INHOLLAND University
School of Economics
IBMS Department
Student Handbook
Differentiation minor
“Doing
Business in a Global
Environment”
term 1 & 2
2007 – 2008
INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Theme:
ECTS:
Year:
Terms:
Department:
Number of credit hours:
Code:
Authors:
Project coordinator:
Differentiation minor: ““Doing Business in a Global Environment””
30 ECs
For IBMS students Year 3 or Year 4; For Exchange students
1&2
IBMS
840 study hours
Project …………… Case study assessment ………….Body of Knowledge ……….
Logistic & International Operations Management (Rene Arends), International Business
Management (Ron Segerstrom), International Marketing Management (Ron Segerstrom),
European Business & Law (Ron Segerstrom & Ruth Deekman), Student Handbook
(Tatyana Todorova, Ans Beek)
Pearl Steger
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Contents
1
INTRODUCTION .................................................................................................................................... 4
1.1
1.2
THE INHOLLAND UNIVERSITY MAJOR-MINOR SYSTEM................................................................................ 4
THE INHOLLAND UNIVERSITY EDUCATIONAL APPROACH ........................................................................... 4
2
COMPETENCIES................................................................................................................................... 5
3
PROJECT ASSESSMENT .................................................................................................................... 6
3.1
3.2
3.3
3.4
3.6
3.7
3.8
3.9
CONTEXT DESCRIPTION ‘DOING BUSINESS IN A GLOBAL ENVIRONMENT ....................................................... 6
LEARNING TASKS ............................................................................................................................................ 7
ASSIGNMENT & PERFORMANCE INDICATORS .................................................................................................. 9
CRITICAL SUCCESS FACTORS .......................................................................................................................... 9
OUTPUT ........................................................................................................................................................ 10
RESOURCES................................................................................................................................................... 11
WORKLOAD .................................................................................................................................................. 12
SUPPORT ....................................................................................................................................................... 12
4
CASE-STUDY ASSESSMENT ............................................................................................................ 13
5
BODY OF KNOWLEDGE PORTFOLIO .............................................................................................. 16
5.1
6
CONTENT OF THE BODY OF KNOWLEDGE PORTFOLIO ................................................................................... 16
SUPPORT TUITION............................................................................................................................. 18
6.1
TERMS OVERVIEW OF SUPPORT TUITION & ASSESSMENTS ............................................................................. 18
6.2
INTERNATIONAL BUSINESS MANAGEMENT TERM 1 & 2 ............................................................................... 20
6.3
INTERNATIONAL MARKETING MANAGEMENT TERM 1 .................................................................................. 24
6.4
INTERNATIONAL MARKETING MANAGEMENT TERM 2 (POSTED ON BLACKBOARD SOON) ............................ 25
6.5
EUROPEAN BUSINESS (TERM 1) & INTERNATIONAL LAW (TERM 2)............................................................... 26
6.6
BUSINESS ETHICS AND COMMUNICATION (TERM 1) ...................................................................................... 29
6.7
CHANGE MANAGEMENT (TERM 2.................................................................................................................. 32
6.8
ENGLISH & NEGOTIATING SKILLS TERM 1& 2 ............................................................................................... 33
6.9
2ND FOREIGN LANGUAGE: DUTCH & CULTURE (A1/A2) ............................................................................... 35
6.10 2ND FOREIGN LANGUAGE: DUTCH & CULTURE (B1/B2) ................................................................................ 37
6.11 STUDY SKILLS FOR EXCHANGE STUDENTS (TERM 1) ..................................................................................... 39
6.12 APPENDICES .................................................................................................................................................. 43
APPENDIX 1: AUTOTAINMENT GMBH (SEE BLACKBOARD) ....................................................................................... 44
APPENDIX 2: “I” EVALUATION FORM PROJECT TERM 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT ..... 45
APPENDIX 3 “THEY” EVALUATION FORM PROJECT TERM 1 IBMS DOING BUSINESS IN A GLOBAL ENVIRONMENT 46
APPENDIX 4 “WE” EVALUATION FORM PROJECT TERM 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT . 47
APPENDIX 5: “IT” EVALUATION FORM PROJECT 1 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT ............. 49
APPENDIX 6: IBMS CODE OF CONDUCT .................................................................................................................... 50
APPENDIX 7: “I” EVALUATION FORM PROJECT TERM 2 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT ..... 52
APPENDIX 8 “THEY” EVALUATION FORM PROJECT TERM 2 IBMS DOING BUSINESS IN A GLOBAL ENVIRONMENT 53
APPENDIX 9 “WE” EVALUATION FORM PROJECT TERM 2 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT . 54
APPENDIX 10: “IT” EVALUATION FORM PROJECT 2 IBMS – DOING BUSINESS IN A GLOBAL ENVIRONMENT ........... 56
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
1 Introduction
1.1 The INHOLLAND University major-minor system
The tuition offered by INHOLLAND University has been designed on the basis of the major-minor
structure since September 2004. This has a number of consequences, one of which is that students are
able to put together part of their programme themselves.
For the IBMS students is the Major and Specialisation Minor programme fixed, but you will be free to
determine the differentiation minor yourself. By differentiating in this way, you are given the opportunity to
distinguish yourself from fellow students who have chosen the same programme. Your choice enables
you to position yourself in the labour market with a unique set of competencies. The differentiation minor
consists of a number of tuition packages, each of which is worth 15 credits or a multiple of 15 credits. You
will do two, three or four differentiation minor packages. In total, you are allowed to determine 60 credits
yourself. The package(s) chosen must be relevant to the rest of the IBMS study programme and, most
importantly, reflect the students’ personal ambitions. The study coach will advise you on your choice!
This academic year the IBMS department offers two differentiation minors of 30 ECTS each:
- Logistics – Gateway to Europe (Term 1 & Term 2)
- Doing Business in a Global Environment (Term 1 & Term 2)
These two differentiation minors are based on the regular IBMS programme and fit any other programme
with an economics component. Visiting Exchange Students, students from abroad with a basic economic
background, who will be studying at INHOLLAND’s School of Economics Rotterdam during the academic
year 2007-2008) will participate in one of these differentiation minors. In addition, all exchange students
have to follow the module English & Negotiation skills, Dutch Language and Culture and Study Skills.
1.2 The INHOLLAND University educational approach
The IBMS programme and the programme of the differentiation minor Doing Business in a Global
Environment has been devised in such a way that the terms 1 & 2 deal with a number of essential
professional competencies. The key competencies which will focuss on: firstly, international marketing
management and, secondly, international business management, European business and law; business
ethics and communication and change management and customer relations management. These are
therefore key subjects of this differentiation minor. Furthermore, exchange students will be working on the
acquisition of some essential project management skills, intercultural communicative and study skills. Last
but not least, these term’s projects will offer a unique opportunity to work together on a business
assignment, in an international team, with people from various cultural backgrounds.
The differentiation minor ‘Doing Business in a Global Environment’ is divided in term 1 and term 2 with a
total of 30 EC each. Each term will have three assessments of 5 EC’s each i.e. 5 ECs for the project and 5
ECs for the Case Study Assessment. The Body of Knowledge portfolio (BoK) contains assessments of the
four main subjects of these terms.
The special modules for exchange students (English, Dutch and Study Skills) will also be a component of
the BoK.
Teaching methods:
Authentic (project) assignments
Lectures
Workshops
Project coaching
Training sessions
Peer coaching
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Students are encouraged to be self sufficient throughout the minor. Apart from attending classes and
coaching sessions, students are expected to do a minimum of 25 hours a week of self study, working on
assignment, required reading and preparing for classes and coaching sessions. Consultants and project
coaches will be available to help students along outside class-hours.
2 Competencies
These terms contribute to the development of the following competencies:
- 1.1 Leadership
- 1.2 Co-operation
- 1.4 International operations management
- 1.5 International business and management accounting and financial management
- 1.6 Planning and organization
- 2.2 Intercultural adaptability
- 2.1 International strategic vision development
- 2.3 International business awareness
- 2.5 International marketing management
- 3.2 Ethical responsibility
- 3.1 Learning and self-development (3.1)
- 3.3 Communication
- 3.5 Analysing and information processing
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
3 Project Assessment
3.1 Context description ‘Doing Business in a Global Environment
In this differentiation minor students will explore and familiarise themselves with the ways of doing
business in today’s global environment. In order to do so, they need to look at many different business
areas. In Doing Business in a Global Environment the students will focus on global aspects, especially
cultural differences in various regions of the world. Topics such as access to financial markets, logistics,
change management, business ethics and the increasing use of e-marketing will be looked at. In order to
be able to carry out business activities, we need to study and practise ways of formulating strategies. This
includes planning and controlling business processes within an international context.
The project within this theme that you and your team members will carry out, will end with a proposal in
which you deliver valid advise to the Board of Directors of the German producer of car audio systems
“Autotainment”. This project will cover 2 terms for a total of 20 weeks including the making of 2 major
documents and a discussion at the end of period 2.
The management Board of Autotainment GmbH is facing a big problem of stagnating markets, high costs
of production in Germany an low profit levels. You have been appointed as an external consultant to
assist the Board in taking some fundamental decisions for the future as to global expansion.
You have been given the annual report of the company for 2005. You are asked to study the report, to
analyze the numerical data presented in the report and to understand the current product, market and
financial situation of the company.
During term 1
The Board would like you to explore the possibility of entering the markets of a non European country, to
report on the advantages and disadvantages of such a step and to document a clear-cut as to the
necessary business strategy. The big question that you need to explore is whether these new markets are
ready for such sophisticated products like the Chicago Car Navigation.
During term 2
The Board would like you to explore the possibility of shifting the production from Germany to a country in
either a country in an ASEAN, NAFTA or MERCOSUR region, in order to reduce the cost of production.
You must compare one country from every region with each other. You are expected to submit a report
that examines the economic and legal environment of these countries.
From your research and findings of 3 alternatives you will deliver an effective management document that
will support the best strategic choice for one country in one of the regions.
While doing the project you are advised always to take into consideration your role and the request from
autotainment. At the end of the project of term one, you will have to hand in an international marketing
analysis. At the end of term 2, you will need to hand in a management advise and you will have a 30
minutes oral discussion with the Board of Directors of Autotainment.
The assignment give to you will be two fold. During the first term the assignment will focus on external
markets. In the second term you will be asked to do an analysis to explore the possibilities for expanding
the business globally.
The research will involve a large amount of field and desk research. This research needs to be done in a
professional manner, and will be the backbone of your final recommendations. Since the project involves
a great variety of external fields the group as whole has to focus on: the financial analysis, the laws and
regulations, the international business aspects, the international marketing aspects, and Ethics and
communication.
As a group you are all responsible for the content of the project, project output and the presentation.
To support you with information on how to deal with project process, the “Student project handbook” is
offered on blackboard.
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In order to do research it is of the utmost importance to have some knowledge on research methods.
Doing research is not equal to “cutting” and pasting” information from the internet. Be careful when using
information from the internet! Always be aware that it is clearly stated where the information has been
found. A detailed overview of ways of referencing can be found in “Oxford referencing system guide”. ( to
be found on BB).
3.2 Learning tasks
Learning tasks Term 1 & 2
- explain the meaning and application of key logistical concepts involved in global transportation using
understandings of global trade (e.g. inco-terms and payments), company structures in international
environment, logistical aspects, manufacturing/production processes, outsourcing, purchasing and
supply chain management
- apply suitable management strategies involved in global trade
- deal with key procedural aspects and activities required in global trade
- Calculate and interpret future cash flows in the context of global trade operations, using forecasting
methods
- Assess the financial feasibility of global trade operations:
- Do ratio calculations (performance ratio, capital ratio, earnings ratios)
- make cost benefit analyses
- interpret balance sheets of global operations (to make decisions)
- extract relevant financial data from annual reports for decision making
- identify the financial implications of a choice
- outline, explain and propose several possible methods to enter global markets, taking into account
current trends and developments that could have consequences for the vision and globalisation
strategy by applying relevant theories, instruments, concepts, techniques, analyses and models
- identify critical elements in the development and evaluation of the globalisation strategy
- establish global networks
- identify relevant parties to implement the globalisation strategy
- develop a strategy to establish global networks
- Define current (topical) trends and developments that have consequences for the globalisation
strategy
- Outline, explain and propose steps to be taken towards globalisation
- Research and analyse global alliance and partnership opportunities
- Analyse the impact of globalisation on people, society, behaviour and values
- Investigate the needs of local markets
- Analyse implications of globalisation on the company’s resources, structure, culture, value chain,
process, procedures and protocol and strategy
- Set/adjust a globalisation strategy
- Analyse the impact of (regional) technological innovations on the implementation of the globalisation
strategy
- Distinguish the intercultural differences between the company and the countries involved in global
trade activities of the company
- Define the consequences of intercultural differences for the chosen globalisation strategy
- Develop practical solutions for a company to bridge the cross cultural gap
- Outline how the company should adapt its method of working to the standards of the countries
involved in global trade activities of the company, applying principles of intercultural communication
- Adapt behaviour to the standards of another culture
- Identify dimensions of culture
- Identify relevant code of conduct
- Formulate recommendations concerning how the company should adapt to cultural issues resulting
from globalisation and the globalisation strategy of the company
- Initiate and carry out cross cultural analysis
- Indicate which implications consumer behaviour in various countries will have on the globalisation
strategy of the company
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evaluate patterns and trends in international business, using knowledge of theory and practice of
international trade and financial markets, awareness of recent global developments in specific
regions, understanding of principle international laws and regulations, knowledge of various methods
of entering foreign markets
research political and financial risks, economic variables and legal systems of global markets
apply suitable laws and regulations involved in global trade
combine elements tat deliver comparative and competitive advantage in the most efficient, effective
and productive way
identify sources of comparative and competitive advantage among nations
define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s
describe the global business landscape
analyse the impact of globalisation on people, society, behaviour and values
Conduct primary and secondary research into the composition of the global marketing mix
Research and analyse global market opportunities and competition
create a marketing plan(ning) in accordance with the business strategy and planning
Develop a marketing entry or development strategy
Formulate and implement a global marketing strategy (for a (corporate) brand, a company r a product)
Implement a global marketing mix at a national level (including marketing communication)
Adapt the globalisation strategy to local needs from a marketing point of view
Use SPSS to analyse primary research data
Formulate a local viable CRM plan
analyze, define and take into account the ethical codes and standards prevalent in global trade and in
the target countries
take into account corporate social responsibility in the global strategies and solutions suggested
define health, safety and welfare issues
exercise ethical conduct in data collection and sourcing
identify and discuss moral issues involved in global business and the strategies and solutions
suggested
define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.
define the implications of the existing corporate governance strategy for business operations and the
stakeholders
understand the interaction between ethical issues and globalisation (implications of globalisation on
ethical issues and implications of ethical issues on globalisation)
Understand the role and influence of ethical issues as sustainability, global warning, climate issues,
etc.
Develop a corporate governance strategy or policy, dealing with globalisation as a response to
changing demands and values in society
bring own activities in line with culture and aims of the group (I)
act socially responsible within the group (I)
make a code of conduct for the group (we) and act accordingly (I)
collect, carefully process and interpret relevant, current and valid (quantitative)) information (using
SPSS)
define opportunities, threats, strengths and weaknesses of the organisation in order for the
organisation to make decisions concerning a globalisation strategy
define appropriate proposals (for improvement) for existing operational and tactical problems to
facilitate decisions concerning a globalisation strategy
make information available to stakeholders in a clear and concise way
produce visualisations of data in an efficient and effective way
choose the relevant information to justify or support arguments
define the problem and relevant research questions
produce a research proposal to support the problem definition, clarifying the research methodology
and process
creating a goal-oriented atmosphere within the team (We)
Together, preparing an action plan for the achievement of team objectives (We)
Determining team expectations in terms of the results to be achieved by the team (We)
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
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Using motivation techniques and persuasion to encourage team members and motivate them to
contribute to the objectives to be achieved (I/We)
Motivating and challenging team members to use their capacity at an optimal level (I/We)
If asked to do so, helping team members to achieve individual (development) objectives (I/We)
In an open and honest manner, holding team members accountable for undesirable and desirable
behaviour in relation to agreements made and the objectives to be achieved (based on facts and the
principle of hearing both sid4es of the argument, relate to the agreements made, specific, providing
example(s), professional) (We)
Presenting the objectives of the department (the team) effectively and enthusiastically within the team
recognise and remove resistance in the team regarding the objectives to be achieved
3.3 Assignment & Performance Indicators
In term 1, you and your group will write an International Market Analysis for Autotainment, in which you
include the following elements:
1. Internal analysis of the firm
2. External analysis:
a. DESTEP of the 3 countries (ASEAN, NAFTA, MERCOSUR)
b. Porter 5 Forces Analysis
In term 2 students students have to come up with a Strategic Choice covering the following elements:
1. Relocation of production
2. Integration of corporate change (the operations and marketing aspects)
3. Marketing management
The justification of your Strategic Choice must contain:
1. SWOT analysis and confrontation matrix
2. Financial prognoses as to budgeting and forecasting
3. Implications for corporate change & marketing
4. Intercultural, legal and ethical implications to a transfer of production
5. Plan of implementation
The above mentioned performance indicators refer to the criteria that need to be met if clients satisfaction
is to be achieved. Performance indicators are directly related to the assessment criteria from the IT form.
3.4 Critical Success Factors
Critical success factors are those factors and events that have a strong impact (negative or positive) on
the achievement of the project result. These factors pertain to both ‘content’ (for example, legislation and
regulations that change during the course of the project) and the ‘process’.
Your project group is expected to formulate the content-related critical success factors.
The process-related critical success factors are linked to the assessment criteria set out in the I, WE and
THEY evaluation forms (see appendices). These criteria are as follows:
- The group produces an initiative paper that complies with the criteria set out in the project handbook;
- The group analyses the project environment in depth during the initiative stage and definition stage, to
the client’s satisfaction;
- The group precisely and clearly defines the team objectives and problem definitions, the estimated
time required, milestones and sub-products in the action plan (project plan);
- The group plans all activities within the time available;
- The group implements the project in line with a results-oriented approach;
- The group meets twice per week on progress, activities, planning, action to be taken and follow-up
agreements;
- The group members encourage and motivate each other to contribute to the objectives to be
achieved;
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The group members approach each other respectfully;
Where necessary, the group members perform another group member’s tasks;
The group members fulfil all agreements made;
The group members are involved in the process;
The group members feel responsible for the result achieved;
Each of the group members contribute constructively to the project result;
The group members accept each others and the project coach’s feedback;
The group prepares a Lessons Learned Report that complies with the criteria set out in the project
handbook;
The group is able to win and retain the client’s trust and confidence;
The team visibly aims to complete the project as specified by the criteria;
The team members acknowledge cultural differences within the group;
The team members keep an open mind to each others cultural backgrounds and adjust to cultural
differences and similarities when appropriate;
The team members each show a complete command of the contents of the whole business manual;
The team members contribute to positive discussions during group meetings by being well prepared
and performing their roles properly.
3.6 Output
In term 1.
1.1. At the end of week 3, the final project plan (see students handbook project assessment).
1.2. At the end of week 7 students hand in the International Marketing Analysis as described
paragraph 3.3 (size of the report 10-15 pages ex annexes, font Arial 11 and line spacing 1.0,
excluding Table of Contents, Foreword, Summary and Appendix). Consult the Study Skills
Handbook by Stella Cottrell for information on report writing.)
In term 2
1.3. At the end of week 6, student hand in the Management Advice, in preparation of the discussion
with the Board of Directors of Autotainment.(as described in 3.3. (25-30 pages) ex annexes, font
Arial 11 and line spacing 1.0, excluding Table of Contents, Foreword, Summary and Appendix).
Consult the Study Skills Handbook by Stella Cottrell for information on report writing)
1.4. In week 7, students have their final assessment. During a justified discussion and defense of your
advice with the members of the Board of Directors of Autotainment.
Deadline handing the international marketing analysis of term 1:
Friday, 18.00 hours, in lecture week 7
Timetable for the project in term 1
Project phase
Result
Initial phase
Initial paper
Definition phase
Project plan
Production phase
Project archive
Concluding phase
Project result
Lessons learned
report
Evaluation meeting
Ï “and “We” form
Deadline
End of week 1
End of week 3
End of week 6
End of week 7
End of week 8
End of week 9
Deadline handing in Management Advice term 2:
Friday 14 December (week 6), 18.00 hours
Assessment criteria term 2 management advice
1. The advisory management plan will be assessed on the basis of the following elements ;
1.1. The problem statement
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
1.2. The objective(s) and target group(s);
1.3. Chosen strategy and use of resources;
1.4. Organisation and action points.
1.5. Substantiation of choices
1.6. Presentation/defence of the report
Assessment criteria term 2 for the discussion with the Board of Directors
1.7. Each individual should have a complete command of the contents of the reports. The board will
raise questions focused on the strategy developed in your plan.
1.8. Think about information, creativity, originality, effectiveness. The full project group needs to justify
the reports in the discussion with the Board of Directors.
For other components, see the Student Project Handbook.
Timetable for the project in term 2
Project phase
Result
Production phase
Project archive
Concluding phase
Project result
(management
advisory report)
Discussion with the
Board of Directors
Lesson learned report
Evaluation meeting
Ï “and “We” form
Deadline
Week 1 – 5
End of week 6
End week 7
End of week 7
End of week 7
Please note, students who fail the analysis have the end of term 1, to rewrite the report before the start of
the term 2.
Students only have one chance to rewrite the International Marketing Analysis and the Management
Advise.
3.7 Resources
Use a variety of resources:
- Websites:
- http://globaledge.msu.edu/
- http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp
- http://www.startupjournal.com/
- http://library.uncc.edu/display/?dept=reference&format=open&page=68
- http://dataweb.usitc.gov/
- http://www.marketingpower.com/
- http://vig.prenhall.com/catalog/academic/product/0,1144,0131548654-IS,00.html
- http://www.ssrn.com/
- http://www.intute.ac.uk/
- http://www.themanager.org/index.htm
- http://www.helsinki.fi/WebEc/
- Databases of the INHOLLAND University Library (accessible from home and at school through:
https://bibliotheekcatalogus.inholland.nl/webopac/Vubis.csp?OpacLanguage=eng&Profile=Default
)or via [Startpagina, bibliotheek,.international pages, databases, business source elite etc]
- (Business) magazines:
o The Economist
o Harvard Business Review
o Financial Times
o and newspaper articles and more
-
Topics covered in classes, seminars
Study Books
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
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Management of Strategy, concepts and cases, Hitt/Hoskisson/Ireland, Thomson and
Southwestern Publishers, 2007 ISBN 0 324 3633 4
o Strategic Marketing, an Applied Perspective, Karel Jan Alsem; Mc Graw Hill Publishers, 2007,
ISBN 007 1244174
o The Economics of European Integration, Richard Baldwin and Charles Wyplosz, The McGraw Hill Publishers, ISBN 007 710394 7
Annual reports
o To be found on the corporate websites
Student Handbook: Project-Based Teaching & Learning (Project-Work) on Blackboard.
3.8 Workload
Successfully finishing the project (IT-WE-I-THEY) will earn you 5 EC’s (per student). That means each
team member should invest approximately 140 hours in the project. That includes attending support tuition
classes and project group meetings(approx. 70 hours).
3.9 Support
Project support:
- Project Coach: 1 period per week1
- Project Expert: each lecturer in class:15 minutes at the end of the class. Send 2 days before the
lecture by e-mail your project group question(s )
- Board Members: 4 hours for discussion term 2
Tuition (for number of hours: see planning in tuition description chapter 7)
- International Business Management
- International Marketing Management
1
One period is 45 minutes
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4 Case-study assessment
The case-study assessment is one of the assessment formats that can be used to measure student
competency-development for each term. The case-study assessment can be used to assess problemsolving, knowledge development and knowledge application for each individual student. Case-study
assessments have a relatively high reliability and are valid. As such, the case-study assessment is a
perfect supplement to the project assessment (high reliability) and the Body of Knowledge portfolio (high
validity).
A case-study assessment is a realistic description of a situation derived from professional practice and in
which a number of (core) problems are evident. A case-study assessment tests your individual problemsolving skills, planning skills, analytical ability and the ability to recognise relationships.
Passing a case-study assessment demonstrates that you:
- are able to recognise a problem relevant to your profession,
- are able to study and analyse a professional situation,
- are able to resolve problems,
in a manner that complies with the standard for the professional group.
A case study is different to project-based tuition. In the projects you work in a group and there are open
ends. Added to this, one or more problems need to be resolved and, as such, the resolution of problems is
the objective. In a case-study assessment, the problem presented is a vehicle. By resolving the problem,
you show that you have mastered the subject matter and developed an understanding of the material. A
case-study assessment encompasses a number of disciplines and includes problems for which there may
be a number of solutions/correct answers.
So, you will have to study a substantial amount of material to be able to pass a case-study assessment.
Then again, passing the case-study assessment will earn you 5 credits per term!
Practical information:
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A case-study assessment is a written examination;
A case-study assessment is an ‘open book’ examination. In professional practice, you will be able to
consult handbooks and literature when resolving issues, so this is also permitted during case-study
assessments. You will be able to take certain books into the examination with you, i.e. those used
within the support tuition for the term in question. Journals, annotated books, lecture notes and other
books are not permitted;
You will have three clock hours2 to complete the case-study assessment. In order to ensure that you
do not spend the full 2 clock hours reading the questions without answering them, the case-study text
will be made available without the assessment questions at least 1 week before the examination date.
The case study will be handed out again, with the assessment questions, during the examination.
How to prepare for the case-study assessment?
You cannot prepare for a case-study assessment by learning your books and notes by heart a day or two
before the examination. The case-study assessment is about showing that you understand the subject
materials offered in the term and that you can use them in various (practical) contexts. It is not about
showing that you can reproduce knowledge. Hence, the best preparation for the case-study assessment is
going to class, doing the assignments and keeping up with the assigned reading. That way you will learn
to grasp the subject material and you won’t need extensive preparation right before the examination.
Also, it is essential that you make use of the opportunity to practise with the trial case test, which will be
published on Blackboard a few weeks prior to the official exam. To prepare for the real Case Study
Assessment, the only things you will have to do then are:
- Print and carefully read the case-text at home (will be published on Blackboard a week before the
examination);
2
Students with dyslexia and other language problems can apply for extended examination time. See the Study Guide
with the Tuition and Examination Regulations.
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Try to ‘predict’ what the questions or assignments corresponding with the case-text will be, based on
the assessment indicators below and the classes you attended;
Look up concepts you don’t understand and translate them in your own words;
Highlight passages in the case-text that you deem important, so that you will be able to find them
quickly during the examination;
Don’t forget to carefully read appendices. Often crucial numeric information is presented and you
know: where’s there numeric information you will be asked to do something with it in the test!
Mark or highlight passages or chapters in your books that you deem important for the case-study, so
that you will be able to find what you need quickly during the examination. That way you also refresh
your knowledge and understanding of the subject matters.
Just before the examination: carefully re-read the case-text, so that you won’t have to waste too much
time reading during the examination but can go right to answering the questions.
Case-study assessment indicators
In term 1 & 2 you will be tested on your command of the competencies concerning ‘International Strategic
Vision’ (2.1), ‘International Business Awareness’ (2.3), International Marketing Management (2.5), based
on the following assessment indicators (assessment criteria):
Case study assessment Term 1 & 2
- explain the meaning and application of key logistical concepts involved in international transportation
and global trade
- show understanding of global trade operations (e.g. inco-terms and payments)
- apply knowledge of company structures in global environment
- apply knowledge of logistical concepts involved in global trade
- apply knowledge of manufacturing/production processes involved in global trade
- apply knowledge of outsourcing
- apply knowledge of purchasing in global trade operations
- apply knowledge of global chain management
- apply knowledge of key procedural aspects in global trade and activities required
- apply suitable management strategies involved global trade
- deal with key procedural aspects and activities required in global trade
- identify financial implications of logistics choice
- calculate and interpret future cash flows in the context of global trade operations, using forecasting
methods
- Assess the financial feasibility of global trade operations:
- Do ratio calculations (performance ratio, capital ratio, earnings ratios)
- make cost benefit analyses
- interpret balance sheets of global operations (to make decisions)
- extract relevant financial data from annual reports for decision making
- outline, explain and propose several possible methods to enter global markets, taking into account
current trends and developments that could have consequences for the vision and globalisation
strategy by applying relevant theories, instruments, concepts, techniques, analyses and models
- identify critical elements in the development and evaluation of the globalisation strategy
- establish global networks
- identify relevant parties to implement the globalisation strategy
- develop a strategy to establish global networks
- Define current (topical) trends and developments that have consequences for the globalisation
strategy
- Outline, explain and propose steps to be taken towards globalisation
- Research and analyse global alliance and partnership opportunities
- Analyse the impact of globalisation on people, society, behaviour and values
- Investigate the needs of local markets
- Analyse implications of globalisation on the company’s resources, structure, culture, value chain,
process, procedures and protocol and strategy
- Set/adjust a globalisation strategy
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Analyse the impact of (regional) technological innovations on the implementation of the globalisation
strategy
Distinguish the intercultural differences between the company and the countries involved in global
trade activities of the company
Define the consequences of intercultural differences for the chosen globalisation strategy
Develop practical solutions for a company to bridge the cross cultural gap
Outline how the company should adapt its method of working to the standards of the countries
involved in global trade activities of the company, applying principles of intercultural communication
Adapt behaviour to the standards of another culture
Identify dimensions of culture
Identify relevant code of conduct
Formulate recommendations concerning how the company should adapt to cultural issues resulting
from globalisation and the globalisation strategy of the company
Initiate and carry out cross cultural analysis
Indicate which implications consumer behaviour in various countries will have on the globalisation
strategy of the company
evaluate patterns and trends in international business, using knowledge of theory and practice of
international trade and financial markets, awareness of recent global developments in specific
regions, understanding of principle international laws and regulations, knowledge of various methods
of entering foreign markets
research political and financial risks, economic variables and legal systems of global markets
apply suitable laws and regulations involved in global trade
combine elements tat deliver comparative and competitive advantage in the most efficient, effective
and productive way
identify sources of comparative and competitive advantage among nations
define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s
describe the global business landscape
analyse the impact of globalisation on people, society, behaviour and values
Analyse global market opportunities and competition
Create a marketing plan(ning) in accordance with the business strategy and planning
Develop a marketing entry or development strategy
Formulate and implement a global marketing strategy (for a (corporate) brand, a company r a product)
Implement a global marketing mix at a national level (including marketing communication)
Adapt the globalisation strategy to local needs from a marketing point of view
analyze, define and take into account the ethical codes and standards prevalent in global trade and in
the target countries
take into account corporate social responsibility in the global strategies and solutions suggested
define health, safety and welfare issues
exercise ethical conduct in data collection and sourcing
identify and discuss moral issues involved in global business and the strategies and solutions
suggested
define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.
define the implications of the existing corporate governance strategy for business operations and the
stakeholders
understand the interaction between ethical issues and globalisation (implications of globalisation on
ethical issues and implications of ethical issues on globalisation)
Understand the role and influence of ethical issues as sustainability, global warning, climate issues,
etc.
Develop a corporate governance strategy or policy, dealing with globalisation as a response to
changing demands and values in society
bring own activities in line with culture and aims of the group (I)
act socially responsible within the group (I)
make a code of conduct for the group (we) and act accordingly (I)
interpret relevant, current and valid (quantitative) information
define opportunities, threats, strengths and weaknesses of the organisation in order for the
organisation to make decisions concerning a globalisation strategy
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define appropriate proposals (for improvement) for existing operational and tactical problems to
facilitate decisions concerning a globalisation strategy
choose the relevant information to justify or support arguments
define the problem and relevant research questions
produce a research proposal to support the problem definition, clarifying the research methodology
and process
apply appropriate leadership and management strategies to control the organisation
apply knowledge of how to delegate and empower effectively
apply knowledge of Management Development needs, especially in an international environment.
5 Body of knowledge portfolio
The Body of Knowledge (BoK) portfolio determines whether you have acquired the necessary knowledge
and skills and whether you are able to generate (new) knowledge. The BoK portfolio is supposed to
stimulate you to actively acquire knowledge and skills during a longer period of time (a full term). On the
one hand the BoK portfolio requires you to dive into (applied) knowledge and on the other hand to develop
critical professional skills. In the economics / business administration domain these critical professional
skills also include (foreign) language skills, ICT skills and social communicative skills.
Passing all parts of the term’s BoK portfolio is conditional for receiving the credits connected to the BoK (5
EC).
5.1 Content of the Body of Knowledge portfolio
In term 1 & 2 you will be tested on your command of the competencies concernin ‘planning and
organisation’(1.6), ‘International Strategic Vision’ (2.1), ‘Intercultural Adaptability’ (2.2), ‘International
Business Awareness’ (2.3), International Marketing Management (2.5), Ethical Responsibility’ (3.2),
‘Communication’(3.3), ‘Analysing and Information Processing’ (3.5),
These indicators will be tested through the following test and assignments:
- Knowledge and understanding of the impact of globalisation on supply chain management
- understanding of general global trade operations (e.g. inco-terms and payments)
- knowledge of logistical concepts involved in global trade
- knowledge of manufacturing/production processes involved in global trade
- knowledge of outsourcing
- knowledge of purchasing in global trade
- knowledge of global supply chain management
- knowledge of key procedural aspects and activities required in global trade
- knowledge of management strategies involved in global trade
- Knowledge of implications of cost calculations involving direct and indirect costs
- Knowledge of how to generate revenues & earnings from SBU perspective
- Understanding of chart of accounts
- Understanding of ratio analysis and the meaning of the different ratios
- Knowledge of audit and financial control during the operation process (inventory & order entry control)
- Knowledge of planning and control structures for global trade
- Understanding of balance sheets
- understanding of profit and loss accounts involved in global trade
- knowledge of the financial implications on the choice of solutions
- knowledge of relevant theories, instruments, concepts, techniques, analyses and models involved in
globalisation strategies
- knowledge of globalisation strategies
- understanding of the impact of (topical) trends and developments on the vision and the globalisation
strategy
- knowledge of methods to enter global markets
- knowledge of critical elements in the development & evaluation of global strategy
- knowledge of criteria for the selection of strategic partners
- knowledge of advantages & disadvantages of forming strategic alliances
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knowledge of strategic options regarding globalisation
knowledge of stakeholder analysis
knowledge of how to conduct needs analysis
general knowledge of primary and secondary functions of global value chain
Knowledge of the implications of globalisation on secundary functions of the global value chain
knowledge of the steps involved in strategy development
define what globalisation is in its different forms & contexts
Knowledge of cultural dimensions
Understanding of the influence of cultural dimensions on doing business globally
Knowledge of principles of intercultural communication
Understand the role of beliefs and values in the forming of perception of cultures
Knowledge of methods to analyse cultures
understand how cultural background influences communication, work styles and priorities in business
Knowledge of main do’s and don’t’s in cultures
knowledge of theory and practice of global trade and financial markets
knowledge of recent global developments
knowledge of recent developments in specific region influencing the globalisation strategy
knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and
regulations
knowledge of various methods of entering global markets
knowledge of international trade law and regulations
knowledge of international organisations, their functions and activities and their relevance
knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)
knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)
knowledge of the most influential and relevant NGO’s (globally and regionally)
Knowledge of elements that make up the business landscape
Knowledge of new marketing methods and their application
Knowledge of segmentation
Knowledge of the marketing mix
Knowledge of branding
Knowledge of the promotion mix
Knowledge of research methods to define local needs
Knowledge of IT tools in marketing and their influence on marketing choices
Knowledge of adaptation versus standardisation
Knowledge of marketing entry and development strategies
Knowledge of basic ethical theories and concepts of Business Ethics
Knowledge of corporate responsibility
Knowledge of the concept of corporate governance in different regions
knowledge of data collection tools in quantitative and qualitative research
knowledge of steps involved in the research process
knowledge of basic statistical concepts in quantitative research
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6 Support tuition
The support tuition in term 1 consists of:
- International Business Management
- International Marketing Management
- European Business (term 1) & Law*
- Business Ethics & Communication *
- PD (information will be delivered through Blackboard)
For exchange students:
- English language
- Dutch language and culture
- Introduction to study coaching
The support tuition in term 2 consists of:
- Logistics & International Operations Management
- International Business Management
- Business Ethics & Communication *
- European Business & Law (term 2)*
- Change management*
- PD (information will be delivered through Blackboard)
For exchange students:
- English language
- Dutch language and culture
- Study coaching

For each term exchange students are allowed to choose for one of the two
subjects with an asterisk.
6.1 Terms overview of support tuition & assessments
Week planning Term 1
1
2
3
4
Assessments
5
6
7
1
1
1
1
3
3
2
2
3
3
2
2
3
3
2
2
3
3
2
2
3
3
2
2
2
2
2
2 2
2
2 2
2
2
2
project consultancy / expert: each week you
can discuss questions in class (15 minutes of a
class from each lecturer)
project coach
1
1
1
kick off
International Business Management
International Marketing Management
European Business (term 1) & Law *
Business Ethics & Communication *
2
3
3
2
2
3
3
2
2
2
2
2
2
2
2
PD
Extra for Exchange Students:
- English language
- Dutch language and culture
- Introduction to study coaching
- Nijenrode seminar November 30 &
December 1
2
2
project/case/BoK
project/case/BoK)
BoK
BoK
Individual
interviews
BoK
BoK
Interview/BoK
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
case study assessment 3 hrs
BoKs 2 hrs (each term)
Week planning Term 2
1
2
3
4
project consultancy / expert: each week you
can discuss questions in class (15 minutes of a
class from each lecturer)
project coach
kick off
International Business Management
International Marketing Management
European Business & Law (term 2) *
Change Management
Customer Relations Management
PD
Extra for Exchange Students:
- English language
- Dutch language and culture
- Study coaching
1 1
2
3
3
2
2
2
1
3
3
2
2
2
1
3
3
2
2
2
Assessments
5
1
3
3
2
2
2
6
1
3
3
2
2
2
7
1
3
3
2
2
2
3
3
2
2
2
project/case/BoK
project/case/BoK)
BoK
BoK
Individual interviews
2
2
2
2
2
2
2
2
2
2 2
2 2
2 2
2
2
2
2
BoK
BoK
Interview
case study assessment 3 hrs
BoK 2 hrs each
presentation 4 hrs in total
In the following paragraphs you will find the corresponding subjects descriptions.
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6.2 International Business Management Term 1 & 2
When::
Contact hours:
Study load:
Assessment:
Week 1-7 (term 1 & term 2)
3 hours per week
60 hours: 32 hours (classes) + 28 hours of study, including exams preparations
for terms 1 and term 2
Project assessment / Case study assessment / Body of Knowledge portfolio
6.2.1 Week planning
Term 1
week
1
2
3
4
5
6
7
Subject
Pages
Assignments /
Case studies
Strategic management inputs
External Environment
Internal Environment
Strategy at Business Level
Competitive Nature of Strategy
Strategy at the Corporate Level
Acquisitions and Mergers
1- 29
31- 64
68- 92
98- 124
130- 153
158- 182
188- 214
Chapters
Pages
Assignments /
case studies
Review
Strategy Abroad
Cooperative Strategic Management
Corporate Governance
Organizational Structure
Leadership
Entrepreneurship
220- 249
258- 283
290- 316
324- 354
360- 385
390- 409
Wal-mart
Whole Foods
Dell in China
Term 2
week
1
2
3
4
5
6
7
LÓreal
6.2.2 Learning tasks
Project assessment:
- outline, explain and propose several possible methods to enter global markets, taking into account
current trends and developments that could have consequences for the vision and globalisation
strategy by applying relevant theories, instruments, concepts, techniques, analyses and models
- identify critical elements in the development and evaluation of the globalisation strategy
- establish global networks
- identify relevant parties to implement the globalisation strategy
- develop a strategy to establish global networks
- Define current (topical) trends and developments that have consequences for the globalisation
strategy
- Outline, explain and propose steps to be taken towards globalisation
- Research and analyse global alliance and partnership opportunities
- Analyse the impact of globalisation on people, society, behaviour and values
- Investigate the needs of local markets
- Analyse implications of globalisation on the company’s resources, structure, culture, value chain,
process, procedures and protocol and strategy
- Set/adjust a globalisation strategy
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Analyse the impact of (regional) technological innovations on the implementation of the globalisation
strategy
evaluate patterns and trends in international business, using knowledge of theory and practice of
international trade and financial markets, awareness of recent global developments in specific
regions, understanding of principle international laws and regulations, knowledge of various methods
of entering foreign markets
research political and financial risks, economic variables and legal systems of global markets
apply suitable laws and regulations involved in global trade
combine elements tat deliver comparative and competitive advantage in the most efficient, effective
and productive way
identify sources of comparative and competitive advantage among nations
define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s
describe the global business landscape
analyse the impact of globalisation on people, society, behaviour and values
Case study assessment
- outline, explain and propose several possible methods to enter global markets, taking into account
current trends and developments that could have consequences for the vision and globalisation
strategy by applying relevant theories, instruments, concepts, techniques, analyses and models
- identify critical elements in the development and evaluation of the globalisation strategy
- establish global networks
- identify relevant parties to implement the globalisation strategy
- develop a strategy to establish global networks
- Define current (topical) trends and developments that have consequences for the globalisation
strategy
- Outline, explain and propose steps to be taken towards globalisation
- Research and analyse global alliance and partnership opportunities
- Analyse the impact of globalisation on people, society, behaviour and values
- Investigate the needs of local markets
- Analyse implications of globalisation on the company’s resources, structure, culture, value chain,
process, procedures and protocol and strategy
- Set/adjust a globalisation strategy
- Analyse the impact of (regional) technological innovations on the implementation of the globalisation
strategy
- evaluate patterns and trends in international business, using knowledge of theory and practice of
international trade and financial markets, awareness of recent global developments in specific
regions, understanding of principle international laws and regulations, knowledge of various methods
of entering foreign markets
- research political and financial risks, economic variables and legal systems of global markets
- apply suitable laws and regulations involved in global trade
- combine elements tat deliver comparative and competitive advantage in the most efficient, effective
and productive way
- identify sources of comparative and competitive advantage among nations
- define the role and identify the influence of international organisations (WTO, EU, IMF etc) and NGO’s
- describe the global business landscape
- analyse the impact of globalisation on people, society, behaviour and values
Body of knowledge portfolio:
- knowledge of relevant theories, instruments, concepts, techniques, analyses and models involved in
globalisation strategies
- knowledge of globalisation strategies
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understanding of the impact of (topical) trends and developments on the vision and the globalisation
strategy
knowledge of methods to enter global markets
knowledge of critical elements in the development & evaluation of global strategy
knowledge of criteria for the selection of strategic partners
knowledge of advantages & disadvantages of forming strategic alliances
knowledge of strategic options regarding globalisation
knowledge of stakeholder analysis
knowledge of how to conduct needs analysis
general knowledge of primary and secondary functions of global value chain
Knowledge of the implications of globalisation on secundary functions of the global value chain
knowledge of the steps involved in strategy development
define what globalisation is in its different forms & contexts
knowledge of theory and practice of global trade and financial markets
knowledge of recent global developments
knowledge of recent developments in specific region influencing the globalisation strategy
knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and
regulations
knowledge of various methods of entering global markets
knowledge of international trade law and regulations
knowledge of international organisations, their functions and activities and their relevance
knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)
knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)
knowledge of the most influential and relevant NGO’s (globally and regionally)
Knowledge of elements that make up the business landscape
6.2.3 Link to competencies
This module International Business Management leads to the developments of the following
competencies:
- 2.1 International Strategic Vision
- 2.3 International Business Awareness
6.2.4 Content
This module will be the underlying unit for the analysis and development of the business strategies and
their ultimate implementation and control. The International Marketing Management module will be the
development of business strategies in Global markets and their implementation and control, and the
International Business Management module will define the Corporate strategies both from a HRM and
Financial framework.
To set, meet and maintain Corporate Goals the organization is in a constant Process to set
Commitments, which drive Decisions and move the firm to Actions. Today’s managers are at the helix
and need to audit the external and internal environments that justify the firm’s mission and vision; we call
this the Strategic Management Process. To further accomplish these tasks, today’s managers need to
have the tools and expertise to Formulate, Implement and Assess Strategies that ensure
Competitiveness, Sustained Competitive Advantage and Above Average Returns.
The International Business Manager needs a ‘critical eye’. One that can survey and from an objective
compilation that includes the internal processes and the life giving supply chain to establish Growth
Strategies. To train the eye and the seer, theory and practical case studies will be used to understand that
Growth need to be obtained through the balancing of Four Perspectives:
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Financial perspectives: To succeed financially, how should we look to our shareholders?
Customer perspective: To achieve our vision, how should we appear to our customers?
Internal business process perspective: To satisfy our shareholders and customers, what business
processes must we excel at?
Learning, innovation, and growth perspective: To achieve our vision, how will we sustain our ability to
create value and improve?
In order for a business to maximize economic value, it must balance customer satisfaction and the
competitive market forces with internal cost and growth considerations Soon the international managers
will be expected to understand the implications of international business for their organization's strategy,
structure, and functions.
In light of the fast-changing nature of the international business environment, from the euphoric mode that
followed the collapse of communism in 1989, meteoric growth of the global money market and the global
drama’s of financial collapse and political terrorism (Barings Banks and the World Trade Center) today’s
managers need not only the depth of conceptual knowledge but also a broad perspective to relegate and
implement this knowledge.
To build a framework for this process, Cultural Differences and their impact on Structures/Resources and
the Implications for management will be studied, and will be the basis for the investigation of the business
operations. Concepts over the 2 terms will include:
- The Business Landscape
- Problems and Restructuring
- Incentives and Risks in International Environments
- Strategic Business Management Processes
- Alliances and Competitive Risks
- Organizational Structures and Controls
- Competitive and Cooperative Dynamics
- Building and Sustaining Success
6.2.5 Teaching method
Two periods for lectures and coverage of case materials and the other lessons for consultation for the
project in group formats. This is specifically for the project support.
6.2.6 Assessment
The topics covered in this International Business Management Term 9 & 10 courses will be tested in the
project assessment, the case study assessment and the Body of Knowledge portfolio. You will find
information on the project assessment in chapter 3. Information on the case study assessment is provided
in chapter 4. And in the Body of Knowledge portfolio the International Business Management Term 9 & 10
component consists of a 2 hour individual written exam will be scheduled in week 8 of term 1. In term 2
the BoK will be scheduled in week 7, resit in week 8. This exam must be passed with a minimum of 5,5 in
order to be awarded the credits for the Body of Knowledge Portfolio (5 EC).
6.2.7 Learning materials
-
Management of Strategy, Concepts and Cases; Hitt/ Hoskisson/ Ireland, Thomson and Southwestern
Publishers,2007 ISBN 0 324 36433 4
-
www.swlearning.com
www.management.swlearning.com
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6.3 International Marketing Management Term 1
When:
Contact hours:
Study load:
Assessment:
Week 1-7
2 hours per week (90 minutes x 7 weeks = 11 hours
60 hours: 11 hours (classes) + 49 hours of study, including exams
preparations
Project assessment / Case study assessment / Body of Knowledge
portfolio
6.3.1 Week planning
Term 1
week
Chapters
1
2
3
4
5
6
7
Strategic planning (Chapters 1 and 2)
- the importance of strategic marketing planning
- steps in marketing planning process
- structure of the marketing plan
- competitive advantage
- market definition
- missions/vision
Internal Analysis (Chapter 3)
- buyer analysis:
o objective and phases
o market segmentation and target group definition
o client value
- branch analysis:
o objective and elements
o competitor analysis
o market appeal
External analysis (Chapters 4 and 5)
- competitor analysis
- distribution analysis
- internal analysis: competitive advantage
External analysis continued (Chapters 6 and 7)
 SWOT analysis and SWOT matrix
 Portfolio analysis
Analysis to Strategy (Chapters 8)
 target requirements: SMUR/SMART
 Business strategy: compete where and with whom?
 Growth strategies: Ansoff/ Krijnen
Marketing Decision (Chapters 9 and 10)
 marketing objectives
 marketing strategy: how to compete:
o segmentation and selection of target group
o positioning
o branding
Instruments and Implementations (Chapters 11 and 12)
 choice of marketing mix aligned with business and
marketing objectives
 summary
Preparation in
advance/ self-study
Pp 3- 49
Pp 53- 70
Pp 73- 125
Pp 129 – 147
Pp 159 – 195
Pp 201 – 243
Pp 249 - 297
6.3.2 Learning tasks
Body of Knowledge portfolio:
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







knowledge of new marketing methods and their applications
knowledge of segmentation
knowledge of the marketing mix
knowledge of branding
knowledge of research methods to define local needs
knowledge of IT tools in marketing and their influence on marketing choices
knowledge of adaptation versus standardization
knowledge of marketing entry and development strategies
6.3.3 Link to competencies
Business Organization & Management contributes to the development of the following competencies:
- 2.5 International Marketing Management
6.3.4 Content
Marketing is a unique function. Like other departments, it entails the specialization in tools, techniques
and knowledge. The most important of these will be addressed in this module. However, Marketing has to
do rather more to the way and means of co-operation because of its involvement in all processes across
the company. A Senior Marketer typically deals with all parties from Human Resources to Finance,
Operations to Sales and even Outsourced functions, such as Agencies and Suppliers. For Marketing
Managers this has an important implication:
Marketers need to be specialists in many areas, say market research or portfolio analysis, but also
capable of `boundary spanning`
This range of necessary skills makes it challenging for marketing managers to build, lead and develop
marketing teams. And from these teams and available resources symbiotically motivate and deliver the
most synergistic returns.
This module introduces the main concepts of Strategic Marketing planning to students and at the same
time ensures that they experience the complexities of working effectively and has ample case studies for
the student to individually study and apply knowledge.
6.3.5 Teaching method
The module is spread over 7 weeks of lectures and classes where concepts and theories are presented
and discussed. The instructor is to use the case studies as introduced at the beginning of each chapter to
assist the student with the understanding of the concepts and materials. It is understood that the student
has pre-read the materials including the case studies.
6.3.6 Assessment
The topics covered in this International International Marketing Management will be tested in the Body of
Knowledge portfolio. The assessment will be a written exam of 2 hrs, scheduled in week 8/9. This exam
must be passed with a minimum of 5,5 in order to be awarded the credits for the Body of Knowledge
Portfolio (5 EC).
6.3.7 Learning materials

Strategic Marketing, an Applied Perspective, Karel Jan Alsem; Mc Graw Hill publishers, 2007; ISBN
007 124417 4
 www.mhhe.com/alsem1e
- Databases at the INHOLLAND library site
6.4 International Marketing Management Term 2 (posted on
Blackboard soon)
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6.5 European Business (term 1) & International Law (term 2)
When:
Contact hours:
Study load:
Week 1 – 7 of each term
2 hours per week
Per week :2 hours class contact, 2 hours preparation and review
Assessment:
Body of Knowledge portfolio
6.5.1 Week planning
Term 1
Week
1
2
3
4
5
6
7
topics
Micro Economics Tools
Market Size and Scale
Growth Effects
Exchange Rate Regime
EMS
EMU
Financial Makets in Europe
pages
103- 121
147- 173
174- 207
292- 312
313-326
357-378
401- 425
assignments
Term 10
week
topics
Pages
assignments
1
tba
2
tba
3
tba
4
Facts, Law, Institutes and budgets
38- 72
5
Decision making
73- 100
6
Essential of Liberalization
122- 146
7
Regional Policy
242- 271
The lessons concur for 14 weeks, term 1 European Economics and term 2 the European LAW module.
Normal process is coverage of concepts and theories during the lessons.
6.5.2 Learning tasks
Body of Knowledge portfolio term 1:
- knowledge of relevant theories, instruments, concepts, techniques, analysis and models involved in
globalization strategies
- understanding of the impact of (topical0 trends and developments on the vision and the globalizations
strategy
- knowledge of critical elements in the development and evaluation of global strategy
- knowledge of cultural dimensions
- understanding of the influence of cultural dimensions on doing business globally
- knowledge of theory and practice of global trade and financial markets
- knowledge of recent global developments
- knowledge of recent developments in specific regions influencing the globalization strategy
- knowledge of elements that make up the business landscape
- knowledge of the concept of corporate governance in different regions
- knowledge of theory and practice of global trade and financial markets
- knowledge of recent global developments
- knowledge of recent developments in specific region influencing the globalisation strategy
- knowledge of theory and practice of global trade and financial markets
- knowledge of recent global developments
- knowledge of recent developments in specific region influencing the globalisation strategy
- knowledge of elements that deliver comparative advantage (efficiently, effectively and productively)
- knowledge of elements that deliver competitive advantage (efficiently, effectively and productively)
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-
knowledge of elements that make up the business landscape.
knowledge of the concept of corporate governance in different regions
Body of Knowledge portfolio term 2:
- knowledge of principle laws (international law, European law, Asian law, Latin American law etc) and
regulations
- knowledge of international trade law and regulations
6.5.3 Link to competencies
Human Resource Management contributes to the development of the following competency:
- 2.1 International Strategic Vision Development
- 2.3 International Business Awareness
- 3.2 Ethical responsibility
6.5.4 Content
To set, meet and maintain Corporate Goals and Strategies the organization is in a constant process to set
commitments, which drive decisions and move the firm to actions.
Today’s managers are at the helix and need to audit the external and internal environments that justify the
firm’s mission and vision. To further accomplish these tasks, today’s managers need to have the tools and
expertise to assess the organizations Resources/Structures/Culture. The exploration will be:
1. Their relational position in the Marketing Environment.
2. How they are impacted by the external environment.
3. What internal changes need to be implemented for the organization to maintain their:
 Competitiveness

Sustained Competitive Advantage

Above Average Returns
In this module the focus is to understand the elements and processes that make up the business
landscape, the MACRO and MICRO Environments and their implications for the Organizations. Our focus
will be on Europe and her role as a Global playing field.
We expect that our students are able to:
 Explain how and why the world’s countries differ, especially as to Europe

Examine the strategies and structures of International Businesses, as they relate
to the European market

Assess the special roles of the organizations intangible and how this is
developing in the new European framework

Make valid recommendations at Management level
The project will allow you to: focus is on the process of designing innovative strategies, policy
making and organizational design for entry into Europe and expansion strategies and options. Of
special focus, we require the student to place more particular attention on the Environment in which one
works, and in particular the cultural differences, and the laws and regulations in force.
6.5.5 Teaching method
Lessons will take place each week and the materials as outline below will be read prior to the lectures.
Instructor will discuss the concepts and introduce new theory. Students will be tested in the BoK.
6.5.6 Assessment
The topics covered in this European Business & Law courses will be tested in the Body of Knowledge
portfolio. For this purpose a 2 hour individual written exam will be scheduled in week 8/9 of term 1 and in
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term 2 in week 7, with a resit in week 8. These exams must be passed with a minimum of 5,5 in order to
be awarded the credits for the Body of Knowledge Portfolio (5 EC).
6.5.7 Learning materials
-
The Economics of European Integration, Richard Baldwin and Charles Wyplosz, The Mc Graw Hill
Publishers, ISBN 007 710394 7
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.6 Business Ethics and Communication (term 1)
When:
Contact hours:
Study load:
Assessment:
Week 1 - 7
2 hours per week
Six hours and twenty minutes per week
Body of Knowledge portfolio
6.6.1 Week planning
week
1
2
3
4
5
6
7
Subject
The Changing Environment for
Business
(Ch.1: p.1 – p. 22)
Communicating Strategically and an
Overview of the corporate
communication function
(Ch. 2 and 3: p. 23 – p. 64)
Identity, Image, and Reputation and
Corporate Advertising
(Ch. 4 and 5: p. 65 – p. 110)
Media Relations and
Internal Communications
(Ch. 6 and 7: p. 111 – p. 156)
Investor Relations and
Government Relations.
(Ch. 8 and 9: p. 157 – p. 209)
Crisis Communication.
(Ch 10 + handouts p. 211 - 252)
Ethics and Communication in a Global
Environment, handouts
activity
Introduction, and lecture,
formation of groups
contact
2 hours
group
30
Lecture + presentation
2 hours
30
Lecture + presentation
2 hours
30
Lecture + presentation
2 hours
30
Lecture + presentation
2 hours
30
Lecture + presentation
2 hours
30
Lecture + presentation(s)
2 hours
30
6.6.2 Learning tasks
Project assessment
- make information available to stakeholders in a clear and concise way
- produce visualisations of data in an efficient and effective way
- Analyse the impact of globalisation on people, society, behaviour and values
- Identify relevant code of conduct
- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.
- define the implications of the existing corporate governance strategy for business operations and the
stakeholders.
- analyze, define and take into account the ethical codes and standards prevalent in global trade and in
the target countries
- exercise ethical conduct in data collection and sourcing
- identify and discuss moral issues involved in global business and the strategies and solutions
suggested
- define the role and influence of ethical issues as sustainability, global warming, climate issues, etc.
- bring own activities in line with culture and aims of the group (I)
- act socially responsible within the group (I)
- make a code of conduct for the group (we) and act accordingly (I)
- make information available to stakeholders in a clear and concise way
- produce visualisations of data in an efficient and effective way
- understand the interaction between ethical issues and globalisation (implications of globalisation on
ethical issues and implications of ethical issues on globalisation
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-
analyze, define and take into account the ethical codes and standards prevalent in global trade and in
the target countries
take into account corporate social responsibility in the global strategies and solutions suggested
Body of Knowledge portfolio (BoK)
- Knowledge of basic ethical theories and concepts of Business Ethics
- Knowledge of corporate responsibility
- Knowledge of the concept of corporate governance in different regions
- knowledge of negotiation skills in a global environment
- understanding of the role of lobbying in the global business arena
- knowledge of advantages and disadvantages of lobbying
- knowledge of basic lobbying practices in specific regions
- knowledge of innovative means of long distance communication
- knowledge of verbal and non-verbal communication
Case study assessment
- use negotiation skills in a global environment
- present recommendations and findings in an appropriate professional manner in proper English
(including a proper referencing system)
- communicate with international organisations (WTO, EU, IMF, etc) in a proper manner
6.6.3 Content
In a globalizing and changing world, multinational corporations are constantly trying to maintain solid
business relations with their external environment. By applying a sound strategy of corporate
communication, companies aim to exhibit an image of sound business practices, ethical conduct, and
corporate social responsibility. How companies adapt their corporate communication strategy to the needs
of their constituencies or stakeholders will be the focus of this course. This includes identifying the main
stakeholders, selecting the appropriate channels of communication, and targeting the stakeholders in an
appropriate manner. This course will also focus on Ethics, in the sense that companies have to operate as
good citizens and respect the moral expectations from their (inter)national stakeholders. These moral
expectations will differ across industries, and also across cultures. The latter is of special importance to
companies operating in a global environment.
6.6.4 Assessment
The BoK consists of two major parts; a written exam and an assignment.
- The written exam covers the whole book and the handouts. This part is worth seventy-five percent of
your final grade.
- The assignment is worth twenty-five points. For this part, students are expected to develop their
written and verbal communication skills. The final grade of the assignment is based on a calculation
consisting of 50% written document and 50% presentation. The class will be divided into different
groups. These groups are then expected to give a presentation on a specific case and submit two
pages of written work. These cases will be chosen in the first lecture. Groups must post their written
work on blackboard at least two days prior to the day that they have to present their case. At the end
of every class a group must give a presentation of ten minutes, in which it is to present its analysis of
the case in an interactive way. A PowerPoint presentation is compulsory. Failing to comply with any of
these requirements will result in students receiving a one for their assignment!
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BoK
Written Exam (75%)
Assignment (25%)
Of which:
written work (50%)
presentation (50%)
6.6.5 Required materials
-
Argenti, Paul; Corpoate communication, 4th edition, Mc Graw – Hill, ISBN 9780071254113
Various Articles from The Economist, Business Week, Fortune magazine, and additional handouts.
Suggested reading for exchange students (not compulsory for this course!):
-
Andrew Crane & Dirk Matten, Business Ethics, Oxford University Press, 2004 (year 2)
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.7 Change Management (term 2
When:
Contact hours:
Study load:
Week 1 - 7
2 hours per week
Per week :2 hours class contact, 2 hours preparation and review
Assessment:
Project assessment / Case-study assessment / Body of Knowledge portfolio
6.7.1 Week planning
Term 2
Week
topics
1
2
3
4
5
6
7
pages
assignments
Information about Change Management will be posted op Blackboard as soon as possible.
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6.8 English & Negotiating skills term 1& 2
When:
Contact hours:
Study load:
Assessment:
Week 1 - 7
2 hours per week
40 hours
50 % of BoK together with Dutch
6.8.1 Learning tasks
-
The international business manager is able to communicate in English, both orally and in writing,
and assess and overcome cultural differences. The course is aimed at practising students of
business management who need to function more effectively in English at an advanced level.
6.8.2 Link to competencies
English contributes to the development of the competency:
- 3.3 Communications
6.8.3 Content
Development of report- writing & negotiation skills. On successful completion of this module students will
acquire business English vocabulary in the fields of communication, international marketing and
relationship marketing. They will also be expanding their knowledge of idiomatic expressions, compounds
and skills in negotiating, interviewing, problem- solving or decision making. “The course aims to stimulate
a range of international business cases, providing learners with situations and assignments they are likely
to encounter professionally and in which they will typically use English as the language of
communication”.
Students prepare in teams a case study every other week and enter into negotiations with another group.
They are consistently able to provide all necessary documentation (agendas, minutes, etc) and roles in
the team are clear. The first negotiation session is an exercise; other sessions will be assessed.
Language Level A2
6.8.4 Week planning
Term 1
Week
1
2
3
topics
Introduction/Division of Groups
Managing the Negotiations process
Hour 1: Group 1 / Hour 2: Group 2
4
Hour 1: Group 3 / Hour 2: Group 4
5
6
7
Hour 1: Group 1 / Hour 2: Group 2
Hour 1: Group 3 / Hour 2: Group 4
Round-up session, questions & hand in report
Term 2
Week
1
topics
Hour 1: Group 1 / Hour 2: Group 2
2
Hour 1: Group 3 / Hour 2: Group 4
homework
Negotiations reader
Ch. 2 ”The Essence of Negotiation”’
Practise negotiation – Chocolats
Memlinck
Practise negotiation – Chocolats
Memlinck
Practise negotiation – Cougar Japan
Practise negotiation – Cougar Japan
homework
Practise negotiation – Editions
Comenius/Bower Marketing Consultants
Practise negotiation – Editions
Comenius/Bower Marketing Consultants
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
3
Hour 1: Group 1 / Hour 2: Group 2
Practise negotiation – Kuwait Trading
Company/Royce-Lytton Foods
4
Hour 1: Group 3 / Hour 2: Group 4
5
Hour 1: Group 1 / Hour 2: Group 2
6
Hour 1: Group 3 / Hour 2: Group 4
Practise negotiation – Kuwait Trading
Company/Royce-Lytton Foods
Practice Negotiation-Virtue
Rubens/Jaudel France
Practice Negotiation-Virtue
Rubens/Jaudel France
7
Round-up session, questions & hand in report
6.8.5 Teaching method
Students will be asked to prepare a case and enter into negotiations with another group. They should
bring all necessary documentation (agendas, minutes, slides, etc) and roles in a group are clear. The
lecturer provides feedback and assesses each session. The first session is an exercise; other sessions
will be graded with P/F.
6.8.6 Assessment
-
Oral assessment (3 negotiation meetings) and a reflection report as a group (50 %).
BoK exam during the exam weeks (50 %).
6.8.7 Learning materials
Ken Casler and David Palmer, Business Assignments, Oxford University Press, 10th edn., 2001. ISBN 0190451373-4
Recommended reading:
Hiltrop, J.M. & Udall, Sh. “The Essence of Negotiation”, Prentice Hall, ISBN 0-13-349895-6
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.9 2nd Foreign Language: Dutch & Culture (A1/A2)
When:
Contact hours:
Student workload:
Assessment:
Term 1
1 hour per week Dutch & 1 hour per week Dutch culture
56 hours
Body of Knowledge portfolio
6.9.1 Learning tasks
Body of Knowledge portfolio
- understand and pass on simple messages in a foreign language (level A2), as to read, listen and
understand written and oral professional dialogue: informal conversation /ask answer questions about
personal details/in informal situations (A1), Listening (A1), Grammatical Structures
- make proper use of audio-visual aids in his presentation, as to read, listen and understand written and
oral professional dialogue
6.9.2 Link to competencies
Dutch as a second language contributes to the development of the competency:
- 3.3 Communications
6.9.3 Content
Students will learn/acquire Dutch at a very basic A1 level (absolute beginners). Generally, they only have
to master a restricted set of standard phrases in which pronunciation problems have to be accepted. The
students must be able to globally understand phrases of others if the level is to compare with these
standard phrases.
Students will build a strong but basic vocabulary, enabling them to communicate in short exchanges on
topics familiar to everyone: home, time, food, etc. Students will be able to fill in forms used in everyday
situations (such as enrolment forms for a sport club). Students will be able to tell/ask what time it is and
will be able to read timetables used for public transport. Living situations have to be described. Therefore,
students have to know the names of furniture and understand basic room listings. Special attention is paid
to cultural aspects.
The grammar offered is very basic. The present tense is covered as are interrogatives, negation, personal
pronouns, articles, singular and plural forms.
Language Level A1/A2
Week planning Dutch
WEEK
CLASS
1
Instructions
Code chapter 1
Taak 1.2: een adres vragen en geven
2
Code chapter 1
Taak 1.4: een formulier invullen
3
Code chapter 2
Taak 2.2: vragen en zeggen hoe laat het is
Taak 2.3: roosters en dienstregelingen lezen
Code chapter 2
Taak 2.4: iemand feliciteren met zijn verjaardag
4
HOMEWORK
Ch. 1
Vocabulary
Grammar
Ch. 1
Vocabulary
Grammar
Ch. 2
Vocabulary
Grammar
Ch. 2
Vocabulary
Grammar
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Code chapter 3
Taak 3.1: zeggen wat je lekker of niet lekker vindt
Taak 3.2: eten kopen
Code chapter 4
Taak 4.1: praten over je huis
Taak 4.2: advertenties van huizen lezen
Code chapter 4
Taak 4.3: je mening geven over meubels
Taak 4.4: een afspraak maken om een huis te bekijken
5
6
7
Week planning Dutch Culture
Week
Week 1
Introduction to Dutch Culture
Poldermodel
Subject
History & its influences on
the Dutch of Today
Week 2
Politics and economy
Political system
Economy
Prinsjesdag
Week 3
Getting around
Using the bike (page 149)
Traveling in The
Netherlands & importance
of transport for The
Netherlands
Week 3
Influence of Climate an religion
to the Dutch
Week 4, 5, 6
Education
Week 6, 7
Places to visit
Climate
Customs and etiquette
Special occasions
Dutch festivities
Religion
Sending your child to
school
The education system
Going to university
Living in a shoestring
A selection of interesting
sites
Ch. 3
Vocabulary
Grammar
Ch. 4
Vocabulary
Grammar
Ch. 4
Vocabulary
Grammar
Literature
Introduction
The Holland
Handbook
Introduction page 1852
The Holland
Handbook
Introduction page 1852
The Holland
Handbook
Chapter 5
Page 128 - 159
The Holland
Handbook
Introduction page 1852
The Holland
Handbook
Chapter 10, page 231240
6.9.4 Teaching materials
-
Takenboek Code Deel I, Thieme Meulenhoff; ISBN 90 06 81110 6 (appr. € 80), CD-Rom incl.
6.9.5 Assessment
Your language skills in Dutch will be tested in the Body of Knowledge portfolio together with your
language skills of English. The assessment consists of:
Written exam (50% of final grade)
The exam should be a minimum of 5,5 in order for the credits for the total Body of Knowledge portfolio to
be awarded (5 EC).
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.10 2nd Foreign Language: Dutch & Culture (B1/B2)
When:
Contact hours:
Study load:
Assessment:
Week 1 – 7, term 2
1 hour per week Dutch & 1 hour per week Dutch culture
56 hours
Body of Knowledge portfolio
6.10.1 Learning tasks
Body of Knowledge portfolio
express himself effectively in a second foreign language in familiar situations (B1)
make proper use of audio-visual aids in his presentation, as to read, listen and understand written
and oral professional dialogue
6.10.2 Link to competencies
Dutch as a second language contributes to the development of the competency:
- 3.3 Communications
6.10.3 Content
Students will learn/acquire Dutch at a B1/B2 level. Generally they have to master more complex structures
and vocabulary that allow them to talk about abstract ideas as well as everyday ones. They will be
capable of bringing their social survival skills up to a level of competent usage so that they are less
dependent on assistance. Students will be able to make a detailed description of topics they are interested
in. They will be able to participate in conversations and express their ideas/opinions and support these
with arguments. Special attention at this level is paid to study and vocabulary skills to better understand
and present information. Cultural aspects are integrated.
Students will be exposed to more complex topics: criminality and law and nutrition and health. They will
learn not only to understand newspaper articles or television programs on these topics but also participate
more effectively in discussions on these topics. The study skills that students will acquire focus on
recognizing transitions and topic sentences. The vocabulary skills emphasize compound nouns and word
meaning.
The grammar emphasizes sentence structures (main clause + sub-clause), past perfect tense and the
word ‘er’ as indefinite subject. Word clusters and idioms are integrated.
Language Level B1/B2
Week planning Dutch B1/B2
Week
1
Instructions
Code chapter 5
Reizen en routes
Code chapter 5
2
Reizen en routes
3
Code chapter 6
Kleding en uiterlijk
4
Code chapter 6
Kleding en uiterlijk
5
Code chapter 7
Uitgaan
Ch. 5
Vocabulary
Grammar
Ch. 5
Vocabulary
Grammar
Ch. 6
Vocabulary
Grammar
Ch.6
Vocabulary
Grammar
Ch.7
Vocabulary
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Grammar
6
Code chapter 7
Uitgaan
7
Herhaling + extra oefeningen
Week planning Dutch culture
Week
Chapter
1&2
Health care and the medical
system
3&4
A place to live
5&6
Working in the Netherlands
7
Ch. 7
Vocabulary
Grammar
Subjects
Literature
The employment market
How to find a job
Things to do in your free time
6.10.4 Teaching method
The lessons should emphasize word clusters, idioms, vocabulary and grammar used in speaking, reading,
listening and writing. It is not necessary to do/discuss all the exercises (as long as students are capable of
making the exams based on the lessons and the homework).
6.10.5 Assessment
The students’ language skills in Dutch will be tested in the Body of Knowledge portfolio. The assessment
consists of
Written exam (50% of final grade)
The grade should be a minimum of 5,5 in order for the credits for the total Body of Knowledge portfolio to
be awarded (5 EC).
6.10.6 Learning materials
-
Code Deel I Takenboek; Thiememeulenhoff; isbn 90 06 81110 6 (these materials are used the 1st
four terms) N.B.: Don’t buy Code Nederlands: almost the same title, but the wrong book!!
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.11 Study skills for Exchange Students (term 1)
When:
Contact hours:
Study time:
Support Tuition:
1 - 7 week
2 periods = 90 minutes per week
Depending on existing experience and knowledge acquired in home country
Body of Knowledge portfolio
6.11.1 Week planning term 1
week
Chapters
Pages
1
Introduction lecture
2
Chapter 5
Introduction to group
work
97-105
3
Chapters 5
Introduction to group
work
106-114
4
Chapter 10
Projects,
dissertations, reports
and case study
199-221
5
Chapters 2
Identifying your skills
29-45
5
Chapter 6
Research skills
Chapter 7 writing for
university
115-142
143-162
objectives
Get to know the group, get to know the project book, the
student handbook, division of tasks in project group
- -become aware of the advantages of working with
others
- develop you communication skills
- develop confidence in participating in discussion
groups and seminars
- understand what can make a group
- develop strategies for making a confident oral
presentation
- learn to assess your own performance in groups,
seminars and presentations
- become aware of how prejudice can disrupt learning,
and of ways to deal with it.
- learn to assess your own performance in groups,
seminars and presentations
- become aware of how prejudice can disrupt learning,
and of ways to deal with it.
- introduction to evaluation system INHOLLAND
University of professional education
- understand what is required for student projects,
dissertations and case studies
- clarify the similarities and differences between essays
- develop a research strategy for your projects
- identify the main sections of reports and dissertations
- identify the different kinds of writing style required for
the various sections of a report
- furthermore during this year
- reflect on what is meant by a “skill”
- consider the five main study skills components
- develop your awareness of skills and qualities you
bring with you to INHOLLAND
- identify areas of strength in you current study skills
and areas to be developed
- set priorities for developing your study skills.
- Consider the wider range of skills you can develop at
university
- map out a profile of you own skills and qualities, in
preparation for job applications
- monitor and record you own achievements
- learn to undertake general research skills
- become aware of how to find and select the most
relevant information of source material
- develop strategies for adapting you reading flexibility
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
to different contexts
learn how to make affective notes
learn what plagiarism is and how to avoid it
learn how to reference your work
become aware of how to make effective use of
lectures problem-solving exercises, laboratory work
and practical’s
- understand what is meant by concepts and “concept
pyramids”
- develop strategies for organising your ideas, planning
your writing, and structuring essays and reports
- learn how to complete the basic steps of writing an
assignment, such as writing drafts, editing, and
presenting your work by computer
Individual interviews with students (schedule on
Blackboard)
Individual interviews with students (schedule on
Blackboard)
Individual interviews with students (schedule on
Blackboard)
-
6
Individual student
coaching
7
Individual student
coaching
Individual student
coaching
8
6.11.2 Learning tasks
Body of Knowledge portfolio
- understand how cultural background influences communication, work styles and priorities in business
- Knowledge of main do’s and don’t’s in cultures (
- Creating a goal-oriented atmosphere within the team (We)
- Together, preparing an action plan for the achievement of team objectives (We)
- Determining team expectations in terms of the results to be achieved by the team (We)
- Using motivation techniques and persuasion to encourage team members and motivate them to
contribute to the objectives to be achieved (I/We)
- Motivating and challenging team members to use their capacity at an optimal level (I/We)
- If asked to do so, helping team members to achieve individual (development) objectives (I/We)
- In an open and honest manner, holding team members accountable for undesirable and desirable
behaviour in relation to agreements made and the objectives to be achieved (based on facts and the
principle of hearing both sides of the argument, relate to the agreements made, specific, providing
example(s), professional) (We)
- Presenting the objectives of the department (the team) effectively and enthusiastically within the team
- recognise and remove resistance in the team regarding the objectives to be achieved
- Resolving conflicts to everyone’s satisfaction
- Being clear about what constitutes desirable and undesirable behaviour in view of the team
agreements made
- In an open and honest manner, holding team members accountable for their contributions in relation
to the objectives to be achieved and heir behaviour in the team (based on facts and the principle of
hearing both sides of the argument, relate to the agreements made, specific, providing example(s),
professional)
- Giving feedback to team members on their performance in an appropriate manner;
- delegate tasks to team members
- negotiate and create clarity about the individual and team achievements expected
- Carry out appraisal interviews with team members
- Stimulate the learning process, the development of team members bearing in mind their character,
the skills and the interests of the individual co-worker (team member) and the results to be achieved
by the department (team);
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
-
Analyse and if necessary steer the development of the individual team members within the context of
what the requirements of the organisation (the team) are;
Together with the team member, formulate tasks relating to the individual and the organisational
objectives;
When asked carry out coaching interviews about the individual (development) goals to be achieved
Select HRD instruments to facilitate the team member (s) to achieve their individual (development)
goals.
Planning activities in the time available
Preparing, attending and actively participating meetings on the progress being made in relation to
team activities, planning, action to be taken and follow-up agreements
Making team agreements on the contribution to be made by team members, decision-making, the
accountability of individuals for the fulfilment of agreements made, responsibilities
Treating team members with respect
Fulfilling agreements made within the team
Contributing to positive discussion during groups meetings
Performing several roles in the project team properly
Active involvement in the process
Contributing constructively to the group process
Feeling responsible and taking responsibility for the project result:
○ Contributing to the project result constructively
○ Having a complete command of the contents of the final result
Giving feedback to team members in an appropriate manner
Distributing tasks and roles bearing in mind the capacity available and individual goals
Creating a target-oriented atmosphere within the team
Draw up team rules on participation, attendance, decision-making, group behaviour & discussion,
individual development, commitment and effort
Negotiating the objectives to be achieved, the tasks to be performed and task distribution & team
rules and individual learning goals
Making team agreements on the contribution to be made by team members, decision-making,
meetings, the accountability of individuals for the fulfilment of agreements made, responsibilities,
cooperation, giving feedback to each other, communication
Solving conflicts in an open & honest way to everyone’s satisfaction
Dividing tasks and roles taking into account the different talents present in the team, learning styles,
individual goals, different cultures and context
Supporting each other carrying out tasks & in achieving individual learning goals & personal
development;
Set up contacts with other teams
Positive encouragement of team member contributions
Management of relationships with other teams;
When necessary requesting and getting extra help;
Achieving the team objective in an efficient and effective manner;
Evaluating:
 the functioning as a group;
 the team’s work method as it relates to the goals to be achieved;
 the work method of the individual team members as it relates to the goals to be
achieved;
 the communication within the team;
 the leadership in the team;
 the development of the team and the individual team members.
6.11.3 Link to competencies
Study skills for Exchange students contributes to the development of the competencies:
- 1.1 Leadership
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
-
1.2 Cooperation
2.2 Intercultural adaptability
3.3 Communications
6.11.4 Content
This module introduces the educational concept of INHOLLAND university of professional education.
Furthermore the programme will become acquainted with working in projects groups and assessment of
the project, including writing skills and research methods. Finally, during both terms student will focus on
personal development skills.
The module is spread over 7 weeks. The first couple of weeks the students will get a thorough introduction
to studying in The Netherlands and especially studying at INHOLLAND university of professional
education.
The first introductory lecture will offer an overview of the Dutch educational system. Furthermore, it will
explain the current educational methods. The Dutch educational system is based on competencies. In
competencies skills, knowledge and attitude play an important role. Most competencies chart that are
being used in higher education, have been developed together with employers in the field.
In present student are trained in order to be aware of the fact that learning is an ongoing process that
does not end at the moment of graduation.
Furthermore, nowadays, all Dutch students have a study coach. A study coach follows the student
personal development. The exchange students will be supported by the lecturer of this subject.
6.11.5 Teaching method
The course is interactive. Therefore, students are expected to participate actively in the lectures. The
course will always consist of a central part in which the theme of the week will be discussed, followed by
an interactive part.
6.11.6 Assessment
The lecturer will discuss during individual interviews the personal development as shown in the “I” and
“We” forms (I and WE evaluation forms are part of the project assessment). Interviews are scheduled on
Blackboard. The interviews give a clear overview of the skills acquired during the term.
6.11.7 Required materials
-
Cottrell, Stella, The study skills handbook, second edition, ISBN 978 403911353
Project handbook (see blackboard)
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
6.12 Appendices
Appendix 1: Autotainment GmbH
Appendix 2: “I” Evaluation Form project Term 1 IBMS – Doing Business in a Global Environment
Appendix 3: “THEY” Evaluation Form project 1 IBMS – Doing Business in a Global Environment
Appendix 4: “WE” Evaluation Form project 1 IBMS – Doing Business in a Global Environment
Appendix 5: ‘‘IT” Evaluation Form project 1 IBMS – Doing Business in a Global Environment
Appendix 6: IBMS Code of Conduct
Appendix 7: “I” Evaluation Form project Term 2 IBMS – Doing Business in a Global Environment
Appendix 8: “THEY” Evaluation Form project 2 IBMS – Doing Business in a Global Environment
Appendix 9: “WE” Evaluation Form project 2 IBMS – Doing Business in a Global Environment
Appendix 10: ‘‘IT” Evaluation Form project 2 IBMS – Doing Business in a Global Environment
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 1: Autotainment GmbH (see Blackboard)
Annual report and case
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 2: “I” Evaluation Form project Term 1 IBMS – Doing
Business in a Global Environment
Student
Tutor
Assessment
Satisfactory ( score  55) / Not satisfactory (score < 55)
Max.
points
20
Score areas
ATTITUDE
I was clear to my group members about what constitutes desirable and undesirable behaviour in relation to the team
agreements made.
I supported my team members in the achievement of their objectives, when asked to do so by them.
When asked to do so, I held coaching interviews with my team on the personal learning objectives to be achieved.
I treated my team members with respect.
I took over tasks from my team members where necessary.
I fulfilled all agreements made.
I was involved in the process.
I felt responsible for the result.
MOTIVATION
I made a demonstrable contribution to a goal-oriented atmosphere within the team.
I encouraged and motivated the team to contribute to the achievement of the team objectives.
I motivated and challenged team members to fully engage their individual abilities.
I performed my own role in the project properly.
COMMUNICATION
I presented the team’s objectives effectively within the team.
I held team members accountable for their behaviour in relation to agreements made within the team.
I recognised and removed resistance in the team to the objectives to be achieved.
I resolved any conflicts to everyone’s satisfaction.
I discussed my personal learning objectives within the team.
I discussed the steps to be taken in my personal development with the team members.
I gave feedback to team members on their performance in the manner appropriate for this.
I briefly, concisely and clearly, in a manner geared towards the target group, gave an oral description of analysis results,
conclusions, improvement proposals, different interests and objectives.
I used presentation techniques to convey complex matters.
LEARNING ABILITY
I used the SMART method to achieve my personal learning objectives.
I processed feedback from the tutor.
I processed feedback from team members.
I worked on my personal learning objectives within the project.
I achieved my learning objectives.
CONTRIBUTION TO THE END PRODUCT
I contributed constructively to the end product.
Evidenced by the opinion of the group during the evaluation session in Week 10.
Evidenced by the project archive (minutes, action lists).
15
20
10
15
TOTAL POINTS (max 100)
…….
PROJECT COACH INITIALS
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Appendix 3 “THEY” Evaluation Form project Term 1 IBMS Doing
Business in a Global Environment
Project group
Client
Tutor
Assessment
Satisfactory (score  20) / Not Satisfactory (score < 20)
Max Score
10
Assessment criteria
Client
We won and retained the commissioning client’s confidence.
We put the client and his needs first.
We performed in accordance with the agreements made with the commissioning client and on the basis of his/her
expectations
We demonstrated an understanding of the organisation’s needs
External Environment
5
During the initiative stage and the definition stage, we analysed the project environment in depth, to the commissioning
client’s satisfaction.
Stakeholders
15
The commissioning client and other interested parties accepted our reasoning, arguments and substantiations in relation to
the export or import plan we produced.
Behaviour
10
We observed etiquette in our contacts with the client
We demonstrated a quality-oriented attitude and approach
We demonstrated professional behaviour
TOTAL SCORE
Max: 40
Client’s initials:
CLIENT’S INITIALS:
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 4 “WE” Evaluation Form project Term 1 IBMS – Doing
Business in a Global Environment
Project group
Group members
Tutor
Assessment
Satisfactory ( score  55) / Not satisfactory (score < 55)
Max score
25
STRUCTURE
We produced an action plan together.
We formulated a clear problem definition and description of the estimated time required.
We performed a feasibility study prior to the implementation of the action plan.
We carried out a critical path analysis.
We delegated tasks within the team.
We analysed and identified the added value of the expertise/disciplines present within the team.
We distributed tasks and roles bearing in mind different talents, learning styles, individual roles, different cultures, context and
capacity.
We formulated and laid down team rules in respect of employee participation, decision-making, internal contact, external
contacts, meetings, individual development, involvement and commitment.
We made agreements on contribution to be made by team members, the accountability of individuals for the fulfilment of
agreements made, responsibilities, giving feedback and communication.
PROCESS
25
When implementing the project, we worked in stages, systematically and as part of a results-oriented approach.
We made optimal use of the expertise/disciplines present within the team.
We promptly identified and corrected problems in relation to project implementation.
We evaluated the following aspects:
Group performance
Approach taken by the individual team members and the team in relation to the team objectives
Communication and leadership within the team
Team development and development of the individual team members
Team composition and team roles on the basis of talent and ability
COMMUNICATION
25
We negotiated on individual and team performance and made agreements in this respect.
We functionally maintained formal and informal contacts with other teams.
We managed to gain the support that we needed from outside the team.
We gave each other feedback on individual and team performance.
We communicated with each other using clear ‘I’ messages.
We resolved mutual problems together.
WORKING ATMOSPHERE
25
We clearly established what we considered to be desirable and undesirable behaviour in relation to the objectives to be
achieved.
We reflected on the extent to which the development of individual team members was in line with the direction
envisaged/required by the organisation and, where necessary, corrected this.
We encouraged the learning process/development of each team member, bearing in mind each team member’s character,
experience, skill and personal interests.
We supported each other in terms of task performance, the achievement of individual learning objectives and personal
development.
Lessons-Learned Report
S
NS
‘not satisfactory’
means final
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
assessment is ‘not
satisfactory’ either!
The Lesson- Learned Report was in a written format and complies with the criteria set
out in the Handbook on Project-based Teaching & Learning.
TOTAL SCORE (max 100)
………
PROJECT COACH INITIALS
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 5: “IT” Evaluation Form project 1 IBMS – Doing Business in
a Global Environment
Project group
Group
members
Project Coach
Assessment
Score Areas
Internal analysis
Satisfactory ( score  55) / not satisfactory (score < 55)
Score
15
External analysis: DESTEP for each country
25
External analysis: Porter 5 forces analysis for each country
25
Report of Market Analysis & justification of country of choice
35
TOTAL SCORE
Max.
100
CLIENT’S INITITALS
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Appendix 6: IBMS code of conduct
The purpose of this code of conduct is to establish guidelines to promote an agreeable line of
communication between students, lecturers and other staff of INHOLLAND. A pleasant study and work
environment is created when mutual expectations on what behaviour is or not accepted, and how to
communicate are clear to all parties concerned. Professionalism, integrity and respect are the key
principles in this code of conduct. As managers and professionals to be, students are expected to behave
as such, just like the staff of INHOLLAND is responsible to set the example and create an environment in
which students, staff and guests can function in the most effective and proficient way.
 Respect
In this IBMS course you find yourself amongst people from a great variety of cultures and backgrounds. It
is essential that each individual respects and makes an effort to understand the others’ behaviour and
their background . Only then can a truly effective and valued International study environment be created
and maintained.
 Language
Since IBMS is an internationally oriented course, English is our language for communication. Even in
occasion that two individuals share the same native language, it is expected that all parties at all times
use English as ‘the Corporate language’ of this study.
 Daily watch
Students are responsible to check Blackboard, their email and message boards on a daily basis.
Lecturers are responsible to post their messages clearly and well in advance, through the
abovementioned means for communication and in very urgent matters via the telephone. Intranet is our
official source to learn about various institutional matters, such as reports of illness, regulations, changes
in venue and exam schedules. Students are obliged to closely monitor Intranet contributions.
 Written form
All written communication is in English. (When students approach lecturers and vice versa in written form,
this must be done in English, in print and preferably by email.) Both lecturers and students are expected to
give response to the approach promptly, but they should in all cases strive for an oral or written reaction
within 5 working days at the latest. All recognized written communication needs to have a reaction within
at least 5 working days.
 Verbal form
The IBMS office is a place in which lecturers and staff work. For good order, to make sure that matters are
organized efficiently and effectively, the members (or parties) must not be disturbed nor disrupted in their
work. Should a student need to speak to a staff member, a personal appointment can be made. For
urgent matters, lecturers may always be approached. Students may enter the IBMS office but only when
they are recognized by a staff member.
 Work session codes
INHOLLAND is responsible to offer its students the best possible Education. To accomplish this goal,
lectures, seminars, workshop and guest speakers occur. Instructors are expected to give meaning to
these sessions, and the students are expected to attend these sessions in an pro-active and positive
posture.
All sessions start on time, thus students should make certain not to disturb discourse after
commencement.
At each session students are obliged to bring their course materials (study books, note books and
stationary). Students without required course materials can be expelled from that session.
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
When students are asked to prepare or revise course documents or materials for future sessions,
students are expected to comply.
Cellular phones and all other electronic equipment (CD player, MP3, etc) are to be switched off. It is not
allowed to make phone calls during any of the sessions. This holds for all parties.
Newspapers, magazines or other unrelated material to the daily session should not be visible on student
work area.
Professional behaviour is also to be recognized in language and attire. Both are to be proper and decent.
Obscene or indecent language (verbal and non verbal) plus coats and head wear are allowed nor
appreciated (with the exception of attire worn on the grounds of religion.).
 Presence
Students are responsible for their personal involvement and commitment in the educational process. Their
attendance at all sessions is valued and expected. INHOLLAND is responsible to render opportunities
to gain credit (study) points through the terms studies, the organization of the various sessions, and the
ways and means of assessment.
INHOLLAND is responsible to offer one assessment and one re-sit per Competence Domain per term. We
highly urge the students to take advantage of this opportunity. Absence due to illness, driving-tests, and
personal holidays or for other outside reasons are not valid for an extra assessment or re-sit.
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 7: “I” Evaluation Form project Term 2 IBMS – Doing
Business in a Global Environment
Student
Tutor
Assessment
Satisfactory ( score  55) / Not satisfactory (score < 55)
Max.
points
20
Score areas
ATTITUDE
I was clear to my group members about what constitutes desirable and undesirable behaviour in relation to the team
agreements made.
I supported my team members in the achievement of their objectives, when asked to do so by them.
When asked to do so, I held coaching interviews with my team on the personal learning objectives to be achieved.
I treated my team members with respect.
I took over tasks from my team members where necessary.
I fulfilled all agreements made.
I was involved in the process.
I felt responsible for the result.
MOTIVATION
I made a demonstrable contribution to a goal-oriented atmosphere within the team.
I encouraged and motivated the team to contribute to the achievement of the team objectives.
I motivated and challenged team members to fully engage their individual abilities.
I performed my own role in the project properly.
COMMUNICATION
I presented the team’s objectives effectively within the team.
I held team members accountable for their behaviour in relation to agreements made within the team.
I recognised and removed resistance in the team to the objectives to be achieved.
I resolved any conflicts to everyone’s satisfaction.
I discussed my personal learning objectives within the team.
I discussed the steps to be taken in my personal development with the team members.
I gave feedback to team members on their performance in the manner appropriate for this.
I briefly, concisely and clearly, in a manner geared towards the target group, gave an oral description of analysis results,
conclusions, improvement proposals, different interests and objectives.
I used presentation techniques to convey complex matters.
LEARNING ABILITY
I used the SMART method to achieve my personal learning objectives.
I processed feedback from the tutor.
I processed feedback from team members.
I worked on my personal learning objectives within the project.
I achieved my learning objectives.
CONTRIBUTION TO THE END PRODUCT
I contributed constructively to the end product.
Evidenced by the opinion of the group during the evaluation session in Week 10.
Evidenced by the project archive (minutes, action lists).
15
20
10
15
TOTAL POINTS (max 100)
…….
PROJECT COACH INITIALS
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 8 “THEY” Evaluation Form project Term 2 IBMS Doing
Business in a Global Environment
Project group
Client
Tutor
Assessment
Satisfactory (score  20) / Not Satisfactory (score < 20)
Max Score
10
Assessment criteria
Client
We won and retained the commissioning client’s confidence.
We put the client and his needs first.
We performed in accordance with the agreements made with the commissioning client and on the basis of his/her
expectations
We demonstrated an understanding of the organisation’s needs
External Environment
5
During the initiative stage and the definition stage, we analysed the project environment in depth, to the commissioning
client’s satisfaction.
Stakeholders
15
The commissioning client and other interested parties accepted our reasoning, arguments and substantiations in relation to
the export or import plan we produced.
Behaviour
10
We observed etiquette in our contacts with the client
We demonstrated a quality-oriented attitude and approach
We demonstrated professional behaviour
TOTAL SCORE
Max: 40
Client’s initials:
CLIENT’S INITIALS:
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 9 “WE” Evaluation Form project Term 2 IBMS – Doing
Business in a Global Environment
Project group
Group members
Tutor
Assessment
Satisfactory ( score  55) / Not satisfactory (score < 55)
Max score
25
STRUCTURE
We produced an action plan together.
We formulated a clear problem definition and description of the estimated time required.
We performed a feasibility study prior to the implementation of the action plan.
We carried out a critical path analysis.
We delegated tasks within the team.
We analysed and identified the added value of the expertise/disciplines present within the team.
We distributed tasks and roles bearing in mind different talents, learning styles, individual roles, different cultures, context and
capacity.
We formulated and laid down team rules in respect of employee participation, decision-making, internal contact, external
contacts, meetings, individual development, involvement and commitment.
We made agreements on contribution to be made by team members, the accountability of individuals for the fulfilment of
agreements made, responsibilities, giving feedback and communication.
PROCESS
25
When implementing the project, we worked in stages, systematically and as part of a results-oriented approach.
We made optimal use of the expertise/disciplines present within the team.
We promptly identified and corrected problems in relation to project implementation.
We evaluated the following aspects:
Group performance
Approach taken by the individual team members and the team in relation to the team objectives
Communication and leadership within the team
Team development and development of the individual team members
Team composition and team roles on the basis of talent and ability
COMMUNICATION
25
We negotiated on individual and team performance and made agreements in this respect.
We functionally maintained formal and informal contacts with other teams.
We managed to gain the support that we needed from outside the team.
We gave each other feedback on individual and team performance.
We communicated with each other using clear ‘I’ messages.
We resolved mutual problems together.
WORKING ATMOSPHERE
25
We clearly established what we considered to be desirable and undesirable behaviour in relation to the objectives to be
achieved.
We reflected on the extent to which the development of individual team members was in line with the direction
envisaged/required by the organisation and, where necessary, corrected this.
We encouraged the learning process/development of each team member, bearing in mind each team member’s character,
experience, skill and personal interests.
We supported each other in terms of task performance, the achievement of individual learning objectives and personal
development.
Lessons-Learned Report
S
NS
‘not satisfactory’
means final
54 / 56
INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
assessment is ‘not
satisfactory’ either!
The Lesson- Learned Report was in a written format and complies with the criteria set
out in the Handbook on Project-based Teaching & Learning.
TOTAL SCORE (max 100)
………
PROJECT COACH INITIALS
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INHOLLAND University, School of Economics, Differentiation Minor DBG, IBMS, 2007-2008, Term 1&2
Appendix 10: “IT” Evaluation Form project 2 IBMS – Doing Business
in a Global Environment
Project group
Group members
Project Coach
Assessment
Satisfactory ( score  55) / not satisfactory (score < 55)
Score Areas
SWOT analysis and confrontation matrix
Score
Max 20
Client’s comments:
Financial prognoses as to budgeting and forecasting
Max 15
Client’s comments:
Implications for corporate change & marketing
Max 15
Clients’ comments:
Intercultural, legal, ethical implications to a transfer of production and the
implementation plan
Clients’ comments:
Max 15
Discussion with the Board of Directors
Client’s comments:
Max 25
General impression of Management Advisory Report
English: Spelling
English: Style
Structure: Lay out
TOTAL SCORE
Max 10
Max. 100
CLIENT’S INITITALS
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