UNIVERSIDAD ADOLFO IBÁÑEZ CEMS – Master in International

Transcription

UNIVERSIDAD ADOLFO IBÁÑEZ
CEMS – Master in International Management
Course Guide
First Term 2014
Course Guide
First Term 2014
MANDATORY COURSES
Global Strategy
Professor: Ariel Casarin, PhD
Credits: 6 ECTS
Monday and Wednesday: 11:30-12:40 and 13:00-14:10
This is a CEMS Exclusive course
There have been two primarily forces driving change in the business environment during the past
half century. One is technology; the other is globalization. Globalization has changed the business
game. More than ever, companies now compete beyond their local markets. Companies choose the
foreign markets where to compete, but also compete by choosing the markets from where to
source their inputs. Companies can also choose to concentrate their activities in a single location or
to disperse them among several locations. All these choices shape the geographic scope of global
competition and the nature of global competitive advantage. Companies that cause and that can
exploit these choices can often create sustainable advantages.
Strategic frameworks developed for the analysis of purely domestic business necessarily fall shat in
the international business context. When a company’s activities and influence go across national
borders, it encounters factors that introduce new strategic tradeoffs and fresh strategic choices.
The three overarching factors are heterogeneity across markets (countries are fundamentally
different), the scale and complexity of global operations (you need to comprehend and manage a lot
more) and the unpredictability of environmental conditions among countries (the unpredictability
of exogenous events). Each factor has profound implications both for the type of competitive
advantage or scope economy that justifies geographical expansion and for critical decisions
concerning how the company is configured and positioned to compete in the global marketplace.
This course seeks to impact conceptual tools necessary to understand and work effectively in a
globalized world. We know that today’s borders are different from those of tomorrow, and
therefore students must develop the ability to anticipate change through strategic thinking in order
2
to make better decisions in the face of uncertainty. During the course, we will become adept at
identifying and harnessing opportunities, capably integrating the interests, cultures and
perspectives that make up a multinational corporation. We will also learn to assimilate new
management skills so as to prepare ourselves for the global market.
Organizational Aligment
Professor Eduardo Barros, PhD
Credits: 6 ECTS
Tuesday: 11:30-12:40 and 13:00-14:10
This is a CEMS Exclusive course
Not long ago, when efficiency, reengineering, and downsizing were the dominant concepts in
organizations, people’s role was only to fulfill their “script”. But today, in a constantly changing world
where innovation and adaptation are essential elements, the difference is produced by people, the
organization’s greatest asset.
In the current scenario, coming out of a global economic crisis, strict “traditional” organizational roles
make no sense. Employees need to perform new tasks every day, and they need to constantly acquire
new knowledge and tools. Alignment is no longer the responsibility of top managers only; every
member of the organization must contribute toward this effort.
The role of managing people in organizations has traditionally been assigned to a Human Resources
department. However, this has not been an effective solution. On the one hand, many HR departments
have not been up to the challenge. They create (or copy) and implement strategies without deep
knowledge of the industry and the business they are in. They communicate poorly with the rest of the
organization. They are sometimes seen as a second-level department in the organization and, many
times, they certainly are. On the other hand, people cannot be managed only through rules and formal
policies. The real impact on employees is produced through everyday contact and this is a task that
needs to be performed by every manager, supervisor and team leader in the organization.
Innovation no longer comes from some specific group of “creative individuals” who are tasked with
thinking about innovation all day long. Instead, it must come from every person in the organization.
Who knows better what the client wants than our sales forces? Who knows how to improve our
manufacturing process better than employees who work all day on the production floor?
Organizations need to provide an environment that fosters commitment, entrepreneurship, and
innovation.
3
ELECTIVE COURSES
Innovation and Business Models
Professor: Ricardo Victorero, MBA
Credits: 6 ECTS
Monday 8:40-9:50 and 10:00-11:10
This is a CEMS exclusive course
This course is designed to provide you with significant insight into how a successful strategy
relates to its business model and how business models have to evolve to allow companies to
sustain their superior performance in the long run.
This course will help you see markets and customers in new ways. You will learn to embrace
openness to experimentation and uncertainty, as a mean to challenge companies’ existing business
models beyond their initial success.
The course is structured around three distinct sections (i) Strategy and Competitiveness,
(ii)Understanding the Business Model, and (iii) Innovation and Business Model Evolution. The first
section provides a brief review of those key elements that support a successful competitive
strategy. The second section covers what a business model is and how we can assess it. The third
section delves with the fact that business models are not permanent and they need to evolve.
Cases In Finance
Professor: Herve Roche, PhD
Credits: 6 ECTS
Thursday 11:30-12:40 and 13:00-14:10
This course aims at covering issues related to economies in the global environment, international
financial markets, and international financial management through the extensive use of concrete
cases and practical situations faced by corporations in a global business environment.
The first part of the course covers some basic issues of the macroeconomy and issues related to
balance of payments between national economies, nominal and real exchange rates, and covered
and uncovered interest rate parity. The second part of the course focuses on the international
financial markets, specifically the foreign exchange market, the international money markets, and
the conditions that define their interrelation. The third part of the course considers issues
associated with the operation of a firm in the global environment, including exchange rate risk
management using derivatives (futures, options swaps on foreing currency), international portfolio
investing and diversification, multinational capital budgeting and international project evaluation
and financing. Finally, we will also analyze the reasons that lead to the 2008 global financial crisis
and the collapse (or near collapse) of some of the world largest and most respected financial
institutions.
Students who masters this course material should be able to think like a strategic financial manager
in a global and competitive business environment, i.e., perform financial analysis and , critically
evaluate the financial decisions encountered in the selected cases and more generally, process
financial theory and apply it to practical situations.
4
This course requires the some use of Excel Spreadsheet to obtain and report your results.
International Marketing
Professor: Constanza Bianchi, PhD
Credits: 6 ECTS
Tuesday 8:30-9:40 and 10:00-11:10
International markets are becoming increasingly competitive as globalization and technological
and distribution changes facilitate flows of goods and services. To be successful in marketing
internationally, firms must understand how to build an international competitive advantage and
capitalize on synergies from a global perspective.
The aim of this course is to ensure that students have an advanced knowledge or understanding of
international marketing concepts. This course frames a theoretical and practical foundation for
how marketing tools contribute to the success of an international marketing strategy. Course
topics include: the role of the international environment, international research, selection and
entry of foreign markets, development of international marketing strategies, brand management
and positioning. Students will learn to identify different customer segments and anticipate how
culture will affect customer preferences. Students will become adept at adapting marketing
strategies to an international context.
Logistics and Supply Chain Management
Professor: Qingxia Kong, Ph.D.
Credits: 6 ECTS
Monday: 15:00-16:10 and 16:30-17:40
Fierce competition in today's global markets has forced manufacturing enterprises to invest heavily
in logistics systems. In such systems, items are produced at one or more factories, shipped to
warehouses for intermediate storage, and then shipped to retailers. Consequently, to reduce cost
and improve service levels, logistics strategies must account for the interactions of the various
levels in the supply chain. This, together with the changes in communications and transportation
technologies, e.g., mobile communication and overnight delivery, has motivated continuous
evolution in logistics systems. In recognition of these developments, the program offers a course on
the design and management of the supply chain. In this course we review state of the art planning
models and practical tools for inventory control, distribution management and multi-plant
coordination.
In particular we address issues such as, optimal design of the logistics network, adequate safety
stock levels and the risk pooling concept, cost effective distribution strategies, strategic alliances
and Outsourcing, the effect of e-business on supply chain strategy and supply chain integration and
coordination
5
Integrated Marketing Communications
Professor: Matias Wolff, Master
Credits: 6 ECTS
Thursday: 8:30-9:40 and 10:00-11:10
This course has 5 slots available for CEMS Students
Please note that this course is taught in Spanish and finish on December 12th, 2014.
TODO COMUNICA. Este axioma de la comunicación explica que toda persona, sin excepción alguna,
genera conductas. Estar en silencio, hablar, mirar, dormir, no hacer nada, son todas conductas. Una
conducta siempre dice algo de nosotros. Incluso, si permanecemos en silencio, significa que no
queremos decir nada, por ejemplo. Seamos conscientes o no, hagamos algún tipo de gestión o no,
todo lo que hacemos de cara a los demás, dice algo de lo que somos. No se puede escapar del acto
de comunicar. En el mundo de las marcas y de las multi plataformas, entender este hecho, aprender
a utilizar las herramientas para organizar ese flujo de información y a la vez, ser capaz de
convertirlo en una ventaja, es fundamental para cualquier profesional del mundo del marketing y
las comunicaciones.
El objetivo del curso es desarrollar un mirada curiosa y creativa de las comunicaciones de las
marcas. Entender que las dinámicas del Marketing son las mismas que las del Storytelling, donde
todo relato parte con Insight profundo, el cual se articula mediante la Expresión de una Idea. En un
mundo que tiende a la comoditización de todo, revalorizar la emoción como discriminador es
esencial en las estrategias de Marketing. Aprender mediante el ejemplo de grandes marcas cómo
construir una historia consistente en el tiempo utilizando todas las herramientas del IMC.
Comprender que en el nuevo escenario mundial social el enfoque tradicional publicitario de 360º
es anacrónico y obsoleto. Y lo más importante, disfrutar activamente las clases.
LANGUAGE COURSE
Spanish
Professor: Bernardita Henriquez, MA
Credits: 6 ECTS
Wednesday 15:00-16:10 16:30-17:40
This course is designed to improve your communication skills and to develop awareness and
appreciation of the Chilean and Hispanic culture through an inmersion program. During the term,
students will practice and strenghtten four basic skills: speaking, writing, listening and reading. In
orther to develop these skills class will include oral drills, listening and reading comprehension,
rol-playing, vocabulary games, grammar excercises, writing assigments and other activities.
Classroom work will be interactive and participative. The class will be conducted entirely in
Spanish, so students must come prepare and make an effort to speak Spanish during the whole
class using their previous and new knowledge.
6
ABOUT THE PROFESSORS
Eduardo Barros, holds a PhD in Industrial-Organizational Psychology from Purdue University,
Indiana, USA an Bachelor in Psychology, Universidad Católica de Chile. Full time Professor at the
School of Business at Universidad Adolfo Ibáñez. His research is related to Human Resources topics
focusing on personnel selection and training. Besides his academic work, he is an active
practitioner, and consults with some of the major organizations in Chile.
Constanza Bianchi, holds a PhD in Management from Queen’s University (Canada). Is a tenured
professor and researcher at the School of Business at Universidad Adolfo Ibáñez. She also has a
position in Queensland University (Bribane, Australia). She has an extense experience in the private
sector. Her research is focused on marketing and retail at the international level. Her research has
been published in journals such as International Marketing Review, Journal of Business Research
and Journal of Servives Marketing.
Ariel Casarin holds a Ph.D. in Economics from Warwick Business School, an MSc in Economics and
Finance from the University of Warwick, and an MSc in Finance from CEMA University. Most of his
research concerns with regulatory economics, applied industrial organization and nonmarket
strategy. He has published articles in a number of scholarly journals and has also spoken to
academic, industry and government audiences in Argentina, Chile, Mexico, South Africa and the US.
Since 2010, he is also visiting professor at The Ahlers Center for International Business of the
University of San Diego, in California. His professional activities relate to the application of
economics and finance to a range of business, regulatory, competition and public policy issues. He
has served as a consultant to firms, regulators and other institutions including the Treasury
Attorney General’s Office (Argentina), the World Institute for Development Economics
Bernardita Henríquez holds a MA in Hispanic Language and Literature from Boston University
(USA), a certification in Spanish as a foreign language from Pontificie Universidad Católica (Chile)
and a degree in Literature and Education from Universidad Adolfo Ibáñez (Chile). She has taught
Spanish as a foreign language in the MBA at Universidad Adolfo Ibáñez (Chile), Boston University
(Teaching Fellow, USA), Simmons College (USA), Masspanish (USA), the “Voces Hispánicas” proyect
founded by the Romance Studies Department (BU) and Banco Santander, and Universidad del
Desarrollo (Chile).
Qingxia Kong holds a PhD in Decision Sciences from the National University of Singapore and a
M.S. in Management Science from Fudan University, Shanghai, China. In 2011, she was a visiting
scholar at Stanford University. Her research interests are Health-Care Management, Behavioral
Decision Making, Gambling Behavior and Sports Analytics.
Herve Roche holds a Ph.D in Economics from the University of Pennsylvania (UPENN), USA and a
degree in Civil Engineering from the Ecole Nationale des Ponts et Chaussées (ENPC), France. Prior
to being a Professor at the Adolfo Ibáñez University, Pr. Roche has taught at the Instituto
Tecnológico Autónomo de México (ITAM) in Mexico City and at the California Polytechnic State
University (Cal Poly) in San Luis Obispo, California. His research interests are in Financial
Economics and Asset Pricing, Investment under Uncertainty and Speculation.
Matías Wolf holds a Master in International Marketing in ESMA (Barcelona-Spain), and a bachelor
in adversting. He has over 15 years of professional experience in firms such as Telefónica,
Lowe/Porta, PUMA AG, Tottus and Virgin Mobile.
7
Ricardo Victorero holds a business degree from Universidad de Chile, a master degree in
economics and management from IESE Business School, and a master degree in business
administration from MIT Sloan School of Management. Mr. Victorero has 20+ years of extensive
experience in leadership positions in consulting, banking, private equity, capital markets, and
business development. He has conducted teams through high-stake strategic challenges; including
turnarounds, strategic alliances, mergers & acquisitions, and growth strategies in volatile markets.
Mr. Victorero is currently a Managing Partner at AndesMonitor and seats on the Board of Hoteles
de Chile (Santiago Marriott Hotel), Boulevard Suites Santiago, and IESE Alumni Chile. He has held
different leadership positions in Banco Bci, UBS, SBC Warburg Dillon Read, Banco Bice, IB Partners,
Seminarium, among others. He has also served on the Boards of Bci AGF, Artikos Chile Bolsa de
Comercio Business Committee, CCLV Contraparte Central Risk Management Committee.
8
CLASS SCHEDULE
8:30- 9:40
10:00-11:10
Monday
Innovation
and Business
Models
Innovation
and Business
Models
Tuesday
Wednesday
International
Marketing
International
Marketing
Thursday
Integrated
Marketing
Communications
Integrated
Marketing
Communications
11:30-12:40
Global
Strategy
Organizational
Aligment
Global
Strategy
Cases in Finance
13:00-14:10
Global
Strategy
Organizational
Aligment
Global
Strategy
Cases in Finance
15:00-16:10
16:30-17:40
Logistics and
Supply Chain
Management
Logistics and
Supply Chain
Management
Spanish
Spanish
18:00-19:10
19:30-20:40
9
Friday
ACADEMIC POLICIES
All students are urged to read these regulations. Failure to be familiar with these policies does
not excuse a student from the obligation to comply with all the described regulations. In case of
doubt, students are advised to ask the program manager for clarification.
Course Registration
Course registration takes place before classes begin. Registration opens three weeks
before instruction begins (First day of registration). The schedule of courses, syllabus of
each class and the registration form will be available online and also sent by email to the
students before the first day of registration. Students must submit the registration form by
email to the program manager before instruction begins.
For the first term 2014, registration begins on August, 29, 2014.
In cases where courses have limited slots available, registration will be made in a first
come-first served basis.
Course Change Period – Drop/Add
Open enrollment period last from the first day of registration until the day before
instruction begins. Changes may be made during the open enrollment period and until
Thursday midnight during the first week of class of the term. Changes after the first day of
class are subject to the availability of slots. Any change request must be submitted in
written form to the program manager.
The program manager may add courses to the student class schedule if the total number of
credits registered by the student does not comply with the minimum CEMS requirement.
A course dropped during the course change period does not show on a transcript.
Credits
Following CEMS University Guidelines, The UAI Master in international Management uses
the European Credit Transfer System (ECTS) in order to allocate class credits.
ECTS measures credits based on a full student workload and it is not limited to contact
hours only, therefore the number of credits of a given may not be directly proportional to
the total amount of instruction hours.
10
Class Attendance and Participation
Students are expected to attend all sessions. There is a minimum attendance requirement
of 75% for all courses. However, different professors might have additional attendance
requirements. A student that does not comply with the attendance requirements will fail
the class.
Class participation may be graded. In general, evaluation of class participation is based on
the personal effort put forth by each individual, along with leadership exhibited in class,
rather than the number of comments made in class, but each professor may use different
systems in order to asses’ class participation. Students should make themselves aware of
each professor´s attendance and class participation policy.
Course Withdrawal
Students may withdraw a course up until the fourth week of instruction due to a verified
serious and compelling issue. A course withdrawal request must be submitted in written
form to the program manager and must be approved by the Academic Director.
Withdrawn courses appear on the transcript but do not affect a student´s cumulative
average.
Assignment of grades and grade appeals
Faculty has the right and responsibility to provide careful evaluation and timely
assignment of appropriate grades. There is the presumption that grades assigned are
correct. It is the responsibility of anyone appealing an assigned grade to demonstrate
otherwise.
If a student believes that an appropriate grade has not been assigned, he/she should first
seek to resolve the matter with the class professor. If the matter cannot be resolved, the
student may present the case in written form to the Academic Director.
Is the student responsibility to attempt to resolve grade disputes in a timely manner. If one
or more months have elapsed since the grade was issued, or the student has graduated, no
grade change will be made.
Examinations
Students are expected to take all examinations for the courses in which they are enrolled.
Dates for final examinations will be informed by the program manager no later than 4
weeks before examinations.
11
Students that are not able to take a final examination should provide a reasonable
justification to the program manager. In the case that the Student cannot attend the final
examination, a make-up exam will be scheduled.
Academic Ethics
Students must participate with honesty in all university activities and contribute to their
well-functioning; respect other people and their property; safeguard the prestige, property
and confidential data of the university; behave decorously; respect professional ethics, and
abide by the law. These duties are codified in the Rules of Conduct (“Código de Honor”).
The Rules also establish what are considered serious and hideous breaches to those duties
as well as the procedures to be followed and sanctions to be applied.
In the event of academic dishonesty in class assignments or examinations, the professor
will assign a 1.0 to that assignment or examination and will notify the Academic Director.
In more serious cases, the Academic Director may require additional sanctions. Those
sanctions have to be approved by the University Honor Committee.
(The University Rules of Conduct are available
universidad/transparencia/codigo-de-honor-y-reglamentos).
12
at
http://www.uai.cl/la-
Course
Syllabus
(syllabus are subject to minor revisions before the first week of
classes)
13
GLOBAL STRATEGIC MANAGEMENT
Professor : Ariel A. Casarin
E-mail
: [email protected]
Schedule:
Monday and Wednesday, 11:30 am – 2:10 pm
Office Hours:
TBA
INTRODUCTION
There have been two primarily forces driving change in the business environment during the past
half century. One is technology; the other is globalization. Globalization has changed the business
game. More than ever, companies now compete beyond their local markets. Companies choose the
foreign markets where to compete, but also compete by choosing the markets from where to
source their inputs. Companies can also choose to concentrate their activities in a single location or
to disperse them among several locations. All these choices shape the geographic scope of global
competition and the nature of global competitive advantage. Companies that cause and that can
exploit these choices can often create sustainable advantages.
Strategic frameworks developed for the analysis of purely domestic business necessarily fall shat in
the international business context. When a company’s activities and influence go across national
borders, it encounters factors that introduce new strategic tradeoffs and fresh strategic choices.
The three overarching factors are heterogeneity across markets (countries are fundamentally
different), the scale and complexity of global operations (you need to comprehend and manage a lot
more) and the unpredictability of environmental conditions among countries (the unpredictability
of exogenous events). Each factor has profound implications both for the type of competitive
advantage or scope economy that justifies geographical expansion and for critical decisions
concerning how the company is configured and positioned to compete in the global marketplace.
This course seeks to impact conceptual tools necessary to understand and work effectively in a
globalized world. We know that today’s borders are different from those of tomorrow, and
therefore students must develop the ability to anticipate change through strategic thinking in order
to make better decisions in the face of uncertainty. During the course, we will become adept at
14
identifying and harnessing opportunities, capably integrating the interests, cultures and
perspectives that make up a multinational corporation. We will also learn to assimilate new
management skills so as to prepare ourselves for the global market.
OBJECTIVES
The course provides global students with a clear conceptual understanding of:
 The fundamental economic, financial, and political factors affecting the international expansion
of the firm as distinct from purely domestic factors.
 The persistence of deep and momentous cross-national differences in the world that affect the
strategy, performance, and value of the multinational firm.
 The optimal sequence, speed, and mode of international expansion depending on the
characteristics of the industry, the firm, and the host country.
 The models for organizing and managing a multinational network of subsidiaries, including
how to coordinate and to transfer useful knowledge across borders
By the end of the course, student will have developed:
 A set of conceptual tools to navigate through the often contradictory and ambiguous mass of
information about how international competition takes place.
 An appreciation of the differences between multi-domestic and global industries.
 A set of criteria for evaluating exactly which global strategy will help enhance the firm’s longterm profitability and value.
 A clear understanding of how to measure and interpret the effects of economic, financial,
political, and social factors on international management decisions.
METHODOLOGY
The course will be conducted on a case discussion basis. A typical class session may start with a
short introductory lecture that either addresses a conceptual approach or develops an issue,
providing the setting for the topic being addressed. The main body of a class will involve the
discussion of a case that serves as an application of the reading materials. Most classes will
conclude with a brief lecture wrapping up the topics discussed in class.
The key to effective classroom participation is engagement. I expect you to engage the material,
your classmates, the faculty and your abilities, with vigor. The quality of an individual’s
participation is more important than the quantity. Characteristics of valuable classroom
participation include comments that are clearly related to the case and to the comments of others,
clarify and highlight the important aspects of earlier comments, synthesize the main components of
the discussion, support the collective learning process of the class and go beyond the commonplace
and bring fresh analytic perspectives.
Class sessions should be viewed as business school analogs of professional business meetings. As
such, you are expected to attend and be well prepared for every class session. If you must miss a
class due to an emergency, please send me a note of explanation as a courtesy. Absences are
otherwise regarded as unexcused and will be reflected negatively in your class participation grade.
15
NORMS AND EXPECTED BEHAVIOUR
Students are expected to attend every class throughout the term. When unable to attend, the
student should notify the professor in advance. I also expect students to arrive for class on time so
that the class may start and end according to schedule. Students are expected to remain in the
classroom for the duration of the class. If a student must depart early due to unavoidable
circumstances, the student should inform the instructor before class. Leaving and re-entering the
class is not permitted except in the event of an emergency. Of course, I also expect students to
demonstrate respect for the professor and fellow students during the class period. Students,
therefore, should refrain from distracting behavior such as disruptive eating, using laptops to surf
the Web or check e-mail and holding side conversations.
EVALUATION
The course requirements are mastery of the content of the readings, constructive contributions to
class discussions and completion of the group and individual assignments. Grades will be assigned
as an average of four components - class participation (30%), an individual learning paper (20%), a
team work project (20%) and a final exam (30%). Further information about the assignment will
be given during the course.
The final exam will be a take home case write-up and it will consist of a case analysis where you
will be asked to respond to questions and you will need to apply the theories and tools that we
have learned in the course. Dates and deadlines will be provided later during the course.
BIBLIOGRAPHY
All of the readings and cases listed in this syllabus are required. They are available in the online
platform webcursos, where I will regularly post the class slides and additional readings. Please, use
this outline to guide your reading assignments for each class.
ABOUT YOUR PROFESSOR
Ariel Casarin holds a Ph.D. in Economics from Warwick Business School, an MSc in Economics and
Finance from the University of Warwick, and an MSc in Finance from CEMA University. Most of his
research concerns with regulatory economics, applied industrial organization and nonmarket
strategy. He has published articles in a number of scholarly journals and has also spoken to
academic, industry and government audiences in Argentina, Chile, Mexico, South Africa and the US.
Since 2010, he is also visiting professor at The Ahlers Center for International Business of the
University of San Diego, in California. His professional activities relate to the application of
economics and finance to a range of business, regulatory, competition and public policy issues. He
has served as a consultant to firms, regulators and other institutions including the Treasury
Attorney General’s Office (Argentina), the World Institute for Development Economics Research
(Finland) and the United Nations Research Institute for Social Development (Switzerland).
16
COURSE SCHEDULE
SESSION 1
Global Strategy and the Global Challenge
What motivates companies to expand abroad? How firms can manage conflicting demands in terms
of global integration, local responsiveness and worldwide learning? In this class we will reflect on
the challenges and opportunities of globalization.
Class exercise: How global are we?
Readings:

Ghoshal, S. (1987). Global strategy: an organizing framework. Strategic Management
Journal, 8(5), 425-440.
SESSION 2
Global Environmental Analysis
Countries matter a great deal in global business. Global businesses face high costs of crossing borders, and
these costs of trade reinforce the relevance of environmental differences between nations. The result is a
global mosaic with tremendous cross-country variation in markets.
Lecture: Frameworks for analyzing countries, industries and markets
Readings:


Pankaj Ghemawat (2007). Redefining Global Strategy. Boston: HBS Press, Ch2
Khana, T., Palepu, K. and Sinha, J. (2005). Strategies that Fit Emerging Markets. Harvard Business
Review June, pp 63-76
SESSION 3
Global Strategic Analysis
In this class we consider how companies use international strategy as a key driver for growth.
These are firms that have already established an international presence but are dealing with two
interlinked questions: where to next and how do we do it? We will examine business model
adaptation for new growth and the reformulation and intensification of international strategy.
Case discussion: 311-222-1 (Insead) Marco Polo: The making of a global Latina
Class Preparation Questions:
1. What factors have been important for the success of Marcopolo’s internationalization?
2. What advantages have been obtained from its international expansion?
3. What consequences, in terms of central coordination, will Marcopolo face in managing its
subsidiaries in countries culturally distant from Brazil?
Readings:


Spulber, Daniel (2007). Global Competitive Strategy. Cambridge University Press, Ch.3
Cuervo-Cazurra, Alvaro, (2008). “The multinationalization of developing country MNEs: The case
of Multilatinas” Journal of International Management 14 (2008) 138–154
SESSION 4
17
Global Competitive Advantage
The global business locates its activities around the world for competitive advantage. The company
draws on the strengths of its home country, supplier countries and partners. It also targets a
desired group of customer countries. In choosing country locations, global businesses also take into
account their own market knowledge, technical skills and organizational capabilities.
Case discussion 9-705-508 (HBS) Samsung Electronics
1. What recommendation woud you make to Chairman Lee regarding Samsung’s response to the
threat of large-scale Chinese entry?
2. What were the sources of Samsung’s cost advantage in DRAMs in 2003?
3. What were the sources of Samsung’s price premium in DRAMS in 2003?
Readings:

Pankaj Ghemawat (2007). Redefining Global Strategy. Boston: HBS Press, Ch.3
SESSION 5
Strategies for global value creation: adaptation and aggregation
Global competitive strategies must address the two sides of the global challenge: a company must
be able to cope with the sheer size of the global market place while addressing the great diversity
of local markets.
Case discussion: 5-711-480 (HBS) Arcor: global strategy and local turbulence
1. How would you characterize Arcor’s international strategy historically? What were its sources
of competitive advantage and how, if at all, did they vary across its key geographies?
2. How did the financial crisis affect Arcor domestically?
3. Looking forward, how might Arcor’s strategy in a region such as the US/Canada resemble or
differ from the strategy it is pursuing in Latin America in terms of:
a. Whether to engage in local manufacturing?
b. Which products to prioritize?
c. Whether to sell under its own brand or as private label supplier?
Readings:

Pankaj Ghemawat (2007). Redefining Global Strategy. Boston: HBS Press, Ch.4 and 5
18
SESSION 6
Exploiting Differences for Global Value Creation: Arbitrage
Global strategies also involve exploiting the efficiencies from locating different activities in
different places. Companies then internationalize not just in search of output market opportunities
but also in search of resource opportunities. Traditionally, this has meant a quest for raw materials
and low-cost labor. Increasingly, it means a quest for knowledge.
Case discussion 9-811-059 (HBS) Globant
1. How would you characterize Globant’s strategy?
2. What are the sources of competitive advantage?
3. Is Globant competitive strategy sustainable? What strategic changes would to suggest?
Readings:


Pankaj Ghemawat (2007). Redefining Global Strategy. Boston: HBS Press, Ch6
Casarin, Ariel (2011). “The Talent Market in Latin America”. Mimeo
SESSION 7
Foreign Market Entry Strategies
Global business is far from virtual. International companies invest heavily in bricks and mortar around the
world. Instead of relying on arm’s length transactions or contracts, they place value at risk by investing
capital in many different host countries.
Case discussion: IAE-C115-03597-EN (IAE) Lucchetti in Peru (A)
1.
2.
3.
4.
Is Peru an attractive market for Lucchetti? Why?
Why did Lucchetti entered Argentina with a greenfield investment?
What are the options for entering the Peruvian market?
Would you export from Chile or develop new capacity in Peru? In this case: would you buy an
existing company or develop a new own plant?
Readings
Kumar, V., & Subramanian, V. (1997). A contingency framework for the mode of entry
decision. Journal of World Business, 32(1), 53-72.
 Horn, J. T., Lovallo. D. P., and Viguerie, S. P. (2005). “Beating the Odds in Market Entry,” The
 McKinsey Quarterly, 4: 35-45.

SESSION 8
Nonmarket Challenges in Entering Emerging Markets
The emphasis in this class is on how firms can cope with and respond to variances in nonmarket
environments in overseas markets. We look at comparative foreign direct investment (FDI)
strategies and the challenge of understanding and engaging with host governments.
Case discussion: IAE-C115-03598-EN (IAE) Lucchetti in Peru (B)
19
1. Why can’t Lucchetti inaugurate the new plant in Lima? Did Lucchetti made something wrong?
2. What would it take to overturn the situation?
3. Does the firm have the resources and capabilities to that?
Readings:
Henisz, Withold and B. Zelner (2010). “The hidden risks in emerging markets” Harvard Business
Review. April 2010
 Henisz, W. J., & Delios, A. (2002). Learning about the institutional environment. Advances in
strategic management, 19, 339-372.
 Frynas, J., Mellahi, K. and Pigman, G. (2006). "First mover advantages in international business
and firm‐specific political resources." Strategic Management Journal 27(4): 321-345.

SESSION 9
Managing and Organizing Multinational Corporations
Over the last century, the forces driving internationalization strategies have changed considerably.
Yet, the structural configurations of MNCs have tended to persist. It seems likely that, because of
their complexity, MNCs face particular difficulties in adapting their structures and systems to
change.
Case discussion: 9-300-018 (HBS) BRL Hardy: Globalizing an Australian Wine Company
1. How do you account for BRL Hardy’s remarkable post-merger success?
2. What is the source of the tension between Davies and Carson? How effectively has Millar
handled their differences?
3. Should Millar approve Carson’s proposal to launch D’istinto?
4. What recommendation would you make to the organization concerning the conflicting
proposals for Kelly’s Revenge and Banrock Station? What would you decide to as Carson? As
Millar?
Readings:
Bartlet, C. and Ghoshal, S. (1986) “Tap your subsidiaries for global reach” Harvard Business
Review, November –December.
 Spulber, Daniel (2007). Global competitive strategy. Cambridge University Press, 2007.Ch.6

SESSION 10
Presentation of group projects.
Course wrap-up and review, class evaluations and discussion of final take-home exam
20
Organizational Alignment
Professor:
Eduardo Barros, Ph.D.
E-mail:
[email protected]
Schedule:
Tuesdays, 11:30 am – 2:10 pm
Office Hours:
TBA
INTRODUCTION
Not long ago, when efficiency, reengineering, and downsizing were the dominant concepts in
organizations, people’s role was only to fulfill their “script”. But today, in a constantly changing world
where innovation and adaptation are essential elements, the difference is produced by people, the
organization’s greatest asset.
In the current scenario, coming out of a global economic crisis, strict “traditional” organizational roles
make no sense. Employees need to perform new tasks every day, and they need to constantly acquire
new knowledge and tools. Alignment is no longer the responsibility of top managers only; every
member of the organization must contribute toward this effort.
The role of managing people in organizations has traditionally been assigned to a Human Resources
department. However, this has not been an effective solution. On the one hand, many HR departments
have not been up to the challenge. They create (or copy) and implement strategies without deep
knowledge of the industry and the business they are in. They communicate poorly with the rest of the
organization. They are sometimes seen as a second-level department in the organization and, many
times, they certainly are. On the other hand, people cannot be managed only through rules and formal
policies. The real impact on employees is produced through everyday contact and this is a task that
needs to be performed by every manager, supervisor and team leader in the organization.
Innovation no longer comes from some specific group of “creative individuals” who are tasked with
thinking about innovation all day long. Instead, it must come from every person in the organization.
Who knows better what the client wants than our sales forces? Who knows how to improve our
21
manufacturing process better than employees who work all day on the production floor?
Organizations need to provide an environment that fosters commitment, entrepreneurship, and
innovation.
For those looking for an alternative name for this course, we could have also used one of the following:
Global Organizational Behavior (OB), International OB, or just Organizational Behavior.
COURSE OBJECTIVES AND TOPICS
To reflect on the challenges of Aligning our organizations and on our role as change agents, we seek to
provide models, concepts, skills, and tools, working on the following set of capabilities/areas of
knowledge:








Alignment: Every effort in the same direction
Organizational culture and its effects on organizational and individual performance
Organizational climate and engagement
Individual factors influencing performance
o Personality and emotions
o Motivation
Leadership
Interpersonal relationships
Dealing with different generations at the workplace
Challenges to understand and support job performance in the context of pervasive information
overload
The general objectives of the course are
1. Understand the various mechanisms and processes through which human behavior makes
easier or more difficult to reach organizational strategic goals.
2. Develop analytical and practical skills to identify and modify:
a. The set of factors that might be affecting the behaviors of others in direct interaction
with us at the workplace (colleagues, supervisees, “bosses”, among others).
b. The set of factors that might be affecting our own behavior, and particularly, our
potential for higher job performance.
EVALUATION




Readings and “homework” to be prepared before each session
Class participation
Team project
Final individual assignment
22
25%
15%
30%
30%
METHODOLOGY
This course seeks to provide tools for disciplined and conscientious thinking about everything that
happens with human behavior in interaction with organizations. During the different sessions of the
course we will employ both theory and practice. We will use a variety of learning methods:
1. Discussion groups. Impromptu groups will be created in class and given topics to discuss. The goal
of these discussions is to build skills in developing and defending opposing or conflicting
arguments.
2. In-class case discussions. A packet will be provided with cases that will be read and revised before
the class. Each pre-assigned case will require careful reading and reflection. Other cases will be
presented in class in the form of shorter texts and/or videos.
3. Additional readings for the class. Apart from the pre-assigned cases, part of the sessions will have
more conceptual/theoretical readings. For a significant percentage of them, assignments will have
to be handed the day before the class (specific instructions in this regard will be provided).
4. Introduction of Topics in Class. The professor will put forward the theoretical and practical
foundations of the topic in question in most sessions.
The key to all of the work in this course is class participation and discussion. The course is based to a
large extent on the cases studied and the discussion of real organizational problems. Therefore,
individual work and preparation is as valuable as group work. The main objectives of the course are
by and large, achieved in the class, thus, active and constructive participation is essential.
23
CASES IN GLOBAL FINANCE
Professor:
E-mail:
Schedule:
Office Hours:
Herve Roche, Ph.D.
[email protected]
Thursday, 11:30 am - 14:10 pm
TBA
COURSE DESCRIPTION
This course aims at covering issues related to economies in the global environment,
international financial markets, and international financial management through the extensive use
of concrete cases and practical situations faced by corporations in a global business environment
.
The first part of the course covers some basic issues of the macroeconomy and issues
related to balance of payments between national economies, nominal and real exchange rates, and
covered and uncovered interest rate parity. The second part of the course focuses on the
international financial markets, specifically the foreign exchange market, the international money
markets, and the conditions that define their interrelation. The third part of the course considers
issues associated with the operation of a firm in the global environment, including exchange rate
risk management using derivatives (futures, options swaps on foreing currency), international
portfolio investing and diversification, multinational capital budgeting and international project
evaluation and financing. Finally, we will also analyze the reasons that lead to the 2008 global
financial crisis and the collapse (or near collapse) of some of the world largest and most respected
financial institutions.
Students who masters this course material should be able to think like a strategic financial
manager in a global and competitive business environment, i.e., perform financial analysis and ,
critically evaluate the financial decisions encountered in the selected cases and more generally,
process financial theory and apply it to practical situations.
This course requires the some use of Excel Spreadsheet to obtain and report your results.
24
Pr. Roche holds a Ph.D in Economics from the University of Pennsylvania (UPENN), USA and a
degree in Civil Engineering from the Ecole Nationale des Ponts et Chaussées (ENPC), France. Prior
to being a Professor at the Adolfo Ibáñez University, Pr. Roche has taught at the Instituto
Tecnológico Autónomo de México (ITAM) in Mexico City and at the California Polytechnic State
University (Cal Poly) in San Luis Obispo, California. His research interests are in Financial
Economics and Asset Pricing, Investment under Uncertainty and Speculation.
COURSE MATERIAL
Recommended Textbook
The recommended textbook for this course is:
-
Multinational Financial Management, 10 Edition, by Alan Shapiro, Wiley, 2013. ISBN-13: 9781118572382
Other Textbooks
-
Investments, 9 Edition, by Zvi Body, Alex Kane and Adam Marcus, Mc-GrawHill, 2010. ISBN-13:
978-0077477561
Corporate Finance, 2 Edition, by Johnathan Berk and Peter DeMarzo, Prentice-Hall, 2011. ISBN13: 978-0136089438
Options, Futures, and Other Derivatives, 9 Edition, by John C. Hull, Prentice-Hall, 2011. ISBN-13:
978-0132777421
Derivative Markets, 3 Edition, by Robert McDonald, Prentice Hall, 2009
STUDENTS’ PARTICIPATION AND CASE PREPARATION
Student participation is a key element for the good progress and the success of this course.
Students are required (and expected to do so) to (i) read ahead of time the material and the case,
(ii) search for the case assignments and perform some analysis and computations (if required) and
(iii) be prepared to make constructive and argued recommendations regarding financial decisions.
The quality of your participation will be graded each lecture on a scale of zero to three points. The
participation points will be based on the following criteria:





0 point: No participation or observations;
½ point: Contributes relevant information and/or facts. Asks critical questions concerning
the discussion in class and/or the reading assignments, and responses to comments made
by your classmates;
1 point: Provides an interpretation of relevant information and/or facts that are based on
analysis and, in turn, advances the discussion to other related topics;
2 points: Develops a well supported interpretation of relevant information that is
associated with good financial practices in financial management; or provides contributions
that lead a discussion to a significant higher level of thought;
3 points: Presents a superior analysis and interpretation of the relevant information used
in solving the case.
You are encouraged to work independently in the initial preparation of the case. After you have
completed your initial analysis, you should meet with your team in order to have your ideas
25
challenged and thereby improve your analysis and interpretation. Finally, discussions within your
study group will help you to be prepared to more effectively participate in the class discussion.
Team Formation
At the beginning of the course, students must form teams of seven (eight) members. The due date
for team formation is September 30, 2014.
Grading Policy
There are three components to your grade: an individual component assessed by your class
participation, a midterm exam and, a final project due in team. The final projects will be presented
and discussed in class (see valuation project guidelines). The weights are as follows:
 Participation
25%
 Midterm Exam
30%
 Team Firm Valuation Project (Final Exam)45%
Exams
Exams are scheduled as follows:
 Midterm Exam: Week 6.
 Final Exam: Weeks 11 & 12
Assignments
Homeworks will be assigned periodically in order to illustrate the material developed in class. You
are encouraged to solve the exercises in teams in order to effectively prepare for the exams.
Solutions will be provided to students and discuss in class before the exams.
Office Hours
My office hours will be held on Monday, Wednesday and Thursday from 14:00 to 15:00. In addition,
you may schedule appointments to talk to me at other times. My office is located on the 5th floor of
the Postgraduate Building C (campus Peñalolén), room 515C and my phone number is 2 2331
1642. The easiest way to reach me and getting a reply to your questions is by e-mail
[email protected]. The next best way to reach me is to come to my office hours. Please make use
of my office hours.
Course Policies
Punctuality, preparedness, professionalism, ethical behavior are expected. My goal is to work with
you to create an active and participative learning environment. You should attend each and every
class: please let me know ahead of time if you need to miss class or if you will be late or have to
leave early. Please understand that letting me know is a professional courtesy and does not excuse
your absence. I also expect students turning off their cell phones in class, and avoiding packing up
disruptively before the class is dismissed; eating in class; sleeping in class; reading newspapers or
surfing the internet while I lecture; chatting with neighbors, or other forms of disruptive behavior.
26
Innovation and Business Models
Professor:
E-mail:
Schedule:
Office Hours:
Ricardo Victorero
[email protected]
Monday 8:40-9:50 and 10:00-11:10
TBA
COURSE OBJECTIVES AND DESCRIPTION
This course is designed to provide you with significant insight into how a successful strategy
relates to its business model and how business models have to evolve to allow companies to
sustain their superior performance in the long run.
This course will help you see markets and customers in new ways. You will learn to embrace
openness to experimentation and uncertainty, as a mean to challenge companies’ existing business
models beyond their initial success.
The course is structured around three distinct sections (i) Strategy and Competitiveness, (ii)
Understanding the Business Model, and (iii) Innovation and Business Model Evolution. The first
section provides a brief review of those key elements that support a successful competitive
strategy. The second section covers what a business model is and how we can assess it. The third
section delves with the fact that business models are not permanent and they need to evolve.
METHODOLOGY
The course will be delivered by means of a combination of lectures and business case analyses. You
will need to work both independently and in teams for this class. It is expected that you read and
prepare the material assigned for each session in advance of the class. In class, you should be
prepared to analyze and discuss the concepts from the readings, as well as the preparation
questions assigned for each business case discussion. Cold calls may be use as way to help you
improve your class engagement.
27
Business Cases
Cases provide a unique opportunity to bring theory to practice and help the learning process. You
will take the stand of a decision maker, at given point in time, while facing a strategic choice. Hence,
to ensure an effective analysis, case discussions will be constrained to the information provided
within the case material; additional research or updated data will not be considered.
Essays
You will be required to submit two write-ups. The first one will be a group assignment (no more
than 4 participants per group), and the second one will be an individual assignment. The topics and
deadlines will be timely provided by the instructor. The write-ups will be limited to 2 pages of text
(double-spaced, with one-inch margins, Times New Roman, 12 pts. font). Hopefully, these space
restrictions will help you focus your analysis and be concise in your conclusions.
GRADING
Grading will depend both on developing a deep understanding of the concepts discussed in class, as
well as on applying that knowledge in class discussions, business case analyses, and essay writeups.
Class attendance
Group essay
Individual essay
Class/case participation
Total
10%
25%
35%
100%
30%
This is a discussion-based course. Class engagement is essential to assess your understanding of the
concepts discussed in class. You are expected to contribute to class and case discussions. Positive
contributions are those that (i) consider elements from the class preparation material, (ii) do not
break the discussion flow while the instructor privileges a given topic, and (iii) show deep analytical
thinking and state opinions supported on sound analyses based on the information provided. Quality
should prevail over quantity. While your questions are most welcome, they will not count toward your
class participation score.
NORMS AND STANDARDS

You are expected to attend all classes, on time, unless you have a UAI approved absence prior
to the start of the session. All excuses must be addressed to Marta Garcia-Huidobro
([email protected]), with a copy to the instructor ([email protected]), and
must comply with all UAI standards. Unapproved absences will deduct points from your class
attendance score.

You are not expected to use computers, tablets, or cellular phone while in this class. While in
session, all electronic devices should be put on silent mode and stowed away.

You must conform to all UAI academic and ethical standards.
TEXTS AND READINGS
28

Michael Porter, “On Competition”, Harvard Business Review Book, 2008.

Mark W. Johnson, “Seizing the White Space”, Harvard Business Press, 2010.

Alexander Osterwalder, Yves Pigneur, “Business Model Generation”, 2010.

Pankaj Ghemawat, “Competition and Business Strategy in Historical Perspective”, The Business
History Review, Vol. 76, Nº1, Spring 2002, pp. 37-74.

Pankaj Ghemawat, Jan. W. Rivkin, “Creating Competitive Advantage”, Harvard Business Review,
2006.

Clayton Christensen, Mark. Johnson, “What Are Business Models, and How Are They Built?”,
HBS 9-610-019, August 31, 2009.

Ramon Casadesus-Masanell, Jorge Tarziján, “When One Business Model Isn’t Enough”, Harvard
Business Review, Jan-Feb 2012.

Raphael Amit, Christoph Zott, “Creating Value Through Business Model Innovation”, MIT Sloan
Management Review, Vol. 53, Nº3, Spring 2012.

Peter Skarzynski, Rowan Gibson, “Innovating Across the Business Model”, Harvard Business
Press. ISBN-13: 978-1-4221-5122-8.

Annabelle Gawer and Michael Cusumano. “How Companies become Platform Leaders”, MIT
Sloan Management Review, 2008, 49 (2), 28-35.
Ricardo Victorero is a lecturer at UAI Graduate School of Business, where he teaches strategy related
courses in the Advanced MBA, Master en Gestión Estratégica, Master en Gestión y Emprendimiento
Tecnológico, and CEMS.
Mr. Victorero has 20+ years of extensive experience in leadership positions in consulting, banking,
private equity, capital markets, and business development. He has conducted teams through highstake strategic challenges; including turnarounds, strategic alliances, mergers & acquisitions, and
growth strategies in volatile markets.
Mr. Victorero is currently a Managing Partner at AndesMonitor and seats on the Boards of Hoteles de
Chile (Santiago Marriott Hotel), Boulevard Suites Santiago, Territoria Apoquindo and IESE Alumni
Chile. He has held different leadership positions at Banco Bci, UBS, SBC Warburg Dillon Read, Banco
Bice, IB Partners, Seminarium, among others. He has also served on the Boards of Bci AGF, Artikos
Chile, Bolsa de Comercio Business Committee, CCLV Contraparte Central Risk Management
Committee.
Mr. Victorero holds a business degree from Universidad de Chile, a master degree in economics and
management from IESE Business School, and a master degree in business administration from MIT
Sloan School of Management.
29
COURSE OUTLINE
I. STRATEGY AND COMPETITIVENESS
Session 1: What is Strategy?
• Reading:
M. Porter, “On Competition”, Chapter 2, Harvard Business Review Book, 2008.
• Reading:
P. Ghemawat, “Competition and Business Strategy in Historical Perspective”, The
Business History Review, Vol. 76, Nº1, Spring 2002, pp. 37-74.
• Case:
Pollo Campero in the United States (INCAE Business School, 2012)
Session 2: Strategic Thinking
• Reading: M. Porter, “On Competition”, Chapter 3, Harvard Business Review Book, 2008.
• Reading: P. Ghemawat, J. W. Rivkin, “Creating Competitive Advantage”, Harvard Business
Review, 2006.
• Videos:
Whirlwind Wheelchair International
http://www.pbs.org/frontlineworld/stories/vietnam804/video/video_index.html
http://whirlwindwheelchair.squarespace.com/video/
II. UNDERSTANDING THE BUSINESS MODEL
Session 3: The Business Model
• Reading: C. Christensen, M. Johnson, “What Are Business Models, and How Are They Built?”,
HBS 9-610-019, August 31, 2009.
• Reading: R. Casadesus-Masanell, J. Tarziján, “When One Business Model Isn’t Enough”, Harvard
Business Review, Jan-Feb 2012.
• Case:
LAN Airlines in 2008: Connecting the world (HBS 709410-PDF-ENG)
Session 4: The Business Model Environment
• Reading: A. Osterwalder, Y. Pigneur, “Business Model Generation”, Chapter 4, pages 200-209,
John Wiley & Sons, 2010.
• Case:
Enterprise Rent-A-Car (KEL 612-PDF-ENG)
III. INNOVATION AND BUSINESS MODEL EVOLUTION
Session 5: The White Space
30
• Reading: M. Johnson, “The White Space and Business Model Innovation”, Harvard Business
Press, ISBN-13: 978-1-4221-5766-4.
• Case:
Zipcar: Refining the Business Model (HBS 803096-PDF-ENG)
Session 6: Creating Value Through Business Model Innovation
• Reading: R. Amit, C. Zott, “Creating Value Through Business Model Innovation”, MIT Sloan
Management Review, Vol. 53, Nº3, Spring 2012.
• Reading: P. Skarzynski, R. Gibson, “Innovating Across the Business Model”, Harvard Business
Press. ISBN-13: 978-1-4221-5122-8.
• Reading: M. Johnson, “The White Space Within”, Harvard Business Press. ISBN-13: 978-1-42215773-2.
• Case: Netflix (HBS 607138-PDF-ENG)
Session 7: Creating Value Beyond the Existing Market
• Reading: M. Johnson, “The White Space Beyond”, Harvard Business Press. ISBN-13: 978-14221-5774-9.
• Case:
Amazon (HBS 514025-PDF-ENG)
Session 8: Designing and Implementing a Business Model
• Reading: M. Johnson, “Designing a New Business Model”, Harvard Business Press. ISBN-13:
978-1-4221-5779-4.
• Reading: M. Johnson, “Implementing the Model”, Harvard Business Press. ISBN-13: 978-14221-5780-0.
• Case:
Zara: Fast Fashion (HBS 703496-PDF-ENG)
Session 9: Platforms
• Reading: A. Gawer and M. A. Cusumano. “How Companies become Platform Leaders”, MIT Sloan
Management Review, 2008, 49 (2), 28-35.
• Case:
Symbian, Google and Apple in the Mobile Space (A) (HBS 909055-PDF-ENG)
Session 10: Final Wrap Up & Conclusions
31
International Marketing
Professor:
E-mail:
Schedule:
Office Hours:
Constanza Bianchi, Ph.D.
[email protected]
Tuesdays, 8:30 am - 11:10 am
Tuesdays, 11:30 -12:30 hrs. Off. C-501
COURSE OBJECTIVE
International markets are becoming increasingly competitive as globalization and technological and
distribution changes facilitate flows of goods and services. To be successful in marketing
internationally, firms must understand how to build an international competitive advantage and
capitalize on synergies from a global perspective.
The aim of this course is to ensure that students have an advanced knowledge or understanding of
international marketing concepts. This course frames a theoretical and practical foundation for how
marketing tools contribute to the success of an international marketing strategy. Course topics
include: the role of the international environment, international research, selection and entry of
foreign markets, development of international marketing strategies, brand management and
positioning. Students will learn to identify different customer segments and anticipate how culture
will affect customer preferences. Students will become adept at adapting marketing strategies to an
international context.
BIBLIOGRAPHY
 Czinkota, M.R. & I.A. Ronkainen (2013), “International Marketing”, 10th. Edition, Cengage
Learning.
 Harvard Business Review
32
 McKinsey Quarterly
 Journal Articles
EVALUATION



Readings and case study analysis
Research project
Final Exam
30%
30%
40%
-------
Total
100%
METHODOLOGY








The case study method will be used to illustrate real life company experiences of international
marketing management activities as well as decision making processes.
Students will work in groups of 4 with the aim of preparing the analysis and discussion of the
assigned weekly case studies and for the final project.
A power-point hard-copy of the case study analysis (maximum 6 slides) must be submitted at the
beginning of the class (Tuesdays, 8:30 am). Late submissions will not be accepted and the student
group will have a mark of ´1´. All members of the group must contribute to the case study.
Students will have access to a range of mandatory readings that complement the case study
analysis.
Each student is responsible of reading and reviewing the course outline with the requirements of
this course.
Students must bring a relevant news article relevant to the topic of the class.
The final exam will evaluate the overall course material.
Students must permanently look at the course webpage for updated information. This will be the
official communication tool between the professor and the students.
REQUIREMENTS




Classes will start punctually. The doors will close 5 minutes after time. Students that arrive late to
class will have to wait until the break to enter the classroom.
Readings are mandatory and students must be prepared for tests, quizzes and class discussion of
case studies.
Students that copy or plagiarize work from others will have a mark of one “1”. The second time,
the student will be expelled and will fail the course.
The use of cellular phones in the classroom is prohibited. Cellular phones, computers, and tablets must
be turned off during the class. Reading or writing emails, internet use, or MSN, SKYPE, distracts the
rest of your classmates and the professor. Students not complying with this requirement will be asked to
leave the classroom.
33
COURSE OUTLINE 2014
Week 1:
Readings:
INTRODUCTION TO INTERNATIONAL MARKETING
 Scope and framework of international marketing
23/09/14
o Bremmer (2014), “The New Rules of Globalization”, Harvard Business Review.
o Towson, J. & J. Woetzel (2014), “All you Need to Know about Business in China”,
McKinsey Quarterly.
Week 2:
Readings:
ROLE OF THE INTERNATIONAL CONTEXT
30/09/14
 Opportunities and challenges of the international context
o
o
o
Case Study:
Week 3:
HOME DEPOT IN CHILE
CULTURE AND INTERNATIONAL MARKETING
07/10/14
 Cultural distance and the impact on international marketing strategies
Readings:
o
o
o
o
Case Study:
Ghemawat, P. (2001), “Distance Still Matters: Reality of Global Expansion”, Harvard
Business Review.
Bianchi, C. & E. Ostale (2006), “Lessons Learned from Unsuccessful Retailer
Internationalization Attempts: Main Mistakes of International Retailers in Chile”,
Journal of Business Research.
Hong and Doz (2013), “L’Oreal’s Master Multiculturalism”, Harvard Business
Review.
Neeley, T. (2012). “Global Business Speaks English”, Harvard Business Review.
Earley & Mosakowski (2004), “Cultural Intelligence”, Harvard Business Review.
Morris Town (2014), “How Urban Culture Transcends Borders”, Harvard Business
Review.
Meyer, E. (2014), “Navigating the Cultural Minefield”, Harvard Business Review.
DISNEY IN FRANCE
34
Week 4:
Readings:
INTERNATIONAL MARKET RESEARCH
 Internationalization models and strategies
 International market research and selection
14/10/14
Johnson, B.(2011), “The CEO of Heinz on Powering Growth in Emerging Markets”,
Harvard Business Review.
o Jones, G. (2012), “The Growth Opportunity that Lies Next Door”, Harvard Business
Review.
o Greenwald y Kahn (2005), “All Strategy is Local”, Harvard Business Review.
o
Case Study:
INTERNACIONALIZATION OF FALABELLA
Week 5:
MODES OF ENTRY INTO FOREIGN MARKETS
21/10/14
 Exporting, franchise, foreign direct investment and strategic alliances.
Readings:
o
o
o
Martinez, A. et al. (2003), “Multinationals vs. Multilatinas”, Booz Allen Hamilton.
Booz Allen Hamilton (2002) The Changing Face of Strategic Alliance sin Latin
America.
Guillén, M.F. & E. García-Canal (2010), “How to Conquer New Markets with Old
Skills”, Harvard Business Review.
Case Study:
REGIONAL GROWTH OF ESCUELA DE NEGOCIOS UAI
Week 6:
INTERNACIONAL MARKETING STRATEGY I
 International positioning and segmentation strategies
Readings:
28/10/14
D’Andrea et al. (2010), “Let Emerging Market Customers Be Your Teachers”,
Harvard Business Review.
o Mahajan (2013), “Understanding the Arab Consumer”, Harvard Business Review.
o Kumar & Steenkamp (2013), “Diaspora Marketing”, Harvard Business Review.
o Magni and Poh (2013), “Winning the Battle for China’s Middle Class”, McKinsey
Quarterly.
o
Case Study:
POLLO CAMPERO
35
Week 7:
INTERNACIONAL MARKETING STRATEGY II
 International product, services, and pricing strategies
04/11/14
Readings:
Gudlavetti et al. (2013), “Developing Winning Products for Emerging Markets”,
McKinsey Quarterly.
o Kumar, N. & Puranam, P. (2011), “Have you restructured for Global Success?”,
Harvard Business Review
o DeVos (2013) “Amway’s President on Reinventing the Business to Succeed in
China”, Harvard Business Review
o
Case Studies: YELLOW TAIL & THE WIGGLES
Week 8:
INTERNACIONAL MARKETING STRATEGY III
 International communication and distribution strategies
Readings:
o
o
o
Thomke (2012), “Mumbai’s Models of Service Excellence”, Harvard Business Review
Arnold (2000), “Seven Rules of International Distribution”, Harvard Business
Review.
Diaz et al. (2012), “From oxcart to Wal-Mart: Four keys to reaching emergingmarket consumers”, McKinsey Quarterly.
Case Study:
CORONA BEER
Week 9:
GLOBALIZATION
 Globalization and country of origin.
Readings:
11/11/14
18/11/14
Holt, Quelch, & Taylor (2004) “How Global Brands Compete”, Harvard Business
Review.
o Unruh & Cabrera (2013), “Join the Global Elite”, Harvard Business Review.
o Deshpande, R. (2010), “Why aren’t you buying Venezuelan Chocolate?”, Harvard
Business Review.
o Ahrendts, A. (2013), “Burberry´s CEO on Turning an Aging British Icon into a Global
Luxury Brand”, Harvard Business Review.
o
Case Study:
CASILLERO DEL DIABLO
Week 10:
GROUP PRESENTATIONS
Week 11:
FINAL EXAM
25/11/14
02/12/14
36
Logistics and Supply Chain Management
Professor:
E-mail:
Schedule:
Office Hours:
Qingxia Kong, Ph.D.
qingxia.kong @uai.cl
Monday, 15:00 pm - 17:40 pm
TBA
COURSE DESCRIPTION
Fierce competition in today's global markets has forced manufacturing enterprises to invest heavily
in logistics systems. In such systems, items are produced at one or more factories, shipped to
warehouses for intermediate storage, and then shipped to retailers. Consequently, to reduce cost
and improve service levels, logistics strategies must account for the interactions of the various
levels in the supply chain. This, together with the changes in communications and transportation
technologies, e.g., mobile communication and overnight delivery, has motivated continuous
evolution in logistics systems. In recognition of these developments, the program offers a course on
the design and management of the supply chain. In this course we review state of the art planning
models and practical tools for inventory control, distribution management and multi-plant
coordination.
In particular we address issues such as:






Optimal design of the logistics network.
Adequate safety stock levels and the risk pooling concept.
Cost effective distribution strategies.
Strategic alliances and Outsourcing.
The effect of e-business on supply chain strategy
Supply chain integration and coordination
37
Prerequisites
Knowledge of basic calculus, elementary probability and the Normal Distribution, Introduction to
Operations Management, good command of English (writing, listening and speaking)
OBJECTIVES
The objectives of this course are to allow the students to:




Develop a systematic framework for analyzing the behavior of large and complex supply
chain networks.
Understand the relationship and motivations of suppliers and distributors to ensure
supplies of raw materials and markets for finished goods.
Discover the state of the art technologies and approaches that reduce production, inventory
and transportation costs as well as supply lead time.
Integrate production and inventory control methods in multi-plant distribution strategies.
BIBLIOGRAPHY
Main Text
Designing and Managing the Supply Chain: Concepts Strategies and Case Studies, Simchi-Levi,
Kaminsky and Simchi-Levi, 2008, Third Edition, Irwin/McGraw-Hill.
Reference Text
Supply Chain Management: Strategy, Planning, and Operation, Sunil Chopra and Peter Meindl,
2007, Third Edition, Prenhall.
EVALUATION
Class Participation
Group Presentation
Individual Homework
Final Exam
10 %
20 %
20 %
50 %
Critical Dates
September 24
November 26
December 03
First class
Last class
Final Exam Due
38
COURSE SCHEDULE
Session 1 (Sep. 24) – Overview of the Course and Introduction to SCM
Session 2 (Oct. 01) – Inventory Management and Risk Pooling
Session 3 (Oct. 08) – Inventory Management and Supply Chain Coordination Contract
Session 4 (Oct. 15) – Optimal Design of Logistic Networks
Session 5 (Oct. 22) – The Value of Information: Beer Game (make up class)
Session 6 (Oct. 28) – The Bullwhip Effect in Supply Chain Management
Session 7 (Oct. 29) – Supply Chain Integration: Distribution Strategies and Information
System
Session 8 (Nov. 05) – Case Study: Reebok NFL Replica Jerseys
Session 9 (Nov. 19) – Game: Global Supply Chain Management
Session 10 (Nov.26) – Challenges and Chances in Global SCM + Course Wrap up
39
Spanish
Professor:
E-mail:
Schedule:
Office Hours:
Bernardita Henriquez, MA
qingxia.kong @uai.cl
Wednesday, 15:00- 16:10/ 16:30- 17:40
by appoitment
COURSE DESCRIPTION, OBJECTIVES AND METHODOLOGY:
This Spanish course is designed to improve your communication skills and to develop awareness and
appreciation of the Chilean and Hispanic culture through an inmersion program. During the term,
students will practice and strenghtten four basic skills: speaking, writing, listening and reading. In orther
to develop these skills class will include oral drills, listening and reading comprehension, rol-playing,
vocabulary games, grammar excercises, writing assigments and other activities.
Classroom work will be interactive and participative. The class will be conducted entirely in Spanish, so
students must come prepare and make an effort to speak Spanish during the whole class using their
previous and new knowledge.
ABOUT YOUR INSTRUCTOR
Bernardita Henríquez holds a MA in Hispanic Language and Literature from Boston University
(USA), a certification in Spanish as a foreign language from Pontificie Universidad Católica (Chile)
and a degree in Literature and Education from Universidad Adolfo Ibáñez (Chile). She has tought
Spanish as a foreign language in the MBA at Universidad Adolfo Ibáñez (Chile), Boston University
(Teaching Fellow, USA), Simmons College (USA), Masspanish (USA), the “Voces Hispánicas” proyect
founded by the Romance Studies Department (BU) and Banco Santander, and Universidad del
Desarrollo (Chile). She is currently the academic coordinator and teaches Chilean culture in the
Spanish Program for chinesse students at Universidad del Desarrollo (Chile).
COURSE RECOMMENDED MATERIAL AND WEB SITES:
-
Rojas, Gramática esencial (second edition), 2003.
Pocket Oxford Spanish Dictionary.
40
-
Brennan J et al, How to survive in the Chilean jungle, 2010.
www.rae.es
www.wordreference.com
http://conjugador.reverso.net/conjugacion-espanol.html
www.speakinglatino.com/wp-content/uploads/2013/06/Speaking-Chileno-Preview.pdf
CLASS EVALUATION





Participation and class preparation
Quizzes, homework, class work
1 final test
2 compositions
2 oral presentation
10%
15%
15%
30%
30%
Students’ Participation, class preparation and homework
In order to achieve fluency in a language, one most engage in oral practice every day.
Therefore, it is essential that all students participate actively every day. Students must speak up in
both large and small group settings. Do not hesitate to speak for fear of making mistakes. A student
who participates and makes errors will become much stronger Spanish speaker that one who
remains silent. Your instructor may give you 5-15 minute pop quizzes throughout the term. Such
quizzes will help you identify your strenghs and weekness during the learning process.
At the end of every session, the next class topic will be announced and the instructor will give you
some material so you can come prepare to class. The class will then focus on practice, recreating
social situations in which the grammar point is normally used. Your instructor will also assign
homework to reinforce the day’s lesson and to anticipate the next day’s lesson. Doing your
homework will improve your understanding of the class.
Composition
There will be one in class composition and one take home. Instructions will be provided by
the instructor. There will be no make-up of the in class composition unless you can provide the
instructor with a verifiable excuse. Students written work will develop the essential components of
clear text creation, as well as formal use of the language, syntax, vocabulary and consistency.
Oral presentation
There will be two 8-10 minute oral presentation at the middle and final part of the term.
The presentation is in groups of 2-3 students and will focus on recreating social situations
considering the cultural aspect. You will be evaluated for your performance as a team and
individually based on creativity, preparation, pronunciation, grammar structures and vocabulary.
Rescheduling an oral presentation will not be allowed.
Final test:
The final test will be taken at the very final part of the term and will cover all the topics and
vocabulary studied during the sessions. The main objectives of this evaluation are to test your
41
grammar, writing, reading and listening skills and to give you a more formal and accurate idea of
your Spanish level at the end of the program.
OFFICE HOURS
If you have any questions or you are having difficulties in the course, you should contact me either
through email or schedule an appointment. The easiest way to contact me is by email
[email protected], but you may schedule an appointment with at least 2 days in
advance. I will be in the university every Wednesday, so we can meet before or after the class.
COURSE POLICIES
Please take note of the following:
- Class attendance is mandatory and will be taken during each session. Please let me know ahead
of time if you need to miss class or if you will be late or have to leave early.
- Punctuality is important. If a student is late, he or she will be allowed to enter the classroom 15
minutes after the beginning of the class. The door will be open only once.
- Plagiarism, i.e. any attempt to represent the work of another as your own, will be sancionated
and reported to the Dean. Use your instructor as a resource if you are need help.
- I expect a proper and professional behavior during class, so eating, chating with neigbours,
texting, sleeping, surfing the internet, etc are not allowed.
42
UNIVERSIDAD ADOLFO IBÁÑEZ – ESCUELA DE NEGOCIOS
Master en Marketing
Curso
:
Profesore :
Integrated Marketing Communications
Matias Wolff H.
E-mail
matí[email protected]
:
INTRODUCCIÓN
TODO COMUNICA.
Este axioma de la comunicación explica que toda persona, sin excepción alguna, genera conductas.
Estar en silencio, hablar, mirar, dormir, no hacer nada, son todas conductas. Una conducta siempre
dice algo de nosotros. Incluso, si permanecemos en silencio, significa que no queremos decir nada,
por ejemplo. Seamos conscientes o no, hagamos algún tipo de gestión o no, todo lo que hacemos de
cara a los demás, dice algo de lo que somos. No se puede escapar del acto de comunicar.
En el mundo de las marcas y de las multi plataformas, entender este hecho, aprender a utilizar las
herramientas para organizar ese flujo de información y a la vez, ser capaz de convertirlo en una
ventaja, es fundamental para cualquier profesional del mundo del marketing y las comunicaciones.
OBJETIVOS DEL CURSO
Desarrollar un mirada curiosa y creativa de las comunicaciones de las marcas. Entender que las
dinámicas del Marketing son las mismas que las del Storytelling, donde todo relato parte con
Insight profundo, el cual se articula mediante la Expresión de una Idea. En un mundo que tiende a
la comoditización de todo, revalorizar la emoción como discriminador es esencial en las estrategias
de Marketing. Aprender mediante el ejemplo de grandes marcas cómo construir una historia
consistente en el tiempo utilizando todas las herramientas del IMC. Comprender que en el nuevo
escenario mundial social el enfoque tradicional publicitario de 360º es anacrónico y obsoleto. Y lo
más importante, disfrutar activamente las clases.
METODOLOGIA
El curso está compuesto por 9 Sesiones Lectivas, controles, 1 Examen Parcial y 1 Team Project.
Los alumnos son responsables de su aprendizaje. Por tanto, deben asistir a clase con el material
estudiado previamente para poder participar e interactuar con sus compañeros.
La metodología contempla:
43
•
•
•
Exposiciones teóricas.
Clases participativas. Se espera el aporte activo de las alumnas y alumnos.
Debate.
EVALUACION
Examen Parcial
Controles
Team Project
30%
20%
70%
Controles:
Los controles no se pueden recuperar.
Al finalizar el curso, se eliminará la peor nota.
Examen Parcial:
Grupal. Entra toda la materia vista hasta el momento: clases, lecturas y casos.
Team project:
A realizarse en grupo, los cuales serán asignados la primera clase.
El grupo debe aplicar la materia vista en clase para solucionar el problema entregado.
Entregables: Presentación + Documento Escrito.
Se destinará tiempo en cada clase para avanzar con el trabajo final.
TEAM PROJECT
Marco General:
Su grupo es una agencia integrada de marketing que compite en una licitación frente a otro grupo
del mismo curso para desarrollar una campaña comunicacional relacionada con un nuevo
producto/servicio de un importante cliente.
Para el día de la presentación el grupo debe:
- Entregar una propuesta escrita (máx 10 páginas + anexos)
- Presentación de la campaña (máx 20 min + 10 min de preguntas)
- Es necesario producir material audiovisual.
Licitaciones:
Se realizarán 5 licitaciones de producto:
Grupo 1 vs Grupo 2, Grupo 3 vs Grupo 4, … y Grupo 9 vs Grupo 10.
Restricciones de la campaña:
- Máximo 3 meses de duración
- Budget: 1.000.000 USD
Modelo de resolución:
1. ¿Dónde estamos?
- Análisis Situacional
2. ¿Dónde queremos ir?:
- Definición del objetivo.
44
- Posicionamiento Comunicacional
3. ¿Cómo lo vamos a hacer?:
Definición Target. Perfilamiento. Insight.
Big idea
Channel Planning
4. Anexos:
Flowchart
Información adicional que respalde y complemente la propuesta.
Criterios de evaluación:
• Creatividad 50% (Comité evaluador)
• Estrategia e integración de los medios 25% (Comité evaluador)
• Aplicación de las herramientas vistas en clase 25% (Profesor)
• En conjunto con la nota, se anexará un feedback constructivo que cumpla con las siguientes
premisas: fortalezas de la propuesta (contenido y forma), aspectos a mejorar
(contenido y forma) y breve resumen del porqué de la nota que se asignó.
Información adicional:
Para la elaboración del Flowchart, se recomienda visitar:
www.mediospublicitarios.cl
www.tarifaspublicitarias.cl
NORMAS PARA EL BUEN FUNCIONAMIENTO DEL CURSO

Todos los participantes han de contribuir al esfuerzo del grupo. Con lo que se espera que
cada uno contribuya con sus experiencias y conocimiento y busque la forma de construir
tanto sobre la discusión de los profesores como sobre las aportaciones de sus compañeros.

Cada participante debe adoptar una actitud positiva y respetuosa durante las clases,
presentaciones y cuando trabaje con otros miembros de su equipo. Además, llegar a clase a
tiempo y preparado para cumplir con los deberes y deadlines establecidos a lo largo del curso.

Puntualidad.

Está prohibido el uso de celulares en clase. Se recomienda evitar el uso de notebooks y tablets.
Lápiz y papel. Old School.
Asistencia:
- Esta asignatura exige un 75% de asistencia. Será responsabilidad de cada alumno hablar con el
profesor en casos especiales y presentar la debida documentación en Secretaria en los tiempos
establecidos. En caso de no cumplir con el 75% LA NOTA FINAL SERÁ DE 3.0 según reglamento.
- Los certificados médicos tienen que ser entregados la clase siguiente a la inasistencia. El certificado
médico sólo justifica la falta a una evaluación y da la posibilidad de ser rendida en otras fecha, bajo el
formato que el/ la profesor/a lo estime conveniente. No aplica para controles de lectura.
- Dos tardanzas equivalen a una ausencia.
45
- Las sesiones son dobles. En caso de faltar un día son 2 sesiones las que se descuentan. Se pasará lista
ambas sesiones.
Si un alumno/a copia en las pruebas y controles de lectura, incluye su nombre en un trabajo o
caso en el que no ha participado además cite sin hacer la respectiva referencia, recibirá la nota 1
(uno). Posteriormente se realizará la denuncia a la instancia correspondiente.
BIBLIOGRAFIA
-
Armstrong, Kotler y otros - Introducción al Marketing
Pickton y Broderick, Integrated Marketing Communications, Pearson Education Ltd,
2001Watzlawick, Bavelas y Jackson, Teoría de la Comunicación Humana, Herder, 1981.
Larry Percy, Strategic Integrated Marketing Comminicactions, Elsevier, 2008
Admap Magazine, Warc.com, Information Science Ltd.
46

UNIVERSIDAD ADOLFO IBÁÑEZ CEMS – Master in International

Transcription

Similar documents

Pedro Fernández began his international career when he was

Forecast - Info

pdf Implementation of new alliances in the arts field File size

TODAY`S READINGS First Reading — When the wicked turn away

hints and tips for your las vegas getaway doces ou land rovers?

Dedicado a todas las personas que creen en la musica

Fr. Guido Marrosu, Administrator

Fifth Sunday In Ordinary Time Cathedral of the Holy Cross

Fourth of July Celebration Activities.

No huir de la Cruz - St. Robert`s Church

Climate, Environment and Monitoring from Space

Fall 2007 - Projects at Harvard