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INHOLLAND University School of Economics

IBMS Department

Student Handbook Differentiation minor

“Doing Business in a Global Environment”

term 1 & 2

2007 – 2008

INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2

Theme: Differentiation minor: ““Doing Business in a Global Environment””ECTS: 30 ECsYear: For IBMS students Year 3 or Year 4; For Exchange students Terms: 1 & 2Department: IBMSNumber of credit hours: 840 study hoursCode: Project …………… Case study assessment ………….Body of Knowledge ……….Authors: Logistic & International Operations Management (Rene Arends), International Business

Management (Ron Segerstrom), International Marketing Management (Ron Segerstrom), European Business & Law (Ron Segerstrom & Ruth Deekman), Student Handbook (Tatyana Todorova, Ans Beek)

Project coordinator: Pearl Steger

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Contents

1 INTRODUCTION................................................................................................................................... 4

1.1 THE INHOLLAND UNIVERSITY MAJOR-MINOR SYSTEM................................................................................41.2 THE INHOLLAND UNIVERSITY EDUCATIONAL APPROACH...........................................................................4

2 COMPETENCIES.................................................................................................................................. 53 PROJECT ASSESSMENT.................................................................................................................... 6

3.1 CONTEXT DESCRIPTION ‘DOING BUSINESS IN A GLOBAL ENVIRONMENT.......................................................63.2 LEARNING TASKS.............................................................................................................................................73.3 ASSIGNMENT & PERFORMANCE INDICATORS..................................................................................................93.4 CRITICAL SUCCESS FACTORS...........................................................................................................................93.6 OUTPUT..........................................................................................................................................................103.7 RESOURCES....................................................................................................................................................113.8 WORKLOAD....................................................................................................................................................123.9 SUPPORT.........................................................................................................................................................12

4 CASE-STUDY ASSESSMENT...........................................................................................................135 BODY OF KNOWLEDGE PORTFOLIO.............................................................................................16

5.1 CONTENT OF THE BODY OF KNOWLEDGE PORTFOLIO...................................................................................16

6 SUPPORT TUITION............................................................................................................................ 186.1 TERMS OVERVIEW OF SUPPORT TUITION & ASSESSMENTS.............................................................................186.2 INTERNATIONAL BUSINESS MANAGEMENT TERM 1 & 2...............................................................................206.3 INTERNATIONAL MARKETING MANAGEMENT TERM 1..................................................................................246.4 INTERNATIONAL MARKETING MANAGEMENT TERM 2 (POSTED ON BLACKBOARD SOON)...........................256.5 EUROPEAN BUSINESS (TERM 1) & INTERNATIONAL LAW (TERM 2)..............................................................266.6 BUSINESS ETHICS AND COMMUNICATION (TERM 1)......................................................................................296.7 CHANGE MANAGEMENT (TERM 2..................................................................................................................326.8 ENGLISH & NEGOTIATING SKILLS TERM 1& 2...............................................................................................336.9 2ND FOREIGN LANGUAGE: DUTCH & CULTURE (A1/A2)................................................................................356.10 2ND FOREIGN LANGUAGE: DUTCH & CULTURE (B1/B2)................................................................................376.11 STUDY SKILLS FOR EXCHANGE STUDENTS (TERM 1).....................................................................................396.12 APPENDICES...................................................................................................................................................43APPENDIX 1: AUTOTAINMENT GMBH (SEE BLACKBOARD).......................................................................................44APPENDIX 2: “I” EVALUATION FORM PROJECT TERM 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT...45APPENDIX 3 “THEY” EVALUATION FORM PROJECT TERM 1 IBMS DOING BUSINESS IN A GLOBAL ENVIRONMENT...................................................................................................................................................................................46APPENDIX 4 “WE” EVALUATION FORM PROJECT TERM 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT...................................................................................................................................................................................47APPENDIX 5: “IT” EVALUATION FORM PROJECT 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT...........49APPENDIX 6: IBMS CODE OF CONDUCT.....................................................................................................................50APPENDIX 7: “I” EVALUATION FORM PROJECT TERM 2 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT...52APPENDIX 8 “THEY” EVALUATION FORM PROJECT TERM 2 IBMS DOING BUSINESS IN A GLOBAL ENVIRONMENT...................................................................................................................................................................................53APPENDIX 9 “WE” EVALUATION FORM PROJECT TERM 2 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT...................................................................................................................................................................................54Appendix 10: “IT” Evaluation Form project 2 IBMS – Doing Business in a Global Environment.........................56

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1 Introduction

1.1 The INHOLLAND University major-minor system

The tuition offered by INHOLLAND University has been designed on the basis of the major-minor structure since September 2004. This has a number of consequences, one of which is that students are able to put together part of their programme themselves.

For the IBMS students is the Major and Specialisation Minor programme fixed, but you will be free to determine the differentiation minor yourself. By differentiating in this way, you are given the opportunity to distinguish yourself from fellow students who have chosen the same programme. Your choice enables you to position yourself in the labour market with a unique set of competencies. The differentiation minor consists of a number of tuition packages, each of which is worth 15 credits or a multiple of 15 credits. You will do two, three or four differentiation minor packages. In total, you are allowed to determine 60 credits yourself. The package(s) chosen must be relevant to the rest of the IBMS study programme and, most importantly, reflect the students’ personal ambitions. The study coach will advise you on your choice!

This academic year the IBMS department offers two differentiation minors of 30 ECTS each:- Logistics – Gateway to Europe (Term 1 & Term 2)- Doing Business in a Global Environment (Term 1 & Term 2)

These two differentiation minors are based on the regular IBMS programme and fit any other programme with an economics component. Visiting Exchange Students, students from abroad with a basic economic background, who will be studying at INHOLLAND’s School of Economics Rotterdam during the academic year 2007-2008) will participate in one of these differentiation minors. In addition, all exchange students have to follow the module English & Negotiation skills, Dutch Language and Culture and Study Skills.

1.2 The INHOLLAND University educational approach

The IBMS programme and the programme of the differentiation minor Doing Business in a Global Environment has been devised in such a way that the terms 1 & 2 deal with a number of essential professional competencies. The key competencies which will focuss on: firstly, international marketing management and, secondly, international business management, European business and law; business ethics and communication and change management and customer relations management. These are therefore key subjects of this differentiation minor. Furthermore, exchange students will be working on the acquisition of some essential project management skills, intercultural communicative and study skills. Last but not least, these term’s projects will offer a unique opportunity to work together on a business assignment, in an international team, with people from various cultural backgrounds.

The differentiation minor ‘Doing Business in a Global Environment’ is divided in term 1 and term 2 with a total of 30 EC each. Each term will have three assessments of 5 EC’s each i.e. 5 ECs for the project and 5 ECs for the Case Study Assessment. The Body of Knowledge portfolio (BoK) contains assessments of the four main subjects of these terms. The special modules for exchange students (English, Dutch and Study Skills) will also be a component of the BoK.

Teaching methods:- Authentic (project) assignments- Lectures- Workshops- Project coaching- Training sessions- Peer coaching

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Students are encouraged to be self sufficient throughout the minor. Apart from attending classes and coaching sessions, students are expected to do a minimum of 25 hours a week of self study, working on assignment, required reading and preparing for classes and coaching sessions. Consultants and project coaches will be available to help students along outside class-hours.

2 CompetenciesThese terms contribute to the development of the following competencies:- 1.1 Leadership- 1.2 Co-operation- 1.4 International operations management- 1.5 International business and management accounting and financial management- 1.6 Planning and organization- 2.2 Intercultural adaptability- 2.1 International strategic vision development- 2.3 International business awareness- 2.5 International marketing management- 3.2 Ethical responsibility- 3.1 Learning and self-development (3.1)- 3.3 Communication - 3.5 Analysing and information processing

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3 Project Assessment

3.1 Context description ‘Doing Business in a Global EnvironmentIn this differentiation minor students will explore and familiarise themselves with the ways of doing business in today’s global environment. In order to do so, they need to look at many different business areas. In Doing Business in a Global Environment the students will focus on global aspects, especially cultural differences in various regions of the world. Topics such as access to financial markets, logistics, change management, business ethics and the increasing use of e-marketing will be looked at. In order to be able to carry out business activities, we need to study and practise ways of formulating strategies. This includes planning and controlling business processes within an international context.

The project within this theme that you and your team members will carry out, will end with a proposal in which you deliver valid advise to the Board of Directors of the German producer of car audio systems “Autotainment”. This project will cover 2 terms for a total of 20 weeks including the making of 2 major documents and a discussion at the end of period 2.

The management Board of Autotainment GmbH is facing a big problem of stagnating markets, high costs of production in Germany an low profit levels. You have been appointed as an external consultant to assist the Board in taking some fundamental decisions for the future as to global expansion.You have been given the annual report of the company for 2005. You are asked to study the report, to analyze the numerical data presented in the report and to understand the current product, market and financial situation of the company.

During term 1The Board would like you to explore the possibility of entering the markets of a non European country, to report on the advantages and disadvantages of such a step and to document a clear-cut as to the necessary business strategy. The big question that you need to explore is whether these new markets are ready for such sophisticated products like the Chicago Car Navigation.

During term 2The Board would like you to explore the possibility of shifting the production from Germany to a country in either a country in an ASEAN, NAFTA or MERCOSUR region, in order to reduce the cost of production. You must compare one country from every region with each other. You are expected to submit a report that examines the economic and legal environment of these countries.

From your research and findings of 3 alternatives you will deliver an effective management document that will support the best strategic choice for one country in one of the regions.While doing the project you are advised always to take into consideration your role and the request from autotainment. At the end of the project of term one, you will have to hand in an international marketing analysis. At the end of term 2, you will need to hand in a management advise and you will have a 30 minutes oral discussion with the Board of Directors of Autotainment. The assignment give to you will be two fold. During the first term the assignment will focus on external markets. In the second term you will be asked to do an analysis to explore the possibilities for expanding the business globally. The research will involve a large amount of field and desk research. This research needs to be done in a professional manner, and will be the backbone of your final recommendations. Since the project involves a great variety of external fields the group as whole has to focus on: the financial analysis, the laws and regulations, the international business aspects, the international marketing aspects, and Ethics and communication. As a group you are all responsible for the content of the project, project output and the presentation.To support you with information on how to deal with project process, the “Student project handbook” is offered on blackboard.

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In order to do research it is of the utmost importance to have some knowledge on research methods. Doing research is not equal to “cutting” and pasting” information from the internet. Be careful when using information from the internet! Always be aware that it is clearly stated where the information has been found. A detailed overview of ways of referencing can be found in “Oxford referencing system guide”. ( to be found on BB).

3.2 Learning tasksLearning tasks Term 1 & 2- explain the meaning and application of key logistical concepts involved in global transportation using

understandings of global trade (e.g. inco-terms and payments), company structures in international environment, logistical aspects, manufacturing/production processes, outsourcing, purchasing and supply chain management

- apply suitable management strategies involved in global trade- deal with key procedural aspects and activities required in global trade- Calculate and interpret future cash flows in the context of global trade operations, using forecasting

methods- Assess the financial feasibility of global trade operations:- Do ratio calculations (performance ratio, capital ratio, earnings ratios)- make cost benefit analyses- interpret balance sheets of global operations (to make decisions)- extract relevant financial data from annual reports for decision making- identify the financial implications of a choice- outline, explain and propose several possible methods to enter global markets, taking into account

current trends and developments that could have consequences for the vision and globalisation strategy by applying relevant theories, instruments, concepts, techniques, analyses and models

- identify critical elements in the development and evaluation of the globalisation strategy- establish global networks- identify relevant parties to implement the globalisation strategy- develop a strategy to establish global networks- Define current (topical) trends and developments that have consequences for the globalisation

strategy- Outline, explain and propose steps to be taken towards globalisation- Research and analyse global alliance and partnership opportunities- Analyse the impact of globalisation on people, society, behaviour and values- Investigate the needs of local markets- Analyse implications of globalisation on the company’s resources, structure, culture, value chain,

process, procedures and protocol and strategy- Set/adjust a globalisation strategy- Analyse the impact of (regional) technological innovations on the implementation of the globalisation

strategy- Distinguish the intercultural differences between the company and the countries involved in global

trade activities of the company- Define the consequences of intercultural differences for the chosen globalisation strategy- Develop practical solutions for a company to bridge the cross cultural gap - Outline how the company should adapt its method of working to the standards of the countries

involved in global trade activities of the company, applying principles of intercultural communication - Adapt behaviour to the standards of another culture - Identify dimensions of culture- Identify relevant code of conduct- Formulate recommendations concerning how the company should adapt to cultural issues resulting

from globalisation and the globalisation strategy of the company- Initiate and carry out cross cultural analysis- Indicate which implications consumer behaviour in various countries will have on the globalisation

strategy of the company

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- evaluate patterns and trends in international business, using knowledge of theory and practice of international trade and financial markets, awareness of recent global developments in specific regions, understanding of principle international laws and regulations, knowledge of various methods of entering foreign markets

- research political and financial risks, economic variables and legal systems of global markets- apply suitable laws and regulations involved in global trade- combine elements tat deliver comparative and competitive advantage in the most efficient, effective

and productive way- identify sources of comparative and competitive advantage among nations- define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s- describe the global business landscape- analyse the impact of globalisation on people, society, behaviour and values- Conduct primary and secondary research into the composition of the global marketing mix- Research and analyse global market opportunities and competition- create a marketing plan(ning) in accordance with the business strategy and planning- Develop a marketing entry or development strategy- Formulate and implement a global marketing strategy (for a (corporate) brand, a company r a product)- Implement a global marketing mix at a national level (including marketing communication)- Adapt the globalisation strategy to local needs from a marketing point of view- Use SPSS to analyse primary research data- Formulate a local viable CRM plan- analyze, define and take into account the ethical codes and standards prevalent in global trade and in

the target countries- take into account corporate social responsibility in the global strategies and solutions suggested- define health, safety and welfare issues- exercise ethical conduct in data collection and sourcing- identify and discuss moral issues involved in global business and the strategies and solutions

suggested- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.- define the implications of the existing corporate governance strategy for business operations and the

stakeholders- understand the interaction between ethical issues and globalisation (implications of globalisation on

ethical issues and implications of ethical issues on globalisation)- Understand the role and influence of ethical issues as sustainability, global warning, climate issues,

etc.- Develop a corporate governance strategy or policy, dealing with globalisation as a response to

changing demands and values in society- bring own activities in line with culture and aims of the group (I)- act socially responsible within the group (I)- make a code of conduct for the group (we) and act accordingly (I)- collect, carefully process and interpret relevant, current and valid (quantitative)) information (using

SPSS)- define opportunities, threats, strengths and weaknesses of the organisation in order for the

organisation to make decisions concerning a globalisation strategy- define appropriate proposals (for improvement) for existing operational and tactical problems to

facilitate decisions concerning a globalisation strategy- make information available to stakeholders in a clear and concise way- produce visualisations of data in an efficient and effective way- choose the relevant information to justify or support arguments- define the problem and relevant research questions- produce a research proposal to support the problem definition, clarifying the research methodology

and process- creating a goal-oriented atmosphere within the team (We)- Together, preparing an action plan for the achievement of team objectives (We)- Determining team expectations in terms of the results to be achieved by the team (We)

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- Using motivation techniques and persuasion to encourage team members and motivate them to contribute to the objectives to be achieved (I/We)

- Motivating and challenging team members to use their capacity at an optimal level (I/We)- If asked to do so, helping team members to achieve individual (development) objectives (I/We)- In an open and honest manner, holding team members accountable for undesirable and desirable

behaviour in relation to agreements made and the objectives to be achieved (based on facts and the principle of hearing both sid4es of the argument, relate to the agreements made, specific, providing example(s), professional) (We)

- Presenting the objectives of the department (the team) effectively and enthusiastically within the team- recognise and remove resistance in the team regarding the objectives to be achieved

3.3 Assignment & Performance Indicators In term 1, you and your group will write an International Market Analysis for Autotainment, in which you include the following elements:1. Internal analysis of the firm 2. External analysis:

a. DESTEP of the 3 countries (ASEAN, NAFTA, MERCOSUR)b. Porter 5 Forces Analysis

In term 2 students students have to come up with a Strategic Choice covering the following elements:1. Relocation of production2. Integration of corporate change (the operations and marketing aspects) 3. Marketing management

The justification of your Strategic Choice must contain:1. SWOT analysis and confrontation matrix2. Financial prognoses as to budgeting and forecasting 3. Implications for corporate change & marketing 4. Intercultural, legal and ethical implications to a transfer of production5. Plan of implementation

The above mentioned performance indicators refer to the criteria that need to be met if clients satisfaction is to be achieved. Performance indicators are directly related to the assessment criteria from the IT form.

3.4 Critical Success FactorsCritical success factors are those factors and events that have a strong impact (negative or positive) on the achievement of the project result. These factors pertain to both ‘content’ (for example, legislation and regulations that change during the course of the project) and the ‘process’.

Your project group is expected to formulate the content-related critical success factors.

The process-related critical success factors are linked to the assessment criteria set out in the I, WE and THEY evaluation forms (see appendices). These criteria are as follows:- The group produces an initiative paper that complies with the criteria set out in the project handbook;- The group analyses the project environment in depth during the initiative stage and definition stage, to

the client’s satisfaction;- The group precisely and clearly defines the team objectives and problem definitions, the estimated

time required, milestones and sub-products in the action plan (project plan);- The group plans all activities within the time available;- The group implements the project in line with a results-oriented approach;- The group meets twice per week on progress, activities, planning, action to be taken and follow-up

agreements;- The group members encourage and motivate each other to contribute to the objectives to be

achieved;

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- The group members approach each other respectfully;- Where necessary, the group members perform another group member’s tasks;- The group members fulfil all agreements made;- The group members are involved in the process;- The group members feel responsible for the result achieved;- Each of the group members contribute constructively to the project result;- The group members accept each others and the project coach’s feedback;- The group prepares a Lessons Learned Report that complies with the criteria set out in the project

handbook;- The group is able to win and retain the client’s trust and confidence;- The team visibly aims to complete the project as specified by the criteria;- The team members acknowledge cultural differences within the group;- The team members keep an open mind to each others cultural backgrounds and adjust to cultural

differences and similarities when appropriate;- The team members each show a complete command of the contents of the whole business manual;- The team members contribute to positive discussions during group meetings by being well prepared

and performing their roles properly.

3.6 OutputIn term 1.

1.1.At the end of week 3, the final project plan (see students handbook project assessment). 1.2.At the end of week 7 students hand in the International Marketing Analysis as described

paragraph 3.3 (size of the report 10-15 pages ex annexes, font Arial 11 and line spacing 1.0, excluding Table of Contents, Foreword, Summary and Appendix). Consult the Study Skills Handbook by Stella Cottrell for information on report writing.)

In term 2 1.3.At the end of week 6, student hand in the Management Advice, in preparation of the discussion

with the Board of Directors of Autotainment.(as described in 3.3. (25-30 pages) ex annexes, font Arial 11 and line spacing 1.0, excluding Table of Contents, Foreword, Summary and Appendix). Consult the Study Skills Handbook by Stella Cottrell for information on report writing)

1.4.In week 7, students have their final assessment. During a justified discussion and defense of your advice with the members of the Board of Directors of Autotainment.

Deadline handing the international marketing analysis of term 1: Friday, 18.00 hours, in lecture week 7

Timetable for the project in term 1Project phase Result Deadline Initial phase Initial paper End of week 1Definition phase Project plan End of week 3Production phase Project archive End of week 6Concluding phase Project result End of week 7

Lessons learned report

End of week 8

Evaluation meeting Ï “and “We” form

End of week 9

Deadline handing in Management Advice term 2: Friday 14 December (week 6), 18.00 hours

Assessment criteria term 2 management advice1. The advisory management plan will be assessed on the basis of the following elements ;

1.1. The problem statement

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1.2. The objective(s) and target group(s);1.3. Chosen strategy and use of resources;1.4. Organisation and action points.1.5. Substantiation of choices1.6. Presentation/defence of the report

Assessment criteria term 2 for the discussion with the Board of Directors1.7.Each individual should have a complete command of the contents of the reports. The board will

raise questions focused on the strategy developed in your plan.1.8.Think about information, creativity, originality, effectiveness. The full project group needs to justify

the reports in the discussion with the Board of Directors.For other components, see the Student Project Handbook.

Timetable for the project in term 2Project phase Result Deadline Production phase Project archive Week 1 – 5Concluding phase Project result

(management advisory report)

End of week 6

Discussion with the Board of Directors

End week 7

Lesson learned report End of week 7Evaluation meeting Ï “and “We” form

End of week 7

Please note, students who fail the analysis have the end of term 1, to rewrite the report before the start of the term 2.Students only have one chance to rewrite the International Marketing Analysis and the Management Advise.

3.7 ResourcesUse a variety of resources:- Websites:

- http://globaledge.msu.edu/ - http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp - http://www.startupjournal.com/ - http://library.uncc.edu/display/?dept=reference&format=open&page=68 - http://dataweb.usitc.gov/ - http://www.marketingpower.com/ - http://vig.prenhall.com/catalog/academic/product/0,1144,0131548654-IS,00.html - http://www.ssrn.com/ - http://www.intute.ac.uk/ - http://www.themanager.org/index.htm - http://www.helsinki.fi/WebEc/ - Databases of the INHOLLAND University Library (accessible from home and at school through:

https://bibliotheekcatalogus.inholland.nl/webopac/Vubis.csp?OpacLanguage=eng&Profile=Default )or via [Startpagina, bibliotheek,.international pages, databases, business source elite etc]

- (Business) magazines:o The Economisto Harvard Business Reviewo Financial Timeso and newspaper articles and more

- Topics covered in classes, seminars- Study Books

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https://bibliotheekcatalogus.inholland.nl/webopac/Vubis.csp?OpacLanguage=eng&Profile=Default

http://www.helsinki.fi/WebEc/

http://www.themanager.org/index.htm

http://www.intute.ac.uk/

http://www.ssrn.com/

http://vig.prenhall.com/catalog/academic/product/0,1144,0131548654-IS,00.html

http://www.marketingpower.com/

http://dataweb.usitc.gov/

http://library.uncc.edu/display/?dept=reference&format=open&page=68

http://www.startupjournal.com/

http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp

http://globaledge.msu.edu/


o Management of Strategy, concepts and cases, Hitt/Hoskisson/Ireland, Thomson and Southwestern Publishers, 2007 ISBN 0 324 3633 4

o Strategic Marketing, an Applied Perspective, Karel Jan Alsem; Mc Graw Hill Publishers, 2007, ISBN 007 1244174

o The Economics of European Integration, Richard Baldwin and Charles Wyplosz, The Mc-Graw Hill Publishers, ISBN 007 710394 7

- Annual reportso To be found on the corporate websites

- Student Handbook: Project-Based Teaching & Learning (Project-Work) on Blackboard.

3.8 WorkloadSuccessfully finishing the project (IT-WE-I-THEY) will earn you 5 EC’s (per student). That means each team member should invest approximately 140 hours in the project. That includes attending support tuition classes and project group meetings(approx. 70 hours).

3.9 SupportProject support:- Project Coach: 1 period per week1 - Project Expert: each lecturer in class:15 minutes at the end of the class. Send 2 days before the

lecture by e-mail your project group question(s )- Board Members: 4 hours for discussion term 2

Tuition (for number of hours: see planning in tuition description chapter 7)- International Business Management- International Marketing Management

1 One period is 45 minutes

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4 Case-study assessmentThe case-study assessment is one of the assessment formats that can be used to measure student competency-development for each term. The case-study assessment can be used to assess problem-solving, knowledge development and knowledge application for each individual student. Case-study assessments have a relatively high reliability and are valid. As such, the case-study assessment is a perfect supplement to the project assessment (high reliability) and the Body of Knowledge portfolio (high validity).

A case-study assessment is a realistic description of a situation derived from professional practice and in which a number of (core) problems are evident. A case-study assessment tests your individual problem-solving skills, planning skills, analytical ability and the ability to recognise relationships.

Passing a case-study assessment demonstrates that you:- are able to recognise a problem relevant to your profession,- are able to study and analyse a professional situation,- are able to resolve problems,in a manner that complies with the standard for the professional group.

A case study is different to project-based tuition. In the projects you work in a group and there are open ends. Added to this, one or more problems need to be resolved and, as such, the resolution of problems is the objective. In a case-study assessment, the problem presented is a vehicle. By resolving the problem, you show that you have mastered the subject matter and developed an understanding of the material. A case-study assessment encompasses a number of disciplines and includes problems for which there may be a number of solutions/correct answers. So, you will have to study a substantial amount of material to be able to pass a case-study assessment. Then again, passing the case-study assessment will earn you 5 credits per term!

Practical information:- A case-study assessment is a written examination;- A case-study assessment is an ‘open book’ examination. In professional practice, you will be able to

consult handbooks and literature when resolving issues, so this is also permitted during case-study assessments. You will be able to take certain books into the examination with you, i.e. those used within the support tuition for the term in question. Journals, annotated books, lecture notes and other books are not permitted;

- You will have three clock hours2 to complete the case-study assessment. In order to ensure that you do not spend the full 2 clock hours reading the questions without answering them, the case-study text will be made available without the assessment questions at least 1 week before the examination date. The case study will be handed out again, with the assessment questions, during the examination.

How to prepare for the case-study assessment?You cannot prepare for a case-study assessment by learning your books and notes by heart a day or two before the examination. The case-study assessment is about showing that you understand the subject materials offered in the term and that you can use them in various (practical) contexts. It is not about showing that you can reproduce knowledge. Hence, the best preparation for the case-study assessment is going to class, doing the assignments and keeping up with the assigned reading. That way you will learn to grasp the subject material and you won’t need extensive preparation right before the examination. Also, it is essential that you make use of the opportunity to practise with the trial case test, which will be published on Blackboard a few weeks prior to the official exam. To prepare for the real Case Study Assessment, the only things you will have to do then are:- Print and carefully read the case-text at home (will be published on Blackboard a week before the

examination);

2 Students with dyslexia and other language problems can apply for extended examination time. See the Study Guide with the Tuition and Examination Regulations.

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- Try to ‘predict’ what the questions or assignments corresponding with the case-text will be, based on the assessment indicators below and the classes you attended;

- Look up concepts you don’t understand and translate them in your own words;- Highlight passages in the case-text that you deem important, so that you will be able to find them

quickly during the examination;- Don’t forget to carefully read appendices. Often crucial numeric information is presented and you

know: where’s there numeric information you will be asked to do something with it in the test!- Mark or highlight passages or chapters in your books that you deem important for the case-study, so

that you will be able to find what you need quickly during the examination. That way you also refresh your knowledge and understanding of the subject matters.

- Just before the examination: carefully re-read the case-text, so that you won’t have to waste too much time reading during the examination but can go right to answering the questions.

Case-study assessment indicatorsIn term 1 & 2 you will be tested on your command of the competencies concerning ‘International Strategic Vision’ (2.1), ‘International Business Awareness’ (2.3), International Marketing Management (2.5), based on the following assessment indicators (assessment criteria):

Case study assessment Term 1 & 2- explain the meaning and application of key logistical concepts involved in international transportation

and global trade- show understanding of global trade operations (e.g. inco-terms and payments)- apply knowledge of company structures in global environment- apply knowledge of logistical concepts involved in global trade- apply knowledge of manufacturing/production processes involved in global trade- apply knowledge of outsourcing- apply knowledge of purchasing in global trade operations- apply knowledge of global chain management- apply knowledge of key procedural aspects in global trade and activities required - apply suitable management strategies involved global trade- deal with key procedural aspects and activities required in global trade- identify financial implications of logistics choice- calculate and interpret future cash flows in the context of global trade operations, using forecasting

methods- Assess the financial feasibility of global trade operations:- Do ratio calculations (performance ratio, capital ratio, earnings ratios)- make cost benefit analyses- interpret balance sheets of global operations (to make decisions)- extract relevant financial data from annual reports for decision making - outline, explain and propose several possible methods to enter global markets, taking into account




process, procedures and protocol and strategy- Set/adjust a globalisation strategy

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- Analyse the impact of (regional) technological innovations on the implementation of the globalisation strategy

- Distinguish the intercultural differences between the company and the countries involved in global trade activities of the company

- Define the consequences of intercultural differences for the chosen globalisation strategy- Develop practical solutions for a company to bridge the cross cultural gap - Outline how the company should adapt its method of working to the standards of the countries

involved in global trade activities of the company, applying principles of intercultural communication - Adapt behaviour to the standards of another culture - Identify dimensions of culture- Identify relevant code of conduct- Formulate recommendations concerning how the company should adapt to cultural issues resulting

from globalisation and the globalisation strategy of the company- Initiate and carry out cross cultural analysis- Indicate which implications consumer behaviour in various countries will have on the globalisation

strategy of the company- evaluate patterns and trends in international business, using knowledge of theory and practice of

international trade and financial markets, awareness of recent global developments in specific regions, understanding of principle international laws and regulations, knowledge of various methods of entering foreign markets


and productive way- identify sources of comparative and competitive advantage among nations- define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s- describe the global business landscape- analyse the impact of globalisation on people, society, behaviour and values- Analyse global market opportunities and competition- Create a marketing plan(ning) in accordance with the business strategy and planning- Develop a marketing entry or development strategy- Formulate and implement a global marketing strategy (for a (corporate) brand, a company r a product)- Implement a global marketing mix at a national level (including marketing communication)- Adapt the globalisation strategy to local needs from a marketing point of view- analyze, define and take into account the ethical codes and standards prevalent in global trade and in

the target countries- take into account corporate social responsibility in the global strategies and solutions suggested- define health, safety and welfare issues- exercise ethical conduct in data collection and sourcing- identify and discuss moral issues involved in global business and the strategies and solutions

suggested- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.- define the implications of the existing corporate governance strategy for business operations and the

stakeholders- understand the interaction between ethical issues and globalisation (implications of globalisation on

ethical issues and implications of ethical issues on globalisation)- Understand the role and influence of ethical issues as sustainability, global warning, climate issues,

etc.- Develop a corporate governance strategy or policy, dealing with globalisation as a response to

changing demands and values in society- bring own activities in line with culture and aims of the group (I)- act socially responsible within the group (I)- make a code of conduct for the group (we) and act accordingly (I)- interpret relevant, current and valid (quantitative) information - define opportunities, threats, strengths and weaknesses of the organisation in order for the

organisation to make decisions concerning a globalisation strategy

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- define appropriate proposals (for improvement) for existing operational and tactical problems to facilitate decisions concerning a globalisation strategy

- choose the relevant information to justify or support arguments- define the problem and relevant research questions- produce a research proposal to support the problem definition, clarifying the research methodology

and process- apply appropriate leadership and management strategies to control the organisation- apply knowledge of how to delegate and empower effectively- apply knowledge of Management Development needs, especially in an international environment.

5 Body of knowledge portfolioThe Body of Knowledge (BoK) portfolio determines whether you have acquired the necessary knowledge and skills and whether you are able to generate (new) knowledge. The BoK portfolio is supposed to stimulate you to actively acquire knowledge and skills during a longer period of time (a full term). On the one hand the BoK portfolio requires you to dive into (applied) knowledge and on the other hand to develop critical professional skills. In the economics / business administration domain these critical professional skills also include (foreign) language skills, ICT skills and social communicative skills.Passing all parts of the term’s BoK portfolio is conditional for receiving the credits connected to the BoK (5 EC).

5.1 Content of the Body of Knowledge portfolioIn term 1 & 2 you will be tested on your command of the competencies concernin ‘planning and organisation’(1.6), ‘International Strategic Vision’ (2.1), ‘Intercultural Adaptability’ (2.2), ‘International Business Awareness’ (2.3), International Marketing Management (2.5), Ethical Responsibility’ (3.2), ‘Communication’(3.3), ‘Analysing and Information Processing’ (3.5),

These indicators will be tested through the following test and assignments:- Knowledge and understanding of the impact of globalisation on supply chain management- understanding of general global trade operations (e.g. inco-terms and payments)- knowledge of logistical concepts involved in global trade - knowledge of manufacturing/production processes involved in global trade- knowledge of outsourcing- knowledge of purchasing in global trade- knowledge of global supply chain management- knowledge of key procedural aspects and activities required in global trade- knowledge of management strategies involved in global trade- Knowledge of implications of cost calculations involving direct and indirect costs- Knowledge of how to generate revenues & earnings from SBU perspective- Understanding of chart of accounts- Understanding of ratio analysis and the meaning of the different ratios- Knowledge of audit and financial control during the operation process (inventory & order entry control)- Knowledge of planning and control structures for global trade- Understanding of balance sheets- understanding of profit and loss accounts involved in global trade- knowledge of the financial implications on the choice of solutions- knowledge of relevant theories, instruments, concepts, techniques, analyses and models involved in

globalisation strategies- knowledge of globalisation strategies- understanding of the impact of (topical) trends and developments on the vision and the globalisation

strategy- knowledge of methods to enter global markets- knowledge of critical elements in the development & evaluation of global strategy- knowledge of criteria for the selection of strategic partners- knowledge of advantages & disadvantages of forming strategic alliances

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- knowledge of strategic options regarding globalisation- knowledge of stakeholder analysis- knowledge of how to conduct needs analysis- general knowledge of primary and secondary functions of global value chain- Knowledge of the implications of globalisation on secundary functions of the global value chain- knowledge of the steps involved in strategy development- define what globalisation is in its different forms & contexts- Knowledge of cultural dimensions- Understanding of the influence of cultural dimensions on doing business globally- Knowledge of principles of intercultural communication- Understand the role of beliefs and values in the forming of perception of cultures- Knowledge of methods to analyse cultures - understand how cultural background influences communication, work styles and priorities in business- Knowledge of main do’s and don’t’s in cultures- knowledge of theory and practice of global trade and financial markets- knowledge of recent global developments - knowledge of recent developments in specific region influencing the globalisation strategy- knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and

regulations- knowledge of various methods of entering global markets- knowledge of international trade law and regulations- knowledge of international organisations, their functions and activities and their relevance- knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)- knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)- knowledge of the most influential and relevant NGO’s (globally and regionally)- Knowledge of elements that make up the business landscape- Knowledge of new marketing methods and their application- Knowledge of segmentation- Knowledge of the marketing mix- Knowledge of branding- Knowledge of the promotion mix- Knowledge of research methods to define local needs- Knowledge of IT tools in marketing and their influence on marketing choices- Knowledge of adaptation versus standardisation- Knowledge of marketing entry and development strategies- Knowledge of basic ethical theories and concepts of Business Ethics- Knowledge of corporate responsibility- Knowledge of the concept of corporate governance in different regions- knowledge of data collection tools in quantitative and qualitative research- knowledge of steps involved in the research process- knowledge of basic statistical concepts in quantitative research

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6 Support tuitionThe support tuition in term 1 consists of:- International Business Management- International Marketing Management - European Business (term 1) & Law* - Business Ethics & Communication *- PD (information will be delivered through Blackboard)

For exchange students: - English language- Dutch language and culture- Introduction to study coaching

The support tuition in term 2 consists of:- Logistics & International Operations Management- International Business Management- Business Ethics & Communication *- European Business & Law (term 2)* - Change management*- PD (information will be delivered through Blackboard)

For exchange students: - English language- Dutch language and culture- Study coaching

For each term exchange students are allowed to choose for one of the two subjects with an asterisk.

6.1 Terms overview of support tuition & assessments Week planning Term 1 Assessments

1 2 3 4 5 6 7project consultancy / expert: each week you can discuss questions in class (15 minutes of a class from each lecturer)project coach 1 1 1 1 1 1 1

kick off 2International Business Management 3 3 3 3 3 3 3 project/case/BoKInternational Marketing Management 3 3 3 3 3 3 3 project/case/BoK)European Business (term 1) & Law * 2 2 2 2 2 2 2 BoKBusiness Ethics & Communication * 2 2 2 2 2 2 2 BoK

PDIndividual interviews

Extra for Exchange Students:- English language 2 2 2 2 2 2 2 BoK- Dutch language and culture 2 2 2 2 2 2 2 BoK

- Introduction to study coaching 2 2 2 2 2 Interview/BoK- Nijenrode seminar November 30 &

December 1

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case study assessment 3 hrsBoKs 2 hrs (each term)

Week planning Term 2 Assessments1 2 3 4 5 6 7

project consultancy / expert: each week you can discuss questions in class (15 minutes of a class from each lecturer)project coach 1 1 1 1 1 1 1

kick off 2International Business Management 3 3 3 3 3 3 3 project/case/BoKInternational Marketing Management 3 3 3 3 3 3 3 project/case/BoK)European Business & Law (term 2) * 2 2 2 2 2 2 2 BoKChange Management 2 2 2 2 2 2 2 BoKCustomer Relations Management 2 2 2 2 2 2 2PD Individual interviews

Extra for Exchange Students: - English language 2 2 2 2 2 2 2 BoK- Dutch language and culture 2 2 2 2 2 2 2 BoK- Study coaching 2 2 2 2 2 Interview

case study assessment 3 hrsBoK 2 hrs eachpresentation 4 hrs in total

In the following paragraphs you will find the corresponding subjects descriptions.

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6.2 International Business Management Term 1 & 2When:: Week 1-7 (term 1 & term 2)Contact hours: 3 hours per weekStudy load: 60 hours: 32 hours (classes) + 28 hours of study, including exams preparations

for terms 1 and term 2Assessment: Project assessment / Case study assessment / Body of Knowledge portfolio

6.2.1 Week planning Term 1week Subject Pages Assignments /

Case studies1 Strategic management inputs 1- 292 External Environment 31- 64 Whole Foods3 Internal Environment 68- 924 Strategy at Business Level 98- 1245 Competitive Nature of Strategy 130- 153 Dell in China6 Strategy at the Corporate Level 158- 1827 Acquisitions and Mergers 188- 214

Term 2week Chapters Pages Assignments /

case studies1 Review2 Strategy Abroad 220- 249 Wal-mart3 Cooperative Strategic Management 258- 2834 Corporate Governance 290- 3165 Organizational Structure 324- 3546 Leadership 360- 385 LÓreal7 Entrepreneurship 390- 409

6.2.2 Learning tasksProject assessment: - outline, explain and propose several possible methods to enter global markets, taking into account




process, procedures and protocol and strategy- Set/adjust a globalisation strategy

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- Analyse the impact of (regional) technological innovations on the implementation of the globalisation strategy

- evaluate patterns and trends in international business, using knowledge of theory and practice of international trade and financial markets, awareness of recent global developments in specific regions, understanding of principle international laws and regulations, knowledge of various methods of entering foreign markets


and productive way- identify sources of comparative and competitive advantage among nations- define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s- describe the global business landscape- analyse the impact of globalisation on people, society, behaviour and values

Case study assessment - outline, explain and propose several possible methods to enter global markets, taking into account




process, procedures and protocol and strategy- Set/adjust a globalisation strategy- Analyse the impact of (regional) technological innovations on the implementation of the globalisation

strategy- evaluate patterns and trends in international business, using knowledge of theory and practice of

international trade and financial markets, awareness of recent global developments in specific regions, understanding of principle international laws and regulations, knowledge of various methods of entering foreign markets


and productive way- identify sources of comparative and competitive advantage among nations- define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s- describe the global business landscape- analyse the impact of globalisation on people, society, behaviour and values

Body of knowledge portfolio: - knowledge of relevant theories, instruments, concepts, techniques, analyses and models involved in

globalisation strategies

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- knowledge of globalisation strategies- understanding of the impact of (topical) trends and developments on the vision and the globalisation

strategy- knowledge of methods to enter global markets- knowledge of critical elements in the development & evaluation of global strategy- knowledge of criteria for the selection of strategic partners- knowledge of advantages & disadvantages of forming strategic alliances - knowledge of strategic options regarding globalisation- knowledge of stakeholder analysis- knowledge of how to conduct needs analysis- general knowledge of primary and secondary functions of global value chain- Knowledge of the implications of globalisation on secundary functions of the global value chain- knowledge of the steps involved in strategy development- define what globalisation is in its different forms & contexts- knowledge of theory and practice of global trade and financial markets- knowledge of recent global developments - knowledge of recent developments in specific region influencing the globalisation strategy- knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and

regulations- knowledge of various methods of entering global markets- knowledge of international trade law and regulations- knowledge of international organisations, their functions and activities and their relevance- knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)- knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)- knowledge of the most influential and relevant NGO’s (globally and regionally)- Knowledge of elements that make up the business landscape

6.2.3 Link to competenciesThis module International Business Management leads to the developments of the following competencies:- 2.1 International Strategic Vision - 2.3 International Business Awareness

6.2.4 ContentThis module will be the underlying unit for the analysis and development of the business strategies and their ultimate implementation and control. The International Marketing Management module will be the development of business strategies in Global markets and their implementation and control, and the International Business Management module will define the Corporate strategies both from a HRM and Financial framework.

To set, meet and maintain Corporate Goals the organization is in a constant Process to set Commitments, which drive Decisions and move the firm to Actions. Today’s managers are at the helix and need to audit the external and internal environments that justify the firm’s mission and vision; we call this the Strategic Management Process. To further accomplish these tasks, today’s managers need to have the tools and expertise to Formulate, Implement and Assess Strategies that ensure Competitiveness, Sustained Competitive Advantage and Above Average Returns.

The International Business Manager needs a ‘critical eye’. One that can survey and from an objective compilation that includes the internal processes and the life giving supply chain to establish Growth

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Strategies. To train the eye and the seer, theory and practical case studies will be used to understand that Growth need to be obtained through the balancing of Four Perspectives:

- Financial perspectives: To succeed financially, how should we look to our shareholders?- Customer perspective: To achieve our vision, how should we appear to our customers?- Internal business process perspective: To satisfy our shareholders and customers, what business

processes must we excel at?- Learning, innovation, and growth perspective: To achieve our vision, how will we sustain our ability to

create value and improve?

In order for a business to maximize economic value, it must balance customer satisfaction and the competitive market forces with internal cost and growth considerations Soon the international managers will be expected to understand the implications of international business for their organization's strategy, structure, and functions.

In light of the fast-changing nature of the international business environment, from the euphoric mode that followed the collapse of communism in 1989, meteoric growth of the global money market and the global drama’s of financial collapse and political terrorism (Barings Banks and the World Trade Center) today’s managers need not only the depth of conceptual knowledge but also a broad perspective to relegate and implement this knowledge.

To build a framework for this process, Cultural Differences and their impact on Structures/Resources and the Implications for management will be studied, and will be the basis for the investigation of the business operations. Concepts over the 2 terms will include:- The Business Landscape- Problems and Restructuring- Incentives and Risks in International Environments- Strategic Business Management Processes- Alliances and Competitive Risks- Organizational Structures and Controls- Competitive and Cooperative Dynamics- Building and Sustaining Success

6.2.5 Teaching methodTwo periods for lectures and coverage of case materials and the other lessons for consultation for the project in group formats. This is specifically for the project support.

6.2.6 AssessmentThe topics covered in this International Business Management Term 9 & 10 courses will be tested in the project assessment, the case study assessment and the Body of Knowledge portfolio. You will find information on the project assessment in chapter 3. Information on the case study assessment is provided in chapter 4. And in the Body of Knowledge portfolio the International Business Management Term 9 & 10 component consists of a 2 hour individual written exam will be scheduled in week 8 of term 1. In term 2 the BoK will be scheduled in week 7, resit in week 8. This exam must be passed with a minimum of 5,5 in order to be awarded the credits for the Body of Knowledge Portfolio (5 EC).

6.2.7 Learning materials- Management of Strategy, Concepts and Cases; Hitt/ Hoskisson/ Ireland, Thomson and Southwestern

Publishers,2007 ISBN 0 324 36433 4

- www.swlearning.com

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http://www.swlearning.com/


- www.management.swlearning.com

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http://www.management.swlearning.com/


6.3 International Marketing Management Term 1 When: Week 1-7 Contact hours: 2 hours per week (90 minutes x 7 weeks = 11 hoursStudy load: 60 hours: 11 hours (classes) + 49 hours of study, including exams

preparations Assessment: Project assessment / Case study assessment / Body of Knowledge

portfolio

6.3.1 Week planning Term 1 week Chapters Preparation in

advance/ self-study1 Strategic planning (Chapters 1 and 2)

- the importance of strategic marketing planning- steps in marketing planning process- structure of the marketing plan- competitive advantage - market definition- missions/vision

Pp 3- 49

2 Internal Analysis (Chapter 3)- buyer analysis:

o objective and phaseso market segmentation and target group definition o client value

- branch analysis:o objective and elementso competitor analysiso market appeal

Pp 53- 70

3 External analysis (Chapters 4 and 5)- competitor analysis- distribution analysis- internal analysis: competitive advantage

Pp 73- 125

4 External analysis continued (Chapters 6 and 7) SWOT analysis and SWOT matrix Portfolio analysis

Pp 129 – 147

5 Analysis to Strategy (Chapters 8) target requirements: SMUR/SMART Business strategy: compete where and with whom? Growth strategies: Ansoff/ Krijnen

Pp 159 – 195

6 Marketing Decision (Chapters 9 and 10) marketing objectives marketing strategy: how to compete:

o segmentation and selection of target group o positioningo branding

Pp 201 – 243

7 Instruments and Implementations (Chapters 11 and 12) choice of marketing mix aligned with business and

marketing objectives summary

Pp 249 - 297

6.3.2 Learning tasksBody of Knowledge portfolio:

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knowledge of new marketing methods and their applications knowledge of segmentation knowledge of the marketing mix knowledge of branding knowledge of research methods to define local needs knowledge of IT tools in marketing and their influence on marketing choices knowledge of adaptation versus standardization knowledge of marketing entry and development strategies

6.3.3 Link to competenciesBusiness Organization & Management contributes to the development of the following competencies:- 2.5 International Marketing Management

6.3.4 ContentMarketing is a unique function. Like other departments, it entails the specialization in tools, techniques and knowledge. The most important of these will be addressed in this module. However, Marketing has to do rather more to the way and means of co-operation because of its involvement in all processes across the company. A Senior Marketer typically deals with all parties from Human Resources to Finance, Operations to Sales and even Outsourced functions, such as Agencies and Suppliers. For Marketing Managers this has an important implication: Marketers need to be specialists in many areas, say market research or portfolio analysis, but also capable of `boundary spanning`This range of necessary skills makes it challenging for marketing managers to build, lead and develop marketing teams. And from these teams and available resources symbiotically motivate and deliver the most synergistic returns.This module introduces the main concepts of Strategic Marketing planning to students and at the same time ensures that they experience the complexities of working effectively and has ample case studies for the student to individually study and apply knowledge.

6.3.5 Teaching methodThe module is spread over 7 weeks of lectures and classes where concepts and theories are presented and discussed. The instructor is to use the case studies as introduced at the beginning of each chapter to assist the student with the understanding of the concepts and materials. It is understood that the student has pre-read the materials including the case studies.

6.3.6 AssessmentThe topics covered in this International International Marketing Management will be tested in the Body of Knowledge portfolio. The assessment will be a written exam of 2 hrs, scheduled in week 8/9. This exam must be passed with a minimum of 5,5 in order to be awarded the credits for the Body of Knowledge Portfolio (5 EC).

6.3.7 Learning materials Strategic Marketing, an Applied Perspective, Karel Jan Alsem; Mc Graw Hill publishers, 2007; ISBN

007 124417 4 www.mhhe.com/alsem1e

- Databases at the INHOLLAND library site

6.4 International Marketing Management Term 2 (posted on Blackboard soon)

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http://www.mhhe.com/alsem1e


6.5 European Business (term 1) & International Law (term 2) When: Week 1 – 7 of each termContact hours: 2 hours per weekStudy load: Per week :2 hours class contact, 2 hours preparation and review

Assessment: Body of Knowledge portfolio

6.5.1 Week planning Term 1Week topics pages assignments

1 Micro Economics Tools 103- 1212 Market Size and Scale 147- 1733 Growth Effects 174- 2074 Exchange Rate Regime 292- 3125 EMS 313-3266 EMU 357-3787 Financial Makets in Europe 401- 425

Term 10week topics Pages assignments

1 tba2 tba3 tba4 Facts, Law, Institutes and budgets 38- 725 Decision making 73- 1006 Essential of Liberalization 122- 1467 Regional Policy 242- 271

The lessons concur for 14 weeks, term 1 European Economics and term 2 the European LAW module. Normal process is coverage of concepts and theories during the lessons.

6.5.2 Learning tasksBody of Knowledge portfolio term 1:- knowledge of relevant theories, instruments, concepts, techniques, analysis and models involved in

globalization strategies- understanding of the impact of (topical0 trends and developments on the vision and the globalizations

strategy- knowledge of critical elements in the development and evaluation of global strategy- knowledge of cultural dimensions- understanding of the influence of cultural dimensions on doing business globally- knowledge of theory and practice of global trade and financial markets- knowledge of recent global developments- knowledge of recent developments in specific regions influencing the globalization strategy- knowledge of elements that make up the business landscape- knowledge of the concept of corporate governance in different regions- knowledge of theory and practice of global trade and financial markets- knowledge of recent global developments - knowledge of recent developments in specific region influencing the globalisation strategy- knowledge of theory and practice of global trade and financial markets- knowledge of recent global developments - knowledge of recent developments in specific region influencing the globalisation strategy- knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)- knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)- knowledge of elements that make up the business landscape.

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- knowledge of the concept of corporate governance in different regions

Body of Knowledge portfolio term 2:- knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and

regulations- knowledge of international trade law and regulations

6.5.3 Link to competenciesHuman Resource Management contributes to the development of the following competency:- 2.1 International Strategic Vision Development- 2.3 International Business Awareness- 3.2 Ethical responsibility

6.5.4 ContentTo set, meet and maintain Corporate Goals and Strategies the organization is in a constant process to set commitments, which drive decisions and move the firm to actions.Today’s managers are at the helix and need to audit the external and internal environments that justify the firm’s mission and vision. To further accomplish these tasks, today’s managers need to have the tools and expertise to assess the organizations Resources/Structures/Culture. The exploration will be:

1. Their relational position in the Marketing Environment.2. How they are impacted by the external environment.3. What internal changes need to be implemented for the organization to maintain their:

Competitiveness

Sustained Competitive Advantage

Above Average Returns

In this module the focus is to understand the elements and processes that make up the business landscape, the MACRO and MICRO Environments and their implications for the Organizations. Our focus will be on Europe and her role as a Global playing field. We expect that our students are able to:

Explain how and why the world’s countries differ, especially as to Europe

Examine the strategies and structures of International Businesses, as they relate to the European market

Assess the special roles of the organizations intangible and how this is developing in the new European framework

Make valid recommendations at Management level

The project will allow you to: focus is on the process of designing innovative strategies, policy making and organizational design for entry into Europe and expansion strategies and options. Of special focus, we require the student to place more particular attention on the Environment in which one works, and in particular the cultural differences, and the laws and regulations in force.

6.5.5 Teaching methodLessons will take place each week and the materials as outline below will be read prior to the lectures. Instructor will discuss the concepts and introduce new theory. Students will be tested in the BoK.

6.5.6 AssessmentThe topics covered in this European Business & Law courses will be tested in the Body of Knowledge portfolio. For this purpose a 2 hour individual written exam will be scheduled in week 8/9 of term 1 and in term 2 in week 7, with a resit in week 8. These exams must be passed with a minimum of 5,5 in order to be awarded the credits for the Body of Knowledge Portfolio (5 EC).

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6.5.7 Learning materials- The Economics of European Integration, Richard Baldwin and Charles Wyplosz, The Mc Graw Hill

Publishers, ISBN 007 710394 7

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6.6 Business Ethics and Communication (term 1)

When: Week 1 - 7Contact hours: 2 hours per weekStudy load: Six hours and twenty minutes per weekAssessment: Body of Knowledge portfolio

6.6.1 Week planning week Subject activity contact group

1 The Changing Environment for Business (Ch.1: p.1 – p. 22)

Introduction, and lecture, formation of groups

2 hours 30

2 Communicating Strategically and an Overview of the corporate communication function (Ch. 2 and 3: p. 23 – p. 64)

Lecture + presentation 2 hours 30

3 Identity, Image, and Reputation and Corporate Advertising (Ch. 4 and 5: p. 65 – p. 110)


4 Media Relations andInternal Communications (Ch. 6 and 7: p. 111 – p. 156)


5 Investor Relations andGovernment Relations. (Ch. 8 and 9: p. 157 – p. 209)


6 Crisis Communication. (Ch 10 + handouts p. 211 - 252)


7 Ethics and Communication in a Global Environment, handouts

Lecture + presentation(s) 2 hours 30

6.6.2 Learning tasksProject assessment- make information available to stakeholders in a clear and concise way- produce visualisations of data in an efficient and effective way- Analyse the impact of globalisation on people, society, behaviour and values- Identify relevant code of conduct- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.- define the implications of the existing corporate governance strategy for business operations and the

stakeholders.- analyze, define and take into account the ethical codes and standards prevalent in global trade and in

the target countries- exercise ethical conduct in data collection and sourcing- identify and discuss moral issues involved in global business and the strategies and solutions

suggested- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.- bring own activities in line with culture and aims of the group (I)- act socially responsible within the group (I)- make a code of conduct for the group (we) and act accordingly (I)- make information available to stakeholders in a clear and concise way- produce visualisations of data in an efficient and effective way- understand the interaction between ethical issues and globalisation (implications of globalisation on

ethical issues and implications of ethical issues on globalisation

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- analyze, define and take into account the ethical codes and standards prevalent in global trade and in the target countries

- take into account corporate social responsibility in the global strategies and solutions suggested

Body of Knowledge portfolio (BoK)- Knowledge of basic ethical theories and concepts of Business Ethics- Knowledge of corporate responsibility- Knowledge of the concept of corporate governance in different regions- knowledge of negotiation skills in a global environment- understanding of the role of lobbying in the global business arena- knowledge of advantages and disadvantages of lobbying- knowledge of basic lobbying practices in specific regions- knowledge of innovative means of long distance communication- knowledge of verbal and non-verbal communication

Case study assessment- use negotiation skills in a global environment- present recommendations and findings in an appropriate professional manner in proper English

(including a proper referencing system)- communicate with international organisations (WTO, EU, IMF, etc) in a proper manner

6.6.3 ContentIn a globalizing and changing world, multinational corporations are constantly trying to maintain solid business relations with their external environment. By applying a sound strategy of corporate communication, companies aim to exhibit an image of sound business practices, ethical conduct, and corporate social responsibility. How companies adapt their corporate communication strategy to the needs of their constituencies or stakeholders will be the focus of this course. This includes identifying the main stakeholders, selecting the appropriate channels of communication, and targeting the stakeholders in an appropriate manner. This course will also focus on Ethics, in the sense that companies have to operate as good citizens and respect the moral expectations from their (inter)national stakeholders. These moral expectations will differ across industries, and also across cultures. The latter is of special importance to companies operating in a global environment.

6.6.4 AssessmentThe BoK consists of two major parts; a written exam and an assignment. - The written exam covers the whole book and the handouts. This part is worth seventy-five percent

of your final grade. - The assignment is worth twenty-five points. For this part, students are expected to develop their

written and verbal communication skills. The final grade of the assignment is based on a calculation consisting of 50% written document and 50% presentation. The class will be divided into different groups. These groups are then expected to give a presentation on a specific case and submit two pages of written work. These cases will be chosen in the first lecture. Groups must post their written work on blackboard at least two days prior to the day that they have to present their case. At the end of every class a group must give a presentation of ten minutes, in which it is to present its analysis of the case in an interactive way. A PowerPoint presentation is compulsory. Failing to comply with any of these requirements will result in students receiving a one for their assignment!

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6.6.5 Required materials- Argenti, Paul; Corpoate communication, 4th edition, Mc Graw – Hill, ISBN 9780071254113- Various Articles from The Economist, Business Week, Fortune magazine, and additional handouts.

Suggested reading for exchange students (not compulsory for this course!):- Andrew Crane & Dirk Matten, Business Ethics, Oxford University Press, 2004 (year 2)

BoK

Written Exam (75%)

Assignment (25%)Of which: written work (50%)presentation (50%)

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6.7 Change Management (term 2When: Week 1 - 7Contact hours: 2 hours per weekStudy load: Per week :2 hours class contact, 2 hours preparation and review

Assessment: Project assessment / Case-study assessment / Body of Knowledge portfolio

6.7.1 Week planning Term 2Week topics pages assignments

1234567

Information about Change Management will be posted op Blackboard as soon as possible.

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6.8 English & Negotiating skills term 1& 2When: Week 1 - 7Contact hours: 2 hours per weekStudy load: 40 hoursAssessment: 50 % of BoK together with Dutch

6.8.1 Learning tasks- The international business manager is able to communicate in English, both orally and in writing,

and assess and overcome cultural differences. The course is aimed at practising students of business management who need to function more effectively in English at an advanced level.

6.8.2 Link to competenciesEnglish contributes to the development of the competency:- 3.3 Communications

6.8.3 ContentDevelopment of report- writing & negotiation skills. On successful completion of this module students will acquire business English vocabulary in the fields of communication, international marketing and relationship marketing. They will also be expanding their knowledge of idiomatic expressions, compounds and skills in negotiating, interviewing, problem- solving or decision making. “The course aims to stimulate a range of international business cases, providing learners with situations and assignments they are likely to encounter professionally and in which they will typically use English as the language of communication”.

Students prepare in teams a case study every other week and enter into negotiations with another group. They are consistently able to provide all necessary documentation (agendas, minutes, etc) and roles in the team are clear. The first negotiation session is an exercise; other sessions will be assessed.

Language Level A2

6.8.4 Week planningTerm 1Week topics homework1 Introduction/Division of Groups Negotiations reader2 Managing the Negotiations process Ch. 2 ”The Essence of Negotiation”’3 Hour 1: Group 1 / Hour 2: Group 2 Practise negotiation – Chocolats

Memlinck4 Hour 1: Group 3 / Hour 2: Group 4 Practise negotiation – Chocolats

Memlinck5 Hour 1: Group 1 / Hour 2: Group 2 Practise negotiation – Cougar Japan6 Hour 1: Group 3 / Hour 2: Group 4 Practise negotiation – Cougar Japan7 Round-up session, questions & hand in report

Term 2Week topics homework1 Hour 1: Group 1 / Hour 2: Group 2 Practise negotiation – Editions

Comenius/Bower Marketing Consultants2 Hour 1: Group 3 / Hour 2: Group 4 Practise negotiation – Editions

Comenius/Bower Marketing Consultants

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3 Hour 1: Group 1 / Hour 2: Group 2 Practise negotiation – Kuwait Trading Company/Royce-Lytton Foods

4 Hour 1: Group 3 / Hour 2: Group 4 Practise negotiation – Kuwait Trading Company/Royce-Lytton Foods

5 Hour 1: Group 1 / Hour 2: Group 2 Practice Negotiation-Virtue Rubens/Jaudel France

6 Hour 1: Group 3 / Hour 2: Group 4 Practice Negotiation-Virtue Rubens/Jaudel France

7 Round-up session, questions & hand in report

6.8.5 Teaching methodStudents will be asked to prepare a case and enter into negotiations with another group. They should bring all necessary documentation (agendas, minutes, slides, etc) and roles in a group are clear. The lecturer provides feedback and assesses each session. The first session is an exercise; other sessions will be graded with P/F.

6.8.6 Assessment- Oral assessment (3 negotiation meetings) and a reflection report as a group (50 %).- BoK exam during the exam weeks (50 %).

6.8.7 Learning materialsKen Casler and David Palmer, Business Assignments, Oxford University Press, 10th edn., 2001. ISBN 0-190451373-4

Recommended reading: Hiltrop, J.M. & Udall, Sh. “The Essence of Negotiation”, Prentice Hall, ISBN 0-13-349895-6

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6.9 2nd Foreign Language: Dutch & Culture (A1/A2)When: Term 1Contact hours: 1 hour per week Dutch & 1 hour per week Dutch cultureStudent workload: 56 hoursAssessment: Body of Knowledge portfolio

6.9.1 Learning tasksBody of Knowledge portfolio- understand and pass on simple messages in a foreign language (level A2), as to read, listen and

understand written and oral professional dialogue: informal conversation /ask answer questions about personal details/in informal situations (A1), Listening (A1), Grammatical Structures

- make proper use of audio-visual aids in his presentation, as to read, listen and understand written and oral professional dialogue

6.9.2 Link to competenciesDutch as a second language contributes to the development of the competency:- 3.3 Communications

6.9.3 ContentStudents will learn/acquire Dutch at a very basic A1 level (absolute beginners). Generally, they only have to master a restricted set of standard phrases in which pronunciation problems have to be accepted. The students must be able to globally understand phrases of others if the level is to compare with these standard phrases.

Students will build a strong but basic vocabulary, enabling them to communicate in short exchanges on topics familiar to everyone: home, time, food, etc. Students will be able to fill in forms used in everyday situations (such as enrolment forms for a sport club). Students will be able to tell/ask what time it is and will be able to read timetables used for public transport. Living situations have to be described. Therefore, students have to know the names of furniture and understand basic room listings. Special attention is paid to cultural aspects.

The grammar offered is very basic. The present tense is covered as are interrogatives, negation, personal pronouns, articles, singular and plural forms.

Language Level A1/A2

Week planning Dutch WEEK CLASS HOMEWORK1 Instructions

Code chapter 1Taak 1.2: een adres vragen en geven

Ch. 1VocabularyGrammar

2 Code chapter 1Taak 1.4: een formulier invullen


3 Code chapter 2Taak 2.2: vragen en zeggen hoe laat het isTaak 2.3: roosters en dienstregelingen lezen


4 Code chapter 2Taak 2.4: iemand feliciteren met zijn verjaardag


5 Code chapter 3 Ch. 3

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Taak 3.1: zeggen wat je lekker of niet lekker vindtTaak 3.2: eten kopen

VocabularyGrammar

6 Code chapter 4Taak 4.1: praten over je huisTaak 4.2: advertenties van huizen lezen


7 Code chapter 4Taak 4.3: je mening geven over meubelsTaak 4.4: een afspraak maken om een huis te bekijken


Week planning Dutch CultureWeek Subject Literature Week 1 Introduction to Dutch Culture

PoldermodelHistory & its influences on the Dutch of Today

Introduction The Holland HandbookIntroduction page 18-52

Week 2 Politics and economy Political systemEconomyPrinsjesdag

The Holland HandbookIntroduction page 18-52

Week 3 Getting aroundUsing the bike (page 149)

Traveling in The Netherlands & importance of transport for The Netherlands

The Holland HandbookChapter 5Page 128 - 159

Week 3 Influence of Climate an religion to the Dutch

Climate Customs and etiquetteSpecial occasions Dutch festivitiesReligion

The Holland HandbookIntroduction page 18-52

Week 4, 5, 6 Education Sending your child to school The education systemGoing to universityLiving in a shoestring

Week 6, 7 Places to visit A selection of interesting sites

The Holland HandbookChapter 10, page 231-240

6.9.4 Teaching materials- Takenboek Code Deel I, Thieme Meulenhoff; ISBN 90 06 81110 6 (appr. € 80), CD-Rom incl.

6.9.5 AssessmentYour language skills in Dutch will be tested in the Body of Knowledge portfolio together with your language skills of English. The assessment consists of: Written exam (50% of final grade)The exam should be a minimum of 5,5 in order for the credits for the total Body of Knowledge portfolio to be awarded (5 EC).

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6.102nd Foreign Language: Dutch & Culture (B1/B2)When: Week 1 – 7, term 2Contact hours: 1 hour per week Dutch & 1 hour per week Dutch cultureStudy load: 56 hoursAssessment: Body of Knowledge portfolio

6.10.1 Learning tasksBody of Knowledge portfolio- express himself effectively in a second foreign language in familiar situations (B1)- make proper use of audio-visual aids in his presentation, as to read, listen and understand written

and oral professional dialogue

6.10.2 Link to competenciesDutch as a second language contributes to the development of the competency:- 3.3 Communications

6.10.3 ContentStudents will learn/acquire Dutch at a B1/B2 level. Generally they have to master more complex structures and vocabulary that allow them to talk about abstract ideas as well as everyday ones. They will be capable of bringing their social survival skills up to a level of competent usage so that they are less dependent on assistance. Students will be able to make a detailed description of topics they are interested in. They will be able to participate in conversations and express their ideas/opinions and support these with arguments. Special attention at this level is paid to study and vocabulary skills to better understand and present information. Cultural aspects are integrated.

Students will be exposed to more complex topics: criminality and law and nutrition and health. They will learn not only to understand newspaper articles or television programs on these topics but also participate more effectively in discussions on these topics. The study skills that students will acquire focus on recognizing transitions and topic sentences. The vocabulary skills emphasize compound nouns and word meaning.

The grammar emphasizes sentence structures (main clause + sub-clause), past perfect tense and the word ‘er’ as indefinite subject. Word clusters and idioms are integrated.

Language Level B1/B2

Week planning Dutch B1/B2Week

1 InstructionsCode chapter 5 Reizen en routes


2 Code chapter 5Reizen en routes


3 Code chapter 6Kleding en uiterlijk

Ch. 6 VocabularyGrammar

4 Code chapter 6Kleding en uiterlijk

Ch.6 VocabularyGrammar

5 Code chapter 7Uitgaan

Ch.7Vocabulary

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Grammar 6 Code chapter 7

Uitgaan Ch. 7 VocabularyGrammar

7 Herhaling + extra oefeningen

Week planning Dutch culture Week Chapter Subjects Literature 1 & 2 Health care and the medical

system3 & 4 A place to live5 & 6 Working in the Netherlands The employment market

How to find a job7 Things to do in your free time

6.10.4 Teaching methodThe lessons should emphasize word clusters, idioms, vocabulary and grammar used in speaking, reading, listening and writing. It is not necessary to do/discuss all the exercises (as long as students are capable of making the exams based on the lessons and the homework).

6.10.5 AssessmentThe students’ language skills in Dutch will be tested in the Body of Knowledge portfolio. The assessment consists of Written exam (50% of final grade)The grade should be a minimum of 5,5 in order for the credits for the total Body of Knowledge portfolio to be awarded (5 EC).

6.10.6 Learning materials- Code Deel I Takenboek; Thiememeulenhoff; isbn 90 06 81110 6 (these materials are used the 1st

four terms) N.B.: Don’t buy Code Nederlands: almost the same title, but the wrong book!!

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6.11Study skills for Exchange Students (term 1) When: 1 - 7 weekContact hours: 2 periods = 90 minutes per weekStudy time: Depending on existing experience and knowledge acquired in home countrySupport Tuition: Body of Knowledge portfolio

6.11.1 Week planning term 1week Chapters Pages objectives

1 Introduction lecture Get to know the group, get to know the project book, the student handbook, division of tasks in project group

2 Chapter 5Introduction to group work

97-105 - -become aware of the advantages of working with others

- develop you communication skills- develop confidence in participating in discussion

groups and seminars- understand what can make a group- develop strategies for making a confident oral

presentation- learn to assess your own performance in groups,

seminars and presentations- become aware of how prejudice can disrupt learning,

and of ways to deal with it.3 Chapters 5

Introduction to group work

106-114 - learn to assess your own performance in groups, seminars and presentations

- become aware of how prejudice can disrupt learning, and of ways to deal with it.

- introduction to evaluation system INHOLLAND University of professional education

4 Chapter 10Projects, dissertations, reports and case study

199-221 - understand what is required for student projects, dissertations and case studies

- clarify the similarities and differences between essays- develop a research strategy for your projects- identify the main sections of reports and dissertations- identify the different kinds of writing style required for

the various sections of a report- furthermore during this year

5 Chapters 2 Identifying your skills

29-45 - reflect on what is meant by a “skill”- consider the five main study skills components- develop your awareness of skills and qualities you

bring with you to INHOLLAND- identify areas of strength in you current study skills

and areas to be developed- set priorities for developing your study skills.- Consider the wider range of skills you can develop at

university- map out a profile of you own skills and qualities, in

preparation for job applications- monitor and record you own achievements

5 Chapter 6 Research skillsChapter 7 writing for university

115-142143-162

- learn to undertake general research skills - become aware of how to find and select the most

relevant information of source material- develop strategies for adapting you reading flexibility

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to different contexts- learn how to make affective notes- learn what plagiarism is and how to avoid it - learn how to reference your work- become aware of how to make effective use of

lectures problem-solving exercises, laboratory work and practical’s

- understand what is meant by concepts and “concept pyramids”

- develop strategies for organising your ideas, planning your writing, and structuring essays and reports

- learn how to complete the basic steps of writing an assignment, such as writing drafts, editing, and presenting your work by computer

6 Individual student coaching

Individual interviews with students (schedule on Blackboard)





6.11.2 Learning tasksBody of Knowledge portfolio- understand how cultural background influences communication, work styles and priorities in

business- Knowledge of main do’s and don’t’s in cultures (- Creating a goal-oriented atmosphere within the team (We)- Together, preparing an action plan for the achievement of team objectives (We)- Determining team expectations in terms of the results to be achieved by the team (We)- Using motivation techniques and persuasion to encourage team members and motivate them to

contribute to the objectives to be achieved (I/We)- Motivating and challenging team members to use their capacity at an optimal level (I/We)- If asked to do so, helping team members to achieve individual (development) objectives (I/We)- In an open and honest manner, holding team members accountable for undesirable and desirable

behaviour in relation to agreements made and the objectives to be achieved (based on facts and the principle of hearing both sides of the argument, relate to the agreements made, specific, providing example(s), professional) (We)

- Presenting the objectives of the department (the team) effectively and enthusiastically within the team

- recognise and remove resistance in the team regarding the objectives to be achieved- Resolving conflicts to everyone’s satisfaction- Being clear about what constitutes desirable and undesirable behaviour in view of the team

agreements made- In an open and honest manner, holding team members accountable for their contributions in

relation to the objectives to be achieved and heir behaviour in the team (based on facts and the principle of hearing both sides of the argument, relate to the agreements made, specific, providing example(s), professional)

- Giving feedback to team members on their performance in an appropriate manner;- delegate tasks to team members- negotiate and create clarity about the individual and team achievements expected- Carry out appraisal interviews with team members- Stimulate the learning process, the development of team members bearing in mind their

character, the skills and the interests of the individual co-worker (team member) and the results to be achieved by the department (team);

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- Analyse and if necessary steer the development of the individual team members within the context of what the requirements of the organisation (the team) are;

- Together with the team member, formulate tasks relating to the individual and the organisational objectives;

- When asked carry out coaching interviews about the individual (development) goals to be achieved

- Select HRD instruments to facilitate the team member (s) to achieve their individual (development) goals.

- Planning activities in the time available- Preparing, attending and actively participating meetings on the progress being made in relation to

team activities, planning, action to be taken and follow-up agreements- Making team agreements on the contribution to be made by team members, decision-making, the

accountability of individuals for the fulfilment of agreements made, responsibilities- Treating team members with respect- Fulfilling agreements made within the team- Contributing to positive discussion during groups meetings- Performing several roles in the project team properly- Active involvement in the process- Contributing constructively to the group process- Feeling responsible and taking responsibility for the project result:- ○ Contributing to the project result constructively- ○ Having a complete command of the contents of the final result- Giving feedback to team members in an appropriate manner- Distributing tasks and roles bearing in mind the capacity available and individual goals- Creating a target-oriented atmosphere within the team- Draw up team rules on participation, attendance, decision-making, group behaviour & discussion,

individual development, commitment and effort- Negotiating the objectives to be achieved, the tasks to be performed and task distribution & team

rules and individual learning goals- Making team agreements on the contribution to be made by team members, decision-making,

meetings, the accountability of individuals for the fulfilment of agreements made, responsibilities, cooperation, giving feedback to each other, communication

- Solving conflicts in an open & honest way to everyone’s satisfaction- Dividing tasks and roles taking into account the different talents present in the team, learning

styles, individual goals, different cultures and context- Supporting each other carrying out tasks & in achieving individual learning goals & personal

development;- Set up contacts with other teams- Positive encouragement of team member contributions- Management of relationships with other teams;- When necessary requesting and getting extra help;- Achieving the team objective in an efficient and effective manner;- Evaluating:

the functioning as a group; the team’s work method as it relates to the goals to be achieved; the work method of the individual team members as it relates to the goals to be

achieved; the communication within the team; the leadership in the team; the development of the team and the individual team members.

6.11.3 Link to competenciesStudy skills for Exchange students contributes to the development of the competencies:- 1.1 Leadership- 1.2 Cooperation

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- 2.2 Intercultural adaptability- 3.3 Communications

6.11.4 ContentThis module introduces the educational concept of INHOLLAND university of professional education. Furthermore the programme will become acquainted with working in projects groups and assessment of the project, including writing skills and research methods. Finally, during both terms student will focus on personal development skills.

The module is spread over 7 weeks. The first couple of weeks the students will get a thorough introduction to studying in The Netherlands and especially studying at INHOLLAND university of professional education. The first introductory lecture will offer an overview of the Dutch educational system. Furthermore, it will explain the current educational methods. The Dutch educational system is based on competencies. In competencies skills, knowledge and attitude play an important role. Most competencies chart that are being used in higher education, have been developed together with employers in the field. In present student are trained in order to be aware of the fact that learning is an ongoing process that does not end at the moment of graduation.

Furthermore, nowadays, all Dutch students have a study coach. A study coach follows the student personal development. The exchange students will be supported by the lecturer of this subject.

6.11.5 Teaching methodThe course is interactive. Therefore, students are expected to participate actively in the lectures. The course will always consist of a central part in which the theme of the week will be discussed, followed by an interactive part.

6.11.6 AssessmentThe lecturer will discuss during individual interviews the personal development as shown in the “I” and “We” forms (I and WE evaluation forms are part of the project assessment). Interviews are scheduled on Blackboard. The interviews give a clear overview of the skills acquired during the term.

6.11.7 Required materials- Cottrell, Stella, The study skills handbook, second edition, ISBN 978 403911353- Project handbook (see blackboard)

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6.12AppendicesAppendix 1: Autotainment GmbHAppendix 2: “I” Evaluation Form project Term 1 IBMS – Doing Business in a Global EnvironmentAppendix 3: “THEY” Evaluation Form project 1 IBMS – Doing Business in a Global EnvironmentAppendix 4: “WE” Evaluation Form project 1 IBMS – Doing Business in a Global EnvironmentAppendix 5: ‘‘IT” Evaluation Form project 1 IBMS – Doing Business in a Global EnvironmentAppendix 6: IBMS Code of ConductAppendix 7: “I” Evaluation Form project Term 2 IBMS – Doing Business in a Global Environment Appendix 8: “THEY” Evaluation Form project 2 IBMS – Doing Business in a Global EnvironmentAppendix 9: “WE” Evaluation Form project 2 IBMS – Doing Business in a Global EnvironmentAppendix 10: ‘‘IT” Evaluation Form project 2 IBMS – Doing Business in a Global Environment

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Appendix 1: Autotainment GmbH (see Blackboard)Annual report and case

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Appendix 2: “I” Evaluation Form project Term 1 IBMS – Doing Business in a Global Environment

StudentTutorAssessment Satisfactory ( score 55) / Not satisfactory (score < 55)

Score areas Max. points

ATTITUDE 20I was clear to my group members about what constitutes desirable and undesirable behaviour in relation to the team agreements made. I supported my team members in the achievement of their objectives, when asked to do so by them.When asked to do so, I held coaching interviews with my team on the personal learning objectives to be achieved.I treated my team members with respect.I took over tasks from my team members where necessary.I fulfilled all agreements made.I was involved in the process.I felt responsible for the result.MOTIVATION 15I made a demonstrable contribution to a goal-oriented atmosphere within the team.I encouraged and motivated the team to contribute to the achievement of the team objectives. I motivated and challenged team members to fully engage their individual abilities.I performed my own role in the project properly.COMMUNICATION 20I presented the team’s objectives effectively within the team.I held team members accountable for their behaviour in relation to agreements made within the team. I recognised and removed resistance in the team to the objectives to be achieved.I resolved any conflicts to everyone’s satisfaction.I discussed my personal learning objectives within the team.I discussed the steps to be taken in my personal development with the team members.I gave feedback to team members on their performance in the manner appropriate for this.I briefly, concisely and clearly, in a manner geared towards the target group, gave an oral description of analysis results, conclusions, improvement proposals, different interests and objectives. I used presentation techniques to convey complex matters.LEARNING ABILITY 10I used the SMART method to achieve my personal learning objectives.I processed feedback from the tutor.I processed feedback from team members.I worked on my personal learning objectives within the project.I achieved my learning objectives.CONTRIBUTION TO THE END PRODUCT 15I contributed constructively to the end product.

Evidenced by the opinion of the group during the evaluation session in Week 10.Evidenced by the project archive (minutes, action lists).

TOTAL POINTS (max 100) …….

PROJECT COACH INITIALS

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Appendix 3 “THEY” Evaluation Form project Term 1 IBMS Doing Business in a Global Environment

Project groupClientTutorAssessment Satisfactory (score 20) / Not Satisfactory (score < 20)

Assessment criteria Max ScoreClient 10We won and retained the commissioning client’s confidence.We put the client and his needs first.We performed in accordance with the agreements made with the commissioning client and on the basis of his/her expectationsWe demonstrated an understanding of the organisation’s needsExternal Environment 5During the initiative stage and the definition stage, we analysed the project environment in depth, to the commissioning client’s satisfaction.Stakeholders 15The commissioning client and other interested parties accepted our reasoning, arguments and substantiations in relation to the export or import plan we produced.Behaviour 10We observed etiquette in our contacts with the clientWe demonstrated a quality-oriented attitude and approachWe demonstrated professional behaviour

TOTAL SCORE Max: 40

Client’s initials:

CLIENT’S INITIALS:

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Appendix 4 “WE” Evaluation Form project Term 1 IBMS – Doing Business in a Global Environment

Project groupGroup members

TutorAssessment Satisfactory ( score 55) / Not satisfactory (score < 55)

Max scoreSTRUCTURE 25We produced an action plan together.We formulated a clear problem definition and description of the estimated time required.We performed a feasibility study prior to the implementation of the action plan.We carried out a critical path analysis.We delegated tasks within the team.We analysed and identified the added value of the expertise/disciplines present within the team.We distributed tasks and roles bearing in mind different talents, learning styles, individual roles, different cultures, context and capacity.We formulated and laid down team rules in respect of employee participation, decision-making, internal contact, external contacts, meetings, individual development, involvement and commitment.We made agreements on contribution to be made by team members, the accountability of individuals for the fulfilment of agreements made, responsibilities, giving feedback and communication. PROCESS 25When implementing the project, we worked in stages, systematically and as part of a results-oriented approach.We made optimal use of the expertise/disciplines present within the team.We promptly identified and corrected problems in relation to project implementation.We evaluated the following aspects: - Group performance- Approach taken by the individual team members and the team in relation to the team objectives- Communication and leadership within the team- Team development and development of the individual team members- Team composition and team roles on the basis of talent and abilityCOMMUNICATION 25We negotiated on individual and team performance and made agreements in this respect.We functionally maintained formal and informal contacts with other teams.We managed to gain the support that we needed from outside the team.We gave each other feedback on individual and team performance.We communicated with each other using clear ‘I’ messages.We resolved mutual problems together.WORKING ATMOSPHERE 25We clearly established what we considered to be desirable and undesirable behaviour in relation to the objectives to be achieved.We reflected on the extent to which the development of individual team members was in line with the direction envisaged/required by the organisation and, where necessary, corrected this.We encouraged the learning process/development of each team member, bearing in mind each team member’s character, experience, skill and personal interests.We supported each other in terms of task performance, the achievement of individual learning objectives and personal development.Lessons-Learned Report S NS ‘not satisfactory’

means final

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assessment is ‘not satisfactory’ either!

The Lesson- Learned Report was in a written format and complies with the criteria set out in the Handbook on Project-based Teaching & Learning.TOTAL SCORE (max 100)

………


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Appendix 5: “IT” Evaluation Form project 1 IBMS – Doing Business in a Global Environment


Project CoachAssessment Satisfactory ( score 55) / not satisfactory (score < 55)

Score Areas ScoreInternal analysis 15

External analysis: DESTEP for each country 25

External analysis: Porter 5 forces analysis for each country 25

Report of Market Analysis & justification of country of choice 35

TOTAL SCORE Max. 100

CLIENT’S INITITALS

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Appendix 6: IBMS code of conduct

The purpose of this code of conduct is to establish guidelines to promote an agreeable line of communication between students, lecturers and other staff of INHOLLAND. A pleasant study and work environment is created when mutual expectations on what behaviour is or not accepted, and how to communicate are clear to all parties concerned. Professionalism, integrity and respect are the key principles in this code of conduct. As managers and professionals to be, students are expected to behave as such, just like the staff of INHOLLAND is responsible to set the example and create an environment in which students, staff and guests can function in the most effective and proficient way.

Respect In this IBMS course you find yourself amongst people from a great variety of cultures and backgrounds. It is essential that each individual respects and makes an effort to understand the others’ behaviour and their background . Only then can a truly effective and valued International study environment be created and maintained.

Language Since IBMS is an internationally oriented course, English is our language for communication. Even in occasion that two individuals share the same native language, it is expected that all parties at all times use English as ‘the Corporate language’ of this study.

Daily watch Students are responsible to check Blackboard, their email and message boards on a daily basis. Lecturers are responsible to post their messages clearly and well in advance, through the abovementioned means for communication and in very urgent matters via the telephone. Intranet is our official source to learn about various institutional matters, such as reports of illness, regulations, changes in venue and exam schedules. Students are obliged to closely monitor Intranet contributions.

Written form All written communication is in English. (When students approach lecturers and vice versa in written form, this must be done in English, in print and preferably by email.) Both lecturers and students are expected to give response to the approach promptly, but they should in all cases strive for an oral or written reaction within 5 working days at the latest. All recognized written communication needs to have a reaction within at least 5 working days.

Verbal form The IBMS office is a place in which lecturers and staff work. For good order, to make sure that matters are organized efficiently and effectively, the members (or parties) must not be disturbed nor disrupted in their work. Should a student need to speak to a staff member, a personal appointment can be made. For urgent matters, lecturers may always be approached. Students may enter the IBMS office but only when they are recognized by a staff member.

Work session codes INHOLLAND is responsible to offer its students the best possible Education. To accomplish this goal, lectures, seminars, workshop and guest speakers occur. Instructors are expected to give meaning to these sessions, and the students are expected to attend these sessions in an pro-active and positive posture.

All sessions start on time, thus students should make certain not to disturb discourse after commencement.

At each session students are obliged to bring their course materials (study books, note books and stationary). Students without required course materials can be expelled from that session.

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When students are asked to prepare or revise course documents or materials for future sessions, students are expected to comply.

Cellular phones and all other electronic equipment (CD player, MP3, etc) are to be switched off. It is not allowed to make phone calls during any of the sessions. This holds for all parties.

Newspapers, magazines or other unrelated material to the daily session should not be visible on student work area.

Professional behaviour is also to be recognized in language and attire. Both are to be proper and decent. Obscene or indecent language (verbal and non verbal) plus coats and head wear are allowed nor appreciated (with the exception of attire worn on the grounds of religion.).

Presence Students are responsible for their personal involvement and commitment in the educational process. Their attendance at all sessions is valued and expected. INHOLLAND is responsible to render opportunities to gain credit (study) points through the terms studies, the organization of the various sessions, and the ways and means of assessment.

INHOLLAND is responsible to offer one assessment and one re-sit per Competence Domain per term. We highly urge the students to take advantage of this opportunity. Absence due to illness, driving-tests, and personal holidays or for other outside reasons are not valid for an extra assessment or re-sit.

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Appendix 7: “I” Evaluation Form project Term 2 IBMS – Doing Business in a Global EnvironmentStudentTutorAssessment Satisfactory ( score 55) / Not satisfactory (score < 55)

Score areas Max. points

ATTITUDE 20I was clear to my group members about what constitutes desirable and undesirable behaviour in relation to the team agreements made. I supported my team members in the achievement of their objectives, when asked to do so by them.When asked to do so, I held coaching interviews with my team on the personal learning objectives to be achieved.I treated my team members with respect.I took over tasks from my team members where necessary.I fulfilled all agreements made.I was involved in the process.I felt responsible for the result.MOTIVATION 15I made a demonstrable contribution to a goal-oriented atmosphere within the team.I encouraged and motivated the team to contribute to the achievement of the team objectives. I motivated and challenged team members to fully engage their individual abilities.I performed my own role in the project properly.COMMUNICATION 20I presented the team’s objectives effectively within the team.I held team members accountable for their behaviour in relation to agreements made within the team. I recognised and removed resistance in the team to the objectives to be achieved.I resolved any conflicts to everyone’s satisfaction.I discussed my personal learning objectives within the team.I discussed the steps to be taken in my personal development with the team members.I gave feedback to team members on their performance in the manner appropriate for this.I briefly, concisely and clearly, in a manner geared towards the target group, gave an oral description of analysis results, conclusions, improvement proposals, different interests and objectives. I used presentation techniques to convey complex matters.LEARNING ABILITY 10I used the SMART method to achieve my personal learning objectives.I processed feedback from the tutor.I processed feedback from team members.I worked on my personal learning objectives within the project.I achieved my learning objectives.CONTRIBUTION TO THE END PRODUCT 15I contributed constructively to the end product.

Evidenced by the opinion of the group during the evaluation session in Week 10.Evidenced by the project archive (minutes, action lists).

TOTAL POINTS (max 100) …….


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Appendix 8 “THEY” Evaluation Form project Term 2 IBMS Doing Business in a Global Environment

Project groupClientTutorAssessment Satisfactory (score 20) / Not Satisfactory (score < 20)

Assessment criteria Max ScoreClient 10We won and retained the commissioning client’s confidence.We put the client and his needs first.We performed in accordance with the agreements made with the commissioning client and on the basis of his/her expectationsWe demonstrated an understanding of the organisation’s needsExternal Environment 5During the initiative stage and the definition stage, we analysed the project environment in depth, to the commissioning client’s satisfaction.Stakeholders 15The commissioning client and other interested parties accepted our reasoning, arguments and substantiations in relation to the export or import plan we produced.Behaviour 10We observed etiquette in our contacts with the clientWe demonstrated a quality-oriented attitude and approachWe demonstrated professional behaviour

TOTAL SCORE Max: 40

Client’s initials:

CLIENT’S INITIALS:

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Appendix 9 “WE” Evaluation Form project Term 2 IBMS – Doing Business in a Global Environment


TutorAssessment Satisfactory ( score 55) / Not satisfactory (score < 55)

Max scoreSTRUCTURE 25We produced an action plan together.We formulated a clear problem definition and description of the estimated time required.We performed a feasibility study prior to the implementation of the action plan.We carried out a critical path analysis.We delegated tasks within the team.We analysed and identified the added value of the expertise/disciplines present within the team.We distributed tasks and roles bearing in mind different talents, learning styles, individual roles, different cultures, context and capacity.We formulated and laid down team rules in respect of employee participation, decision-making, internal contact, external contacts, meetings, individual development, involvement and commitment.We made agreements on contribution to be made by team members, the accountability of individuals for the fulfilment of agreements made, responsibilities, giving feedback and communication. PROCESS 25When implementing the project, we worked in stages, systematically and as part of a results-oriented approach.We made optimal use of the expertise/disciplines present within the team.We promptly identified and corrected problems in relation to project implementation.We evaluated the following aspects: - Group performance- Approach taken by the individual team members and the team in relation to the team objectives- Communication and leadership within the team- Team development and development of the individual team members- Team composition and team roles on the basis of talent and abilityCOMMUNICATION 25We negotiated on individual and team performance and made agreements in this respect.We functionally maintained formal and informal contacts with other teams.We managed to gain the support that we needed from outside the team.We gave each other feedback on individual and team performance.We communicated with each other using clear ‘I’ messages.We resolved mutual problems together.WORKING ATMOSPHERE 25We clearly established what we considered to be desirable and undesirable behaviour in relation to the objectives to be achieved.We reflected on the extent to which the development of individual team members was in line with the direction envisaged/required by the organisation and, where necessary, corrected this.We encouraged the learning process/development of each team member, bearing in mind each team member’s character, experience, skill and personal interests.We supported each other in terms of task performance, the achievement of individual learning objectives and personal development.Lessons-Learned Report S NS ‘not satisfactory’

means final

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assessment is ‘not satisfactory’ either!

The Lesson- Learned Report was in a written format and complies with the criteria set out in the Handbook on Project-based Teaching & Learning.TOTAL SCORE (max 100)

………


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Appendix 10: “IT” Evaluation Form project 2 IBMS – Doing Business in a Global Environment


Project CoachAssessment Satisfactory ( score 55) / not satisfactory (score < 55)

Score Areas ScoreSWOT analysis and confrontation matrix Max 20Client’s comments:

Financial prognoses as to budgeting and forecasting Max 15

Client’s comments:

Implications for corporate change & marketing Max 15

Clients’ comments:

Intercultural, legal, ethical implications to a transfer of production and the implementation plan

Max 15

Clients’ comments:

Discussion with the Board of Directors Max 25Client’s comments:

General impression of Management Advisory Report Max 10English: SpellingEnglish: StyleStructure: Lay outTOTAL SCORE Max. 100

CLIENT’S INITITALS

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