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Course Outline

Department of Marketing, International Business and Entrepreneurship

School of Business and Economics

IBUS 4570-02
Global Management (3,0,0)
Wednesday/Friday 13.00-14.15, #IB 1008

1 Instructor
Dr. Muhammad Mohiuddin,
Office: IB 2034
Tel.: +1-250-828-5237
Office hours: Tuesday 11:30-13:00, Wednesday 16.00-17.00 and Friday 14.30-16.00 (or, by

2 Calendar Description
Students conduct an integrative and comprehensive overview of the fundamental issues and challenges that
confront the international firm. The course focuses on the managerial approaches across the national
borders. Topics include assessing the environment, managing interdependence, global value chain,
understanding the role of culture, communicating across culture, cross-culture communication and
negotiation; strategy formulation and implementation; organizational structures and control system;
staffing, training and compensation for global operations, and developing a global management cadre for
global market.

3 Educational Objectives/Outcomes
Upon completing this course, students will be able to:
1. Critically assess the drivers and consequences of globalization and international linkages and how
it affects the strategic and operational decisions (BT: 5*)
2. Compare and contrast different political, legal, and economic systems and technological forces
and their impact on global management (BT: 4*)
3. Develop strategies to reap advantages from global value chain (GVC) (BT: 5*)
4. Describe and apply the dimensions of culture and the concept of national culture (BT: 1/5*)
5. Understand the challenges and implications of managing across diverse cultures (BT: 1*)
6. Explain the concept of organizational culture and multiculturalism (BT: 2*)
7. Describe cross-cultural negotiation and communication in a global context (BT: 1*)
8. Apply the elements of international strategic management to emphasize global integration versus
local adaptation (BT: 3*)

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9. Discuss entry strategies impact on organizational structure (BT: 2*)
10. Manage and control decision making across various cultures (BT: 5*)
11. Interpret how to develop employees to manage across the national borders and cultures (BT: 2*)
12. Describe the practices for recruiting, selecting, training and deploying employees internationally
(BT: 1*)
13. Understand how to motivate and provide incentives for employees across the culture (BT: 1*)
*) BT = Blooms taxonomy,

4 Course Topics
1. Assessing the Environment
a. Understand the global business environment and how it affects the strategic and
operational decisions which managers must make.
b. Critically assess the developments, advantages, and disadvantages of globalization.
c. Discuss the complexities of the international managers job.
d. Develop an appreciation for the ways in which political, economic, legal, and
technological factors and changes impact the opportunities that companies face.
2. Managing interdependence: Social responsibility, ethics, and sustainability
a. Appreciate the complexities involved in the corporations obligations toward its various
constituencies around the world.
b. Understand the changing perceptions and demands of corporations doing business in other
countries, in particular the responsibilities toward human rights.
c. Acknowledge the strategic role that CSR and codes of ethics must play in global
d. Provide guidance to managers to maintain ethical behaviour amid the varying standards
and practices around the world.
3. Understanding the role of culture
a. To understand how culture affects all aspects of international management
b. To emphasize the need for international managers to have cultural intelligence in order to
interact successfully in host countries
c. To be able to distinguish the major dimensions which define cultural differences among
societies or groups
d. To recognize the critical value differences which frequently affect job behaviours
4. Communicating across culture
a. Recognize the cultural variables in the communication process and what factors can cause
noise in that process.
b. Develop an awareness of differences in non-verbal behaviours, context, and attitudes and
how they affect cross-cultural communication.
c. Understand the complexities of Western-Arab communications.
d. Be aware of the impact of IT on cross-border communications.
e. Learn how to successfully manage cross-cultural communications.
5. Formulating strategy

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a. Understand why companies engage in international business.
b. Learn the steps in global strategic planning and the models available to direct the analysis
and decision making involved.
c. Appreciate the techniques of environmental assessment, internal and competitive analysis,
and how those results can be used to judge the relative opportunities and threats to be
considered in international strategic plans.
d. Profile the types of strategies available to international managersboth on a global level
and on the level of specific entry strategies for different markets.
e. Gain insight into the issues managers face when strategic planning for the emerging
6. Global Value Chain (GVC) and its implications
a. GVC and competitiveness of Canadian industries
b. Shifting trade from final goods to intermediate goods
c. Managing global production network (GPN)
d. Cooperation, competition and coopetition
e. Manufacturing vs. service industry
7. Implementing strategies (March 9 & 14, 2016).
a. Realize that much of international business is conducted through strategic alliances.
b. Understand the reasons that firms seek international business allies and the benefits they
c. Become familiar with the ways that SMEs can expand through alliances with MNCs
d. Recognize the changing factors, opportunities, and threats involved in joint ventures in the
Russian Federation.
8. Organization structure and control systems
a. Understand the importance of appropriate organizational structures to effective strategy
b. Become familiar with the types of organizational designs suitable for the level and scope
of internationalization of the firm.
c. Be able to recognize why and when organizational restructuring is needed.
d. Understand the role of technology in the evolution of the networked structure; and to
appreciate the role of human networks in achieving business goals.
e. Realize how organizational design affects managers job, for example, on the level and
location of decision making.
f. Emphasize the role of control and monitoring systems suitable for specific situations in the
firms international operations.
9. Staffing, training and compensation for global operations
a. Understand the strategic importance to the firm of the IHRM function and its various
b. Learn about the major staffing options for global operations and the factors involved in
those choices.
c. To appreciate the challenges involved in staffing operations in emerging market countries

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d. Emphasize the need for managing the performance of expatriates through careful selection,
training, and compensation.
e. Discuss the role of host country managers and the need for their training and appropriate
compensation package.
f. Distinguish among various IHRM practices around the world.
10. Developing a global management cadre
a. Emphasize the critical role of expatriates in managing in host subsidiaries and in
transferring knowledge to and from host operations.
b. Acknowledge the importance of international assignments in developing top managers
with global experience and perspectives.
c. Recognize the need to design programs for the careful preparation, adaptation, and
repatriation of the expatriates and any accompanying family, as well as programs for
career management and retention.
d. Become familiar with the use of global management teams to coordinate cross-border
e. Recognize the varying roles of women around the world in international management.
f. Understand the variations in host-country labour relations systems and the impact on the
managers job and effectiveness.

5 Prerequisites
IBUS 3510

6 Texts/Materials
1. Helen Deresky (2014). International Management: Managing Across Borders and Cultures,
TEXT AND CASES, Eighth Edition, Pearson.
2. Mohiuddin, M. & Su, Z. (2014). Global Value Chain and the Competitiveness of Canadian
Manufacturing SMEs. Academy of Taiwan Business Management Review, 10 (2), 82-92.

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7 Course Schedule
*) L = Lecture, A= Assignment, R= Reading (L,
## Week A, Topic CH R*)
Intro and class overview
Team formation
Week of Sept. 4
1 L Discussion on group project 1
(Sept. 6& 8)
Assessing the Environment

L Instructions to team assignment

Sept. 11
2 A Assessing the Environment 1
(Sept. 13 & 15)
R Case study method (How to do a Case analysis?).

Sept. 18 L Managing Interdependence: Social Responsibility, Ethics, and

3 2
(Sept. 20 & 22) R Sustainability
Sept. 25 L
4 Understanding the Role of Culture 3
(Sept. 27 & 29) R
Oct. 2 L
5 Communicating Across Culture 4
(Oct. 4 & 6) R

Oct. 9 L,
6 Formulating Strategy 6
(Oct. 11 & 13) R,

***Case analysis written report due by 20th Oct. Please email to

Oct. 16 L Selected
(Oct. 18 & 20) R Global Value Chain (GVC) and Its implications Article/s
Implementing Strategies
Team wise consultation for group project.
Oct. 23 L
(Oct. 25 & 27) R 1st Mid-term Exam (based on chapters 1, 2, 3, 4 and 6).

Oct. 30 Staffing, Training and Compensation for global operations 7
9 R
(Nov.1 & Nov.2) 8

Nov. 6 L Organization Structure and Control Systems

10 9
(Nov. 8 & 10)

Nov. 13 L
11 Developing a Global Management Cadre 10
(Nov. 15 & 17)
2nd Mid-term Exam (based on chapters 7, 8, 9, and 10).
Nov. 20 L Presentation Team 1 & 2 (Nov. 22)
12 9
(Nov. 22 & 24) Presentation Team 3 & 4 (Nov. 24)

Nov. 27 Presentation Team 5 & 6 (Nov. 29)

13 A 10
(Nov 29 & Dec.1) Presentation Team 7, & 8 (Dec. 1).

Written report of Team project is due the following week of the

Final exam according to the TRU Final Exam Schedule.

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8 Student Evaluation/ Undergraduate-level Learning Outcomes

Component Individual Team Total Mark (%)

Case analysis (Team project, 4 to 5 students) 20% 80% 15%

Participation and Attendance 100% 0% 10%

1st Mid-term exam 100% 0% 20%

Group project (Written report and presentation;
20% 80% 25%
Themes will be assigned)
2nd Mid-term exam 100% 0% 30%

9 Participation and attendance

Students are expected to regularly attend classes in this course. Students who miss 3 or more classes will
be withdrawn from the course, according to policy of the department of Marketing, International Business
and Entrepreneurship.

Students are expected to regularly attend classes in this course. Students who miss 3 or more classes will
be withdrawn from the course, according to policy of the department of Marketing, International Business
and Entrepreneurship.

Both attendance and participation are required. However, active participation in class discussions/debates
is required to get full marks for the participation. Quality of the question asked and answered or comments
made will be taken into consideration for grading of the participation.

The attendance and participation mark (10%) consists of three components:

Attendance in the classroom (Note: Each absence counts for 1%)

Participation in the class discussions/ debates; asking questions after each team present their team project
and case analysis.

On-time completion of assignments

You will be graded on your class attendance and participation. In order to improve levels of participation,
students are required to read the material in advance for every class.

Learning depends upon thorough and lively participation. Research has found that vibrant discussion of a
given subject matter is one of the most effective methods of learning the subject. Consequently, you are
expected to come to each class prepared to discuss the material assigned for that day. The primary emphasis
should be on quality participation, not quantity. It is particularly important that your comments fit into and
build on previous comments. This requires that we all listen carefully to each other. Class participation will
be judged on the basis of quality and consistency of effort on a weekly basis. Students should note that

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attendance is not participation. Each student can ascertain the adequacy of her/his participation by
occasional discussion with the instructor.

The following schedule is used as a guideline when assessing your class participation in order to improve
your learning experience in the class.

Outstanding (3): Contributions provided major insights as well as a fruitful direction for the class.
Arguments are well-supported (with tangible evidence) and persuasively presented. If this person
were not a member of the class, the quality of the class discussion would have been significantly
Good (2): Contributions were on-target, fairly well-supported and persuasive. If this person were
not a member of the class, the quality of the discussion would have been slightly diminished.
Attending Non-participant (1): Contributed nothing to the class discussion. A person attends class
but is silent and does not participate in the class discussion.
Repetitive (0): If a persons class comments were repetitious and obvious and did not add value to
the class. That is, you will be penalized for airtime without value.
Unsatisfactory (-1): Unsatisfactory contribution occurs in inadequate preparation. If this person
were not a member of the class, the quality of the discussions would have been enhanced.
Absent or Late (-1): Obviously, one cannot participate if one is absent from the course. Absences
are severely frowned upon. If due to extenuating circumstances, you must miss class, a one page
executive summary of that sessions readings and/or cases must be submitted prior to the class to
receive a comparable credit for attending non-participant (1 point), otherwise the participation
points for that day will be -1.

Attendance will be taken regularly throughout the course immediately at the start of the class. Please note
that every class starts promptly as scheduled and the attendance will be taken at that time. Each absence
will reduce students grade by 1%. If the student is not present when the attendance is taken, the student
will be counted as absent.

10 Group Project
The group project is a team assignment on selected topics (Business opportunities, challenges and strategies
of a product in a targeted foreign market). Each team make a presentation and submit a written report. The
group project is expected to be written in a style that is appropriate for a university essay assignment, not
more than 10 pages (excluding references, relevant tabulations, appendices etc.), single spaced, font Times
New Roman size 12 and it must not consist bullet-point lists. The written report of group project should
include five main parts:

(1) Executive Summary

(2) Introduction
(3) Business opportunities of chosen product in the selected market
(4) Challenges to reap advantages from the above mentioned opportunities
(5) Strategies to overcome the above mentioned challenges to reap business opportunities

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(6) Conclusion.

In the Introduction section you are expected to explain the purpose and objectives as well as the roadmap
(i.e. what are the main points) of the paper. If a position is expected to be taken that should also be included
in the introduction section. In the body of the written report you are expected to cover the main points of
your discussions (opportunities, challenges and strategies) in a logical, concise and comprehensive way. In
the conclusion section you are expected to summarize the key findings of your analysis. It is expected that
you use proper format for quotations and referencing. In addition the written report should be free of errors
in spelling and punctuation.

Please note that this course has three learning goals and objectives; i.e 1) Critical thinking and decision
making; 2) Global Awareness and 3) Communication skills. Both during the presentation and in written
report, students must develop those capabilities and demonstrate their understanding. Thirty percent (30%)
of the overall marks of the assignment depend on demonstrating these capabilities.

As regards to the referencing and bibliography are concerned Harvard or APA referencing systems are the
preferred. The written report should include a concise executive summary and table of contents. Please
include reasonable amount of diagrams, and tables (which may also be included in an Appendix).

Students should form a group comprising a minimum of 4 people and a maximum of 5 people. Each group
should select a product and a foreign market and get my approval. They need to make 25 minutes power
point presentation from Week 5 onwards and lead a 10 minutes question and answer session. The date for
presentation will be assigned with the approval of the product and foreign market. Students will be given
a structure to the work within Week 1/2.

Important notes regarding the group project:

1. The rubric in Appendix A will be used by the Instructor to assess the contents of the written report of
the group project and for the writing part. The oral presentation will be assessed using the rubric in
Appendix C.
2. Group project is a group assignment. However, each team member will be evaluated separately by
their peers and these evaluations will be submitted to the Instructor in a sealed envelope when the
written report is due (see Group Member Contribution Assessment sheet in Appendix B). The peer
evaluations are very important and remain confidential. They may be used by the Instructor to
moderate individual student marks.
3. Please submit a soft copy of the assignment on the due date. There will be a 5% penalty for each day
late if the assignment is not handed in on the due date.
4. You must also provide a page count and there will be a penalty of 5% for each half pages over the 10
pages upper limit.
5. Please also attach Appendix D into your written report of the group project.

11 Case Analysis
Students are also required to do a case analysis in a team of 4 or 5 students. Each team will submit a written
analysis. It should be no more than 5 pages with an executive summary in the beginning. This is only a
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written report that should be submitted on or before due date (Oct., 20) and no presentation is required for
this assignment. I will provide you choice of 10 cases and you can choose any case from the list of 10 cases.
In a case analysis, students role is like a consultant and they might bring innovative solutions to the
challenges facing by the case. These solutions should be practical solutions that could be implemented with
the financial, human and other resources that the company have or have access to. The written structure of
the case:

a) Executive Summary
b) Introduction
c) Responses to challenges facing by the company.
d) Implementation of recommended solutions
e) Conclusion

Reminder: Please note that this course has three learning goals and objectives; i.e 1) Critical thinking and
decision making; 2) Global Awareness and 3) Communication skills. Both during the presentation and in
written report, students must develop those capabilities and demonstrate their understanding. Thirty percent
(30%) of the overall marks of the assignment depend on demonstrating these capabilities.

12 1st Mid-term and 2nd Mid-term Examination

The exams for this course will be based on the learned material in this course. When writing the exam by
hand, no computers, course book or additional material can be used. Therefore it is important that you are
very familiar with the relevant course material. In general, MCQ and short case analysis/ developmental
questions will be given based on the course topics.

Note: If you must miss the exam, or an assignment deadline due to a serious medical problem, please phone
or email the professor prior to the exam or due date to re-schedule. A doctors certificate will be required.
Students may be asked for identification when writing the mid-term test and final examination, so students
should bring their student card to tests and exams to be used as identification.
Students are referred to the University Calendar for information on appeals, withdrawal dates, plagiarism,
cheating, and academic misconduct. Students are expected to abide by these regulations of Thompson
Rivers University.

13 Use of Technology
Students may use laptop computers or electronic devices in the classroom for purposes of taking notes,
reading the electronic textbook, or looking up course-related information. Students may not use laptop
computers or electronic devices in the classroom for non-course related purposes. Students are asked to
turn off their cell phones during classes.

The following technologies may be used in the class:

Moodle Online Learning Environment

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14 Assignment Grading
The grading for assignments and the examination is in accordance with the following University policy:

Letter Grade
Grade Descriptor
Grade Points
A+ 90-100 4.33 Excellent. Superior performance showing comprehensive, indepth
A 85-89 4.00 understanding of subject matter. Demonstrates initiative and fluency of
A- 80-84 3.67 expression.
B+ 77-79 3.33
Very Good. Clearly above average performance with knowledge of
B 73-76 3.00
principles and facts generally complete and with no serious deficiencies.
B- 70-72 2.67
C+ 65-69 2.33 Satisfactory. Basic understanding with knowledge of principles and facts
C 60-64 2.00 at least adequate to communicate intelligently in the discipline.
Pass. Some understanding of principles and facts but with definite
C- 55-59 1.67
Minimal Pass. A passing grade indicating marginal performance. Student
D 50-54 1.00
not likely to succeed in subsequent courses in the subject.
F 0-49 0.00 Unsatisfactory. Fail. Knowledge of principles and facts is fragmentary.
Did not complete the course ; less than 50% of course work completed or
DNC 0.00
mandatory course component(s) not completed. No official withdrawal.

15 Teaching and Learning Methodology

In the spider-web of facts, many a truth is strangled (Paul Eldridge)
Education consists mainly of what we have unlearned (Mark Twain)

Wherever you go, go with all your heart (Old Chinese proverb)

There is a There is a multi-disciplinary academic viewpoints in Global management with practical business
examples, individual and group exercises, class discussion, and developing an international business plan
in this course. Research has indicated that the sharing of the experiences of the participants is one of the
key success factors in adult education.

As you are a student at Thompson Rivers University shows that you are have an interest in learning,
enhancement of your skills in your profession. Due to the fact that there is only a limited time in this class
to cover the multifaceted topics in International business, the following includes a list of policies and items
that will help you complete this course more successfully:
Participate in the class introduction activity on the first day of class.
Submit all assignments and take the exams and quizzes by the posted due dates and times.
Check your emails daily.
Put your first and last name and your course number, on each of the emails you send to your
professor. Include also a telephone number if necessary.

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Participate fully in all class discussions. Here it is important that you have read the assigned book
chapter and other readings in advance. The interaction enables you to take the most out of the class.
Contact your professor (preferably by email) if you have questions about an assignment or need
additional help completing your work successfully.
Academic dishonesty is grounds for dismissal from the program.
Get to know your fellow students. They can add a great deal of value to your learning by sharing
knowledge and practical experience.
Reflect after each class session what you have actually learned in the class and how you might
apply your learning in a real life situation. Research has indicated that adult learners need to
process the learning material three times ideally in different ways. Therefore, reading the
material in advance (1), participation to the class discussions and exercises (2), and various types
of reflections (essays, study groups, brain-storming with classmates, teacher and others etc.) (3)
are important in your learning.
Also try to identify the pre-conceived ideas that you might have. International business is a
multi-disciplinary course that has more than one correct answer for the same thing. Some
solutions might work in one instance and others in other instances. No single reality may not be
fit with each different context that we face in this field and pre-conceived perceptions/ opinions
can differ with a particular context and its recommended to speak up in the class and discuss the
issue without conceiving that your pre-perception is right or wrong.

16 The role of the course in relation to the program learning goals

This course contributes primarily to achieving the undergraduate learning goals and objectives no. 1, and 2 :

1. Critical thinking and decision-making

Students are able to use analytical and reflective thinking techniques to identify and analyze
problems, develop viable alternatives, and make effective decisions.
Students are able to apply appropriate quantitative and qualitative techniques in solving business
2. Global Awareness
Students are able to identify and analyze relevant global factors that influence decision making.
Students are able to develop viable alternatives and make effective decisions in an international
business setting
3. Communication skills
Students are able to write effective business documents.
Students are able to prepare and deliver effective oral business presentations using appropriate

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Critical thinking Global Communication
and decision making awareness Written Oral
1. Case analysis
2. Participation and Attendance
3. Mid-term exam
4. Group project
5. Final exam

17 Honour code, academic misconduct and plagiarism detection

As a student of the School of Business and Economics at Thompson Rivers University, I promise to act
honestly, ethically and with integrity. I accept responsibility for my own actions. I will not cheat, plagiarize,
or condone such behaviour in others. For the TRU student honour code please see:

Students enrolled in courses at Thompson Rivers University are expected to adhere rigorously to principles
of intellectual integrity. Plagiarism is a form of intellectual dishonesty in which another person's work is
presented as ones own. Plagiarism or cheating on examinations or assignments is a serious offence that
may result in a zero grade on an assignment, a failing grade in a course, or expulsion from the university.
For more information on this important matter, please consult the TRU academic calendar.

18 Global Management Instructor

Muhammad Mohiuddin joined Thompson Rivers University (TRU) in July 2014. Before joining Thompson
Rivers University, he taught at Laval University, Quebec, Canada. He completed his PhD and MBA in
International Management from Laval University, Quebec, Canada and MPhil in International Economics.
He is an author/co-author of three book chapters, and has published almost 40 academic and professional
articles and conference papers. His research interests focus on the emerging markets, social
entrepreneurship, technology and innovation management and sustainable offshore outsourcing. His
opinions on offshore outsourcing were published at the Globe and Mail. He teaches as visiting professor at
universities in Europe, Asia and Latin America. He presented his research works in major international
conferences in Management such as Academy of International Business, Strategic Management Society
(SMS) and ASAC and won best paper awards at the ASAC, 2012, ASAC 2014, AIB-NE 2013 and AGBA
2013 conferences. His academic and research excellences enabled him to get awards from the CIRRELT,
FQRSC, SSHRC, ISESCO and Deans Award. He collaborates with several researchers from universities
in Canada, USA, China, Malaysia, Pakistan, Benin, Brazil and Bangladesh.

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19 Course policies
1. Grading Policy In accordance with TRU Policy ED 3-5.
2. Attendance Requirements Students are expected to regularly attend classes in this course.
Students who miss 3 or more classes will be withdrawn from the course, according to policy of the
department of Marketing, International Business and Entrepreneurship.
3. Team Conflict Policy All team members should actively participate in the assignments, and act
professionally towards each other. During the course, if a student feels this is not occurring, they
should bring this matter to the attention of the instructor immediately so they can investigate the
conflict and take the appropriate action including assigning students a failing grade for the course.
Working effectively in teams and acting professionally towards ones colleagues is a major
learning goal of the undergraduate program.
4. Academic Integrity Policy In accordance with TRU Policy 5-0.
5. Late Assignment Policy A grade of zero will be given for all late assignments.
6. Examinations Policy In accordance with TRU Policy ED 3-9.
7. Appeals In accordance with TRU Policy ED 4-0.

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Appendix A: General Writing Rubric

Trait Does Not Meet Expectations Meets Expectations Exceeds Expectations

The writers decision about focus,
The writer has made good decisions about
The purpose and focus of the writing are organization, style, and content fully
Purpose focus, organization, style, and content so
not clear to the reader elucidate the purpose and keep the purpose
as to achieve the purpose of the writing.
at the center of the piece

Develops unified and coherent ideas

Develops ideas cogently, organizes them
Structure Does not develop ideas cogently, uneven within paragraphs with generally adequate
logically with paragraphs and connects
and ineffective overall organization, transitions; clear overall organization
them with effective transitions. Clear and
unfocused introduction or conclusion relating most ideas together, good
specific introduction and conclusion.
introduction and conclusion.

Language Uses words that are unclear, sentence Word forms are correct, sentence structure Develops concise standard English
structures inadequate for clarity, errors are is effective. Presence of a few errors is not sentences, balances a variety of sentence
seriously distracting distracting. structures effectively.

Statement of Expectations for Writing

Students at the BBA program are supposed to demonstrate competency in writing.

In performing these types of written assessment, it is expected that students should at a minimum demonstrate clear purpose, coherent structure and
correct language.

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Appendix B: Teamwork Rubric

TRAIT Does Not Meet Expectations Meets Expectations Exceeds Expectations

There is no evidence that group
Most of the team members seem to be All the team members are well prepared
Preparation members have prepared well for the
well prepared for the team exercise. for the team exercise.
team exercise.

Members do not listen to each other and For the most part, listen to each other Group encourages all members to present
have difficulty working together. and work well together. ideas and builds on them.

Roles are clear but there may be some

Roles are not appropriately assigned.
gaps. Clear and appropriate roles are established.
Coordination There is no strong effort to develop a
A reasonable schedule is developed that Effective schedules that will allow goals to
reasonable schedule that will allow goals
will allow goals to be achieved on time be achieved on time are created.
to be achieved on time.
but there may be some gaps.

Team Member Group members show little individual Group members show some individual Group members show high levels of
initiative initiative. initiative. individual initiative.

A major portion of goals/objectives are

not achieved. Goals/objectives are accomplished. Goals/objectives are accomplished.
Quality of Work Group products are not acceptable in Group products are of acceptable quality Group products are outstanding, both
quality and reflect little creativity and and show some creativity. creative and high in quality.

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Appendix C: Oral Presentation Rubric

TRAIT Does Not Meet Expectations Exceeds Expectations
No opening statement or irrelevant
Has opening statement relevant to topic,
statement. Listener can follow Has a clear opening statement that catches
and gives outline of speech. Presentation
Organization presentation only with effort. Some audiences interest. Stays focused
is clear, logical, and organized. Listener
arguments are not clear. No sequence of throughout.
can follow line of reasoning.

Often hard to understand what is being Can easily understand -- appropriate

said. Voice is too soft, or too loud. Pace pace and volume. No use of filler words
is often too quick or too slow. Use of (such as umm, uh, like). No Excellent delivery. Uses grammatically
filler words (such as umm, uh, like). inappropriate movements (such as: correct and appropriate language.
Inappropriate movements (such as: fidgeting, rocking back and forth). Eye Modulates voice, projects enthusiasm,
fidgeting, rocking back and forth). No contact with members of the audience. interest, and confidence.
eye contact with members of the Use of gestures/body language (when
audience. needed).

Looks at slides (from time to time) to

keep on track with presentation.
Relies heavily on slides and/or notes. Slides are used effortlessly to enhance
Slides/notes are used as a guide (no
Use of media Slides contain too much text. Slides speech. Speech could be effectively
reading). Appropriate number of slides.
contain spelling and/or grammar errors. delivered without them.
Slides contained no spelling and/or
grammar errors.

Goes beyond "average" in delivering a

Missing or poor. No analysis of content. Synthesizes presentation's main points,
Synthesis / Quality content that is very well documented and
No synthesis of points that brought the and draws conclusions based upon the
of analysis persuasive. Appropriate synthesis of main
speaker to the conclusion. analysis of these points.
points. Bottom line is clearly identified.

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Appendix D: Team Member Participation

This is the detailed description of the contribution of the students in the team paper. The following table describes the contribution of the various team

Name Primary responsibility Pages %

Meeting Attendance

Date Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

Presence 100% 100% 100% 100% 100% 100%

_____________________________________ _____________________________________ ____________________________________ _____________________________________

Signature Signature Signature Signature

Date and time


Course Outline IBUS 3520 Global Management Page 17

Appendix F. Critical thinking and decision making learning rubric

TRAIT Does Not Meet Expectations Meets Expectations Exceeds Expectations

Clearly identifies and summarizes main
Summary of issue is mostly accurate but
problem, question or issue. Identifies
1. Problem Does not attempt to or fails to identify some aspects are incorrect or confused;
secondary or implicit issues. If applicable,
identification and summarize the problem accurately. nuances and critical details are absent or
notes relationships between factors in the
glossed over.
situation and how they relate to each other.
1. Use of evidence is qualified and
selective, though perhaps unintentional.
1. Repeats information provided without Discerns fact from opinion and may 1. Examines the evidence and source of
question or dismisses evidence without recognize bias in evidence though evidence; questions its accuracy, precision,
2. Preparation adequate justification. attribution is spotty, inappropriate, or relevance, completeness. Information need
and use of 2. Does not distinguish among fact, exaggerated. is clearly defined and is related to
relevant opinion, and value judgments. 2. Sources selected adequately meet the assignment, course or personal interests.
information 3. Sources are not on topic or are information need, though little evidence of 2. Evidence of search, selection, and source
inappropriate. No evidence of search, more than routine exploration. evaluation skills; notable identification of
selection or source evaluation skills. 3. Demonstrates adequate skill in uniquely salient resources.
searching, selecting, and evaluating sources
to meet the information need.
1. Quantitative or qualitative analysis is
1. Quantitative or qualitative analysis
appropriate and accurate, but rather 1. Quantitative or qualitative analysis is
3. Application conducted is inappropriate, inaccurate, or
superficial. appropriate, accurate, and thorough.
of appropriate superficial (or non-existent).
2. Analysis has limited ability to help 2. Analysis is used to clarify the issues and
analysis 2. Analysis doesnt help clarify the issues
clarify the issues and facilitate decision- facilitate decision-making.
or facilitate decision-making.

Course Outline IBUS 3520 Global Management Page 18

1. Addresses additional diverse perspectives
1. Deals only with a single perspective drawn from outside information to qualify
1. Begins to relate alternative views to
and fails to discuss other possible analysis.
qualify analysis.
4. perspectives, especially those held by 2. Fully integrated ideas and perspectives
2. Rough integration of multiple viewpoints
Consideration others. from variety of sources. Analogies may be
and comparison of ideas or perspectives.
of alternatives 2. If more than one idea is advanced, used effectively. Integrates own and others
Ideas are investigated, if in a limited way,
and decision alternatives are disjointed or bolted ideas through a complex process of
and integrated, if unevenly.
making together. judgment and justification.
3. Is able to come up with a decision but
3. Adopts a single idea(s)/decision(s) with 3. Can clearly present/justify own view,
may dismiss alternative views too hastily.
little question. decision or hypothesis while respecting
other views.
1. Conclusions begin to reflect influence of 1. Identifies and discusses conclusions,
1. Fails to identify conclusions, other perspectives, assumptions, and implications, and consequences considering
implications, and consequences of the evidence that leads to consequences that assumptions, data, and evidence.
issue or the key relationships between the extend beyond the borders of a discipline 2. Proposes solution to problem(s) based on
5. Assessment
other elements of the problem, such as or single issue. previous dimensions noted in rubric.
of conclusions,
other perspectives, assumptions, or data 2. Proposes solution to problem(s) that is 3. Objectively qualifies own assertions.
and evidence. somewhat related to previous dimensions 4. Recognizes limitations of correlations or
2. Doesnt propose solution to problem. noted in rubric. association and qualifies implications of
3. Mistakes correlations with cause. 3. Confuses correlations with cause. assertions accordingly.
4. Considers knowledge as absolute when 4. Considers knowledge as relative 5. Views knowledge as the best available
confirmed by one or another authority. collection of opinions and perspectives, and evidence within the given context, even in
makes little attempt to compare. the face of uncertainty and ambiguity.
6. Use of
1. Uses some of the quantitative and
quantitative 1. Uses the quantitative and qualitative
1. Fails to use appropriate quantitative qualitative decision making tools, but
and decision making tools in an appropriate
and qualitative decision making tools. perhaps not always in an appropriate
qualitative manner.
making tools.

Course Outline IBUS 3520 Global Management Page 19