presented by the environment?, and how well resourced, structured, etc is the firm for competently responding to them? How do these jointly impact the identification of firm-level key strategic issues? Strategic managers and decision-makers are historically myopic, ahistorical, apolitical and ethnocentric in their perspectives and their choices – perhaps to our collective detriment. This class seeks to contextualize global business strategy by enhancing awareness of contemporary global issues, their significance to global strategy, and their potential impact on strategic choice.

Objectives. The purpose of this course is to focus on current strategic issues affecting global business. The major objectives for the participants are to:

  • Develop and enhance a global mindset and further an appreciation for the global context of contemporary business.

  • Increase awareness and knowledge of global structures of trade and governance, and how they both shape and influence, and are influenced and shaped by, global organizations.

  • Foster an awareness of (a) contemporary global issues and current events, and (b) their impact on global strategic business decisions.

  • Increase knowledge and understanding of global strategies, structures, and sources of competitive advantage.

  • Examine business ethics, integrity and social responsibility in the global context.

Instructional Philosophy

The key to acquiring knowledge is involvement. A critical measure of knowledge acquisition is the ability to formulate better questions; this is your class challenge. As a graduate student, you are expected to participate actively, responsibly, and competently. Involvement takes many forms including discussion, questioning, reports, analysis, and problem-solving. I have high expectations for your participation. This requires that you take the initiative to prepare adequately for each session through reading, exploring, and analyzing the assigned material.

Each student can achieve the course objectives through the following process:

  1. Competent preparation – demonstrated by active participation in assigned activities, including case preparation, analysis, and discussion.
  2. Integration of subject matter – demonstrated through oral and written reports, and the nature of questions asked and answered.

  3. Professional approach – demonstrated by reflecting a mature, responsible, and managerial perspective to the analysis and understanding of organizations and the concepts under review. This may also be evidenced by respect for the thoughts and contributions of your classmates as well as the instructor.

  4. Punctuality – demonstrated by timely arrival for each class session, as well as timely delivery of course assignments.

Course Format
The course will employ a variety of pedagogical approaches including lecture, guest speakers, discussion, in-class exercises, case analyses, videos, and individual and team presentations.
Course Materials
The majority of class materials are available through the web; the appropriate addresses are provided in the schedule of classes (see pages 12 – 20 of this document). In addition, there are a set of required Harvard articles and case studies to be purchased and downloaded directly through the Harvard Business School website. These are all identified in red on pages 13 – 21. Specific download information will be emailed to you entitling you to a 50% academic discount.
Requirements & Grading
Satisfactory completion of each of the following requirements is necessary for a passing grade:

  1. Advanced preparation of class assignments

  2. Class participation 15.%

  3. Individual Case Analysis 20%

  4. Global Mindset Review & Action Plan 15%

  5. Team Presentations

Global Governance Institutions 15%

Cross-cultural Management Practices 15%

Nora-Sakari 10%

MedLee 10%

TOTAL 100%


Assessments of student performance fall into two broad classes of evaluation: individual contributions, and team analyses and presentations.

A. Individual Evaluations (50%)

Each student has direct and complete control over fifty (50) percent of her/his final grade. There are three components: class participation (15%), one case write-up (20%), and a Global Mindset self-evaluation and action plan (15%). Passing performance on each of these is essential for overall individual success.

Class Participation (15%):

The primary instructional vehicle is classroom discussion and engagement. Class participation is essential to course success. It is imperative, therefore, that students thoroughly prepare in advance of each class.

Case Write-Up (20%)

We will discuss five Harvard case studies. Each student will complete one brief individual case analysis of her/his choosing from among these five. Discussion questions are provided in the syllabus (see pages 9-11). Students should present their specific recommendations along with their supporting analysis based upon application of appropriate analytical techniques and related course content. Write-ups should not exceed five (5) pages of written text (Times-Roman 12, double-spaced, page numbers) using the Executive Case Summary format as illustrated below. Appendices may be included beyond the five pages based upon your discretion.

Cases will be evaluated based upon the selection and application of appropriate tools and concepts, as well as the quality of the rationale developed to support your approach, and decision and action recommendations. Cases are also evaluated in relation to each other. Students that clearly demonstrate extra effort, thoughtfulness, engagement will perform better than their peers. Assume that I have read and am familiar with the case situation; therefore, do NOT simply reiterate known case information – use case data tactically to support your framing of the problem and your recommendations.

Executive Case Summary Format. A basic case write-up format is provided below. Treat each of these as bold-faced section headers in the form of a sentence as suggested here. Follow each section header using paragraphs and bullets, as appropriate, with the data, rationale, etc that supports the assertion made in the header:

  • The problem(s) Company X must address is ________. (outline problem)

  • The situation X is facing is __________. (root issues)

  • The opportunity for Company X is _____, and its challenge is _______.

  • To address the problem X is facing, it should _______. (recommendations)

Global Mindset Self Evaluation and Action Plan (15%). Each student will complete the Thunderbird Global Mindset Inventory and perform a constructive self-assessment and propose a personal development action plan for improving one’s global mindset.

In developing your self-assessment, you will find it useful to think through the “Personal Observations” questions provided on pages 17-20 of your GMI feedback report. You will also find it very useful to consider and reflect upon the “Questions to Ask, Steps to Take” sections at the end of each of the Cabrera & Unruh chapters in Being Global.

Your paper should address the following:

  • Identify and briefly elaborate your global mindset strengths: what is it about your life and past experiences that have contributed to these strengths; in sum, what have been your formative experiences vis-à-vis the development of a global mindset
  • Identify and briefly elaborate your development opportunities vis-à-vis your global mindset. Take into account the three types of “capital” and each of their respective elements (nine elements total). Where can you benefit from the greatest development?

  • Develop a behaviorally-based action plan for further developing your global mindset. Prioritize your developmental needs, and identify specific behaviors and actions you can undertake in the next 6-12 months to achieve them.

Your assessment will be graded equally across each of these three tasks and, as with all assignments, in relation to the performance of your peers. That is, the more thoughtful and reflective paper (not the longest) will be graded higher.

A well-written paper should be 3-5 pages in length not accounting appendices.

B. Team Evaluations – Group Analysis and Presentation (50%)

Fifty (50) percent of each individual’s grade is a function of her/his ability to work with others and make contributions toward collective analyses and presentations. An essential attribute of organizational success, and a quality often stressed by recruiters, is the ability to work effectively with others. This course allows you to continue honing your skills in contributing to task groups and collective performance. It does this through written group projects and oral presentations.

The purposes of group projects are to enable each student, through individual effort and group interaction. ALL teams will develop presentations for each of the following topics; ONLY some teams will present in class according to the following schedule:

  1. to review and present on a specific global strategy topic to include the following:

    1. a global governance structure such as the WTO or a regional trade organization/agreement (3-person teams; seven teams will present on Oct 13),
    2. cross-cultural management practices (3-person teams; six teams will present on Dec 3); develop insight into cross-cultural management practices by comparing and contrasting management styles and practices between a “host” country and a “target” country.

  2. Examine cross-national and cross-cultural issues that arise in joint venture partnerships and negotiations through two case simulations – Nora-Sakari (Sept 22) and MedLee (Nov 24).

Team projects will be jointly evaluated by the professor and team members through peer evaluations.

Written and Oral Report.

Global Governance Institutions and Cross-Cultural Management Practices (30%). Each 3-person team will prepare and deliver a powerpoint presentation and submit a hard copy. All submitted powerpoint presentations will be posted to Blackboard. Hard AND soft copies of powerpoint presentations are due to me by noon on the day of your presentation. A powerpoint deck must be capable of “standing on its own”. Therefore, please use the “Notes” section for each slide to provide the necessary information and elaboration so that the reader can fully understand and appreciate your message.

Nora-Sakari and MedLee (20%). Each team will prepare negotiation briefings on their position vis-à-vis two in-class (ELC) negotiation simulations. Each team should propose its negotiation strategy and provide its rationale for that strategy.

Peer Evaluations (15%). Group assignments pose evaluation problems as to the contributions of individual members -- a problem well acknowledged in the literature on organizational economics. Specifically, this poses a problem of ``opportunism’’ or ``shirking’’ in team production. To control for such opportunism, each team member’s performance will be evaluated by every other member; that is, by those who are most likely to know, and therefore most capable of evaluating, individual contributions to group effort. Fifteen (15) percent of your team grade is assessed by peer evaluation. Please review the peer evaluation form included in this syllabus.

Course Text and Reader
Angel Cabrera & Gregory Unruh (2012). Being Global: How to Think, Act and Lead in a Transformed World. Harvard Business Review Press.
Course Pack from Harvard TBD
Article Links embedded in Syllabus

Thunderbird Global Mindset Inventory

Academic Integrity Policy
The Marshall School is committed to upholding the University’s Academic Integrity code as detailed in the SCampus Guide. It is the policy of the Marshall School to report all violations of the code. Any serious violation or pattern of violations of the Academic Integrity Code will result in the student’s expulsion from the degree program.

It is particularly important that you are aware of and avoid plagiarism, cheating on exams, fabricating data for a project, submitting a paper to more than one professor, or submitting a paper authored by anyone other than yourself. If you have doubts about any of these practices, confer with a faculty member.

Resources on academic dishonesty can be found on the Student Judicial Affairs Web site ( The “Guide to Avoiding Plagiarism” addresses issues of paraphrasing, quotations, and citation in written assignments, drawing heavily upon materials used in the university’s writing program. “Understanding and avoiding academic dishonesty” addresses more general issues of academic integrity, including guidelines for adhering to standards concerning examinations and unauthorized collaboration. The “2005-2006 SCampus” ( contains the university’s student conduct code.
Students with Disabilities

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

Rank order each of the members of the team with which you worked for the Governance Institutions and Country Analysis projects INCLUDING yourself on each of the items below (1 is best, 2 is next best, etc.). The Peer Evaluation counts towards each student’s final grade. Use the back of this form for required comments as per the guidance at the bottom of this page.

Please list each of your group members below in alphabetical order by last name. Be sure to include yourself.


Group Members: A. ________________________________________________

B. ________________________________________________

C. ________________________________________________

D. ________________________________________________

E. ________________________________________________

Rating Criterion / Group Member






1. Quality of contribution to group discussions

2. Quality of contribution to writing the assignment

3. Quality of contribution to organizing the assignment

4. Quality of initiative when something needed to get done.

5. Reliability in completing assigned responsibilities

6. Amount of effort put forth.

7. Commitment to the group

8. Leadership, motivation provided to the group.

9. Emphasis on getting the task done.

10. Emphasis on cooperation and working well with others.

11. Would want to work with this group member again.


Assign an alphabetical grade to each member of the group based on your OVERALL impression of her/his contribution to the group’s performance. You may assign a group member any grade from 0 to A+. However, you cannot assign A’s to more than two of your group members.

Failure on the part of each team member to observe this constraint will result in each team member receiving a B for the peer evaluation.

On the following page, provide at least three directly observable behaviors that represent what you believe each team member did well, AND at least three behaviors that you observed that represent areas for improvement/development for each team member. This is NOT about personalities, but rather it is about those behaviors that are in service and supportive of successful team work and those behaviors that are not.

Did Well (behaviors):

Area for improvement/development (behaviors):

Did Well (behaviors):

Area for improvement/development (behaviors):

Did Well (behaviors):

Area for improvement/development (behaviors):

Did Well (behaviors):

Area for improvement/development (behaviors):

Did Well (behaviors):

Area for improvement/development (behaviors):


  1. What do you think were the root causes for Chiquita’s actions in Columbia that ultimately led to their conviction?

  2. Conduct a stakeholder analysis:

    1. Who are the stakeholders in this case?

    2. What is their relative influence; that is, which stakeholders are the most powerful/influential? Which are the least?

    3. What are their specific goals/objectives/interests?

    4. What are their outcome preferences?

    5. Whose interests are similar? Different?
    6. How would you recommend addressing their respective outcome preferences?

  3. Do you think Chiquita or its managers had a choice? Why or why not?

  4. What other companies or industries do you think should be worried about the type of experience Chiquita had in Columbia? How, if at all, does this story affect your perspective on doing business abroad? (See also the assigned youtube video on William Browder’s experience in Russia).

  5. What can current CEO Fernando Aguirre do now to restore Chiquita’s reputation and ensure future competitiveness?



  1. What parameters measure the success of a social entrepreneurship venture?

  2. What factors led to the success of the Grameen Bank?

  3. What problems did the Grameen model face?

  4. What factors led to the success of SafeSave?

  5. Is Safe
    Save replicable? Is SafeSave scalable? To what extent?

  6. How do the players discussed fit into the generic competitive strategies framework (Porter)?

  7. Which type of microfinance business models should Subramaniam target for investment in India?

Godrej Chotukool

  1. Assess the business case for Chotukool. What are the critical success factors for this product to succeed?

  2. What criteria should Godrej use to evaluate its strategy? Should Godrej invest in this business?

  3. Is there a threat of quick imitation by competitors that Godrej should consider? If so, how?

  4. What is your take on the simultaneous pursuit of two parallel business models in the same cooling solution industry? Does it entail any risk for Godrej?
  5. How should Godrej pursue its strategy for Chotukool? What are the implications for its brand and its overall corporate strategy?

  6. What challenges do you foresee for Godrej as it takes Chotukool to various geographical markets across the country?


  1. Are IBM’s CSR activities a coherent whole? Where does the CSC fit into the broader portfolio?

  2. What is your assessment of the CSC’s effectiveness and impact (both business and social)? What are the strengths and weaknesses of the program?

  3. What are your recommendations for the CSC moving forward?

  4. Taking into account the Porter & Kramer framework on Strategy and CSR, provide a constructive critique of IBM’s CSC and broader CSR initiatives.



  1. How was Genzyme able to emerge from its marginal position in the high-risk biotech business to become a strong global player in that industry? What are Genzyme’s core competencies? Its core vulnerabilities?

  2. What do you think of Henri Termeer’s “universal provision” and “universal pricing” policies? Are they socially responsible? Commercially viable? Competitively sustainable?

  3. How can the company reconcile the tension created between the Gaucher Initiative’s humanitarian commitments and Genzyme’s commercial imperatives?

  4. Specifically, what should Tomye Tierney do about the situation in Egypt? How should she respond to Genzyme’s Middle East sales organization? To Project Hope representatives? To Egyptian government officials? To her bosses, Sandy Smith and Henri Termeer?

  5. Evaluate Genzyme’s Gaucher initiative in relation to the perspective developed by Porter & Kramer.

ABB’s Relays Business: Building and Managing A Global Matrix

  1. From what you see in the Relays case, what does it take to make such an organization succeed?

  2. How has this organization shaped the roles and responsibilities of the key front-line, senior and top managers in the case? Consider this in relation to the following:

    1. Don Jans

    2. Baker and Gundemark

    3. Lindahl

  3. How has this organization shaped the “dominant logic” of its front-line, senior, and top managers?


Dr. Wolfe is the founder and principal of AE2GIS Group providing consultation services in strategy-driven performance and change management, as well as the design, delivery, and evaluation of management and executive development programs. Dr. Wolfe has consulted for a variety of organizations in the public and private sectors both domestically and abroad (client listing available upon request).

Consultation and Executive Development services include strategy-driven performance management, organizational assessments, change management, conflict resolution, interpersonal communication, leadership and top management team development, work force diversity, and strategic planning. Dr. Wolfe has provided a variety of supervisory, managerial, and executive development workshops in the aerospace, high tech, and telecommunications industries, and for the US Department of Defense.

Dr. Wolfe served as Assistant Director of Computing Services at the UCLA Anderson Graduate School of Management where he formulated and implemented a strategic computing and information systems plan.

Dr. Wolfe has a broad network of executives, and local and national elected representatives in Taiwan and Thailand where he also provides educational and consulting services. Currently, he serves as executive consultant to the President of Sripatum University, Bangkok, Thailand.


Dr. Wolfe began teaching at the University of Maryland in 1976. He spent four years in West Germany with the University of Maryland’s European Division. He has held teaching responsibilities at UCLA, Pepperdine, California State University, and the California School of Professional Psychology where he taught in the Organizational Psychology doctoral program and served as the Acting Director of the Organizational Psychology PhD Program. He has taught a wide variety of management and organizational psychology courses at the undergraduate, MBA, and Ph.D. levels.

Currently, Dr. Wolfe serves as adjunct faculty in the Executive MBA Program at Pepperdine University, the MA in Management at Dominican University, as well as in the executive doctoral program in Strategic Leadership in the College of Organizational Studies at CSPP/Alliant University. Most recently, Dr. Wolfe has given invited presentations to Executive Development Programs in Thailand and Taiwan.

Dr. Wolfe has authored/co-authored book chapters and journal articles, serves as an ad hoc reviewer for academic journals and conferences, and has presented at conferences in the US and abroad. His current research is on strategic mindsets, the development of strategic sense-making, and dimensions of high performance management. He is a member of the Academy of Management, Western Academy of Management, Strategic Management Society, World Future Society, World Affairs Council, Asian Business League, Los Angeles Venture Association, and the Empowering Work/Action Research Network.


Ph.D., Organization & Human Systems Development, Anderson Graduate School of Management, UCLA

B.S. and MBA, Old Dominion University, Virginia


Dr. Wolfe is active with the National Conference for Community and Justice (NCCJ), and the Museum of Tolerance, organizations committed to prejudice reduction and combating bias, where he facilitates intergroup dialogue. As pro bono service, he developed a multicultural campus community in the Pasadena Unified School District. He served as a member of an LAUSD Steering Committee charged with developing a multicultural relations course. Dr. Wolfe sits on the Boards of Directors of Olive View-UCLA Medical Center Foundation. He has sat on the Programs Subcommittee of the Board for Project Angel Food, and the Institutional Review Board at Olive View-UCLA Medical Center.

Schedule of Sessions, Readings and Deliverables, Fall 2015 – TuTh, 5:00 – 6:20, JKP 202




Pre-Class Preparation: Topic & Readings




Aug 25

Introduction: What (who) is a global strategist?

C/U, Introduction: Being Global is Not an Option; It’s an Imperative

C/U, Chapter 1: Global Leaders Can be Made

Bartlett & Ghoshal, What is a Global Manager

Harvard Business Review, In Search of Global Leaders


Aug 27

Developing a Global Mindset

Barton, Grant & Horn, Leading in the 21st Century, McKinsey Quarterly 

Ghemawat, Developing Global Leaders, McKinsey Quarterly 

Ghemawat, Remapping Your Strategic Mindset, McKinsey Quarterly



Sept 1-3

Understanding the Dominant Logic

C/U, Chapter 2: Global Mindset: Connecting Across Cultures

Prahalad & Bettis, The Dominant Logic, Strategic Management Jrnal (Use ABI Inform)

Philips vs Matsushita

(discussion only)



Sept 8

Thinking Broadly, Thinking Differently (1)

Zakaria, The Rise of the Rest

Nowak, The Challenge of the New World Order,1518,druck-581853,00.html

Erdmann, et al, A Political Education for Business

Skidelsky, Where do we go from here?

Colby & Lettow, Have We Hit Peak America?

What catches your attention?

What is interesting or intriguing?

What stimulates you to think differently?

Formulate 1 – 2 interesting (i.e., open-ended) questions as a result of reading each article and submit to me.




Pre-Class Preparation: Topic & Readings



Sept 10

Thinking Broadly, Thinking Differently (2)

C/U, Chapter 3: Global Entrepreneurship

Zakaria, Charlie Rose Interview, May 31, 2011

McKinsey, Five Forces Reshaping the Global Economy

What Keeps Global Leaders Up at Night, Harvard Business Review, April 2012 (Use EBSCO Host)

GE Conference on Competitiveness, Immelt, McNerney, Leveris Feb 13, 2012

In-class discussion of Zakaria interview



Sept 15

Global Strategy Concept Review

Global Mindset

Assignment due


Sept 17

Ethics and Integrity in Global Context

Donaldson, Values in Tension: Ethics Away from Home

Buller, et al, When Ethics Collide: Managing Conflict Across Cultures

William Browder - Doing Business in Russia, Part I and Part II

Paine, Ethics: A Basic Framework

Blood Bananas: Chiquita in Columbia



Sept 22

ELC (1): Nora-Sakari

Team Negotiation Briefing Due


Sept 24

What’s on the Mind of Global Strategists?

Gregg Nahass, Managing Partner, M&A Advisory, PwC

Diane Weaver, PwC

Pieter Theron, Strategy & Planning, Farmer Brothers (formerly PwC)

PwC’s Annual Global CEO Survey Results




Pre-Class Preparation: Topic & Readings




Sep 29

What’s on Your Mind? What issues are you paying attention to?

Bring examples of current global issues and be prepared to discuss why they are strategic in nature.

Select an article from the popular press (The Economist, WSJ, BW, Fortune, NY Times, The Atlantic, The Nation, etc) that you believe has global strategic significance. Provide a copy of your article to each of your team members and hand-in a copy of your article to me.

Pre-meet with your assigned classmates. Share your article and topic/issue. Why is this issue of concern to the global strategist? As a group, identify commonalities, differences across the articles selected. Summarize the significance of the various identified issues for the global strategist. What larger trends might these issues portend? Be prepared to report out/discuss in class.

Submit a copy of the article you have selected to me. Be sure your name is on first page.


Oct 1

Life at the Bottom

Paul Collier, The Bottom Billion,

Goos & Hoppe, Made in Bangladesh, Der Spiegel

Nike Sweatshops: Behind the Swoosh

The Nike Founder, Phil Knight, Confronted


Internet Extends Reach of Bangladeshi Villagers

Simanis & Duke, Profits at the Bottom of the Pyramid, HBR

Baring Private Equity Partners India Limited: Banking Services for the Poor in Bangladesh

The Story of Stuff – in-class




Pre-Class Preparation: Topic & Readings




Oct 6

The Macro Environment

  • Finance, Markets, Economies

Shiva, Festival of Dangerous Ideas: Growth = Poverty

Korten, Agenda for a New Economy speech

Korten, Capitalism’s Threat to democracy

The Coming Collapse of China – 2012 Edition, Foreign Policy

When Will China’s Government Collapse?

Greece’s Debt Crisis Explained

13 Out-of-the-Tinderbox Ways to Save the Global Economy, Foreign Policy, Jan/Feb 2012


Oct 8

  • Technological

HBS Summit, Business Innovations at the Base of the Pyramid (Download and read Exec Summary)

Chesbrough, et al, Business Models for Technology in the Developing World

Watch video of summit

Godrej Chutokool: A Cooling Solution for Mass Markets



Oct 13

K.Y. Cheng, EVP, Director, Strategic Markets, East-west Bank

Convergence and the Four Major Economies: Japan, China, EU, US


Oct 15

Julie Anne Hennessey, Office Director, West LA Export Assistance Center, US Commercial Service, Department of Commerce




Pre-Class Preparation: Topic & Readings




Oct 20

Tomoko Iwakawa, Senior VP, Senior Foreign Exchange Advisor

City National Bank

Abenomics: Japan’s Shock Therapy


Oct 22

  • Geopolitical: Governance Institutions

Joseph Nye on Global Power Shifts

WTO: The World Trade Organization [HBS] ;

Trans-Pacific Partnership



World Bank:

Export-Import Bank of the US:

International Court of Justice (World Court):





International Court of Arbitration

ALL Governance Institutions Briefings due

Team Presentations (n = 7) on Various Governance Organizations

Watch Nye’s TED talk
Each team should take the identified link as its entry, not its ending, point.




Pre-Class Preparation: Topic & Readings




Oct 27

  • Environmental/Ecological

The environment:

The Limits to Growth – 30 Year Update


Worldwatch Institute, State of the World 2015

Read Chapter 1: The Seeds of Modern Threats

Human welfare: (read pages 3-13)

World Development Report – 2015

Read Forward and Overview

The World According to Monsanto

Vandana Shiva, On Resisting GMO’s – A Political Act

What do the issues illustrated through the various assigned websites have to do with global business?

What is “strategic” about them?
Bring Laptops for in class exercise:

  • Country analysis

  • Sustainability


Oct 29

Michelle Taylor, CEO, Kate Sommerville

Taking a Premium Brand International




Pre-Class Preparation: Topic & Readings




Nov 3

  • Legal, Regulatory

Industrial Policy, Wikipedia

Industrial Policy, Donor Committee for Enterprise Development

Rodrick, The Return of Industrial Policy

Industrial Policy, The Economist

Apple Wins Big in Samsung Case


Nov 5

Kevin Lombardo, Partner, Dentons

Foreign Corrupt Practices Act: Practice Tips and Compliance Strat’s

American Bar Association, The Increasing Risk of Multijurisdictional Bribery Prosecution: Why Having an FCPA Compliance Program Is No Longer Enough, 2013

Department of Justice, A Resource Guide to US FCPA

Scan Chapters 1 and 2

See Also Foreign Corrupt Practices Act, Wikipedia




Pre-Class Preparation: Topic & Readings




Nov 10

Corporate Social Responsibility (CSR)

Porter & Kramer, Strategy and Society: The Link Between Competitive Advantage and Corporate Social Responsibility, HBR, Dec 2006

Captain Planet, Unilever CEO Paul Polman, Harvard Business Review, June 2012

McKinsey, Sustainability’s Strategic Worth

IBM Corporate Service Corps

Genzyme’s Gaucher Initiative: Global Risk and Responsibility


Nov 12

Sebastian Fries, former Chief Giving Officer, TOMS

C/U, Chapter 4: Global Citizenship



Nov 17

  • Social, Cultural, Demographic

Harding, The Myth of Europe, Foreign Policy

Boston Consulting Group, Redefining Brazil’s Middle Class

McKinsey, Tapping China’s Luxury Goods Market

Welcome to the World’s Largest Ghost City, Ordos, China

Bringing it closer to home… Arcadia


Nov 19

Don St. Pierre, Co-Founder, ASC Wines

Hard-Won Lessons of a Foreign Start-Up: How ASC Fine Wines became China’s Largest Premium Wine Importer

From Beijing Jeep to ASC Fine Wines: The Story of an American Family Business in China




Pre-Class Preparation: Topic & Readings




Nov 24

ELC (2): MedLee

Team Negotiation Briefing due


Nov 26




Dec 1

The Global Strategist in Situ

Taylor, The Logic of Global Business: An Interview with ABB’s Percy Barnevik, HBR, Mar-Apr, 1991

Khurana & Baldwin, The World Economic Forum’s Global Leadership Fellows Program, HBS, June 2013

ABB’s Relays Business: Building and Managing a Global Matrix

2-page write-up due from all


Dec 3

Wrap-Up, Review, Integration, Take-Aways, Next Steps

Cross-Cultural Management Practices Briefings due

Team Presentations (n = 6) on Cross-Cultural Management Practices

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