GSBA-580: The Global Context of Business – PRIME
Spring, 2023
2 Units
Instructor:
Office:
Office Hours:
Phone:
Email:
Baizhu Chen
HOH211
By appointment
213-740-7558
baizhu@marshall.usc.edu
COURSE DESCRIPTION AND OBJECTIVES
This course views national economies as “platforms” on which business firms operate. This course aims to apply the
material you learned in your core classes to analyze the influence of emerging global trends, business models, and
technologies (EGBT) that have the potential to significantly alter the industry landscape and society. You will also
learn about the relationship between a nation’s regulatory environment, institutions, resources, social structures, and
culture on business practices, industry structure, and opportunities. You will study these issues as they impact a
specific country through experiential, hands-on, active learning. This course has three major components: a) pre-trip
class sessions to understand the dynamics of the EGBTs and analyze the business environment of the country you
will be visiting, b) a group project to research and analyze the real-world business challenges the EGBT presents in
your country, and c) an international field study trip to deepen your learning about the business environment of a
country with an emphasis on EGBTs.
The objectives of this course are:
1. To analyze and draw conclusions about the characteristics and quality of a country’s business and regulatory
environment, including its business culture, and assess the relative attractiveness of a country as a potential
market or source for new technologies or business models.
2. To integrate and apply frameworks, models, tools, and concepts from various perspectives to infer the business
implications of EGBTs on specific firms and industries.
3. To develop and confirm insights and conclusions about the business environment of a country through direct
observation and first-hand experiential learning.
COURSE MATERIALS
Course announcements and materials will be posted to Blackboard. You should check Blackboard on a regular basis.
Class preparation questions, including case discussion questions and assignment information, will be posted. In
addition, lecture notes and materials, additional details on assignments, and general announcements will be posted
throughout the term. If you have any questions or need assistance with the Blackboard Course Pages, please contact
the Marshall HelpDesk at 213-740-3000 (option 2) or HelpDesk@marshall.usc.edu.” Alternatively, 213-740-5555
will get you the USC ITS HelpDesk.
A course binder containing all the course material will be provided by the program office. Each PRIME country will
have a reader with readings and cases specific to the EGBTs and country your section will be studying. These
readings and cases should be completed before the assigned class session.
GSBA 580
The Global Context of Business – PRIME Course Syllabus
Spring 2023
COURSE EVALUATION AND GRADING
15%
5%
24%
20%
36%
Participation (Individual)
Online Discussion Forums (Individual)
Quizzes or Case Write-ups (Individual)
8% - Quiz #1
8% - Quiz #2
8% - Quiz #3
Group Project (Pre-Trip) (Group)
Group Project Proposal Memo
Preliminary Group Project Report and In-Country Field Research Plan
Final Pre-Trip Group Project Report and In-Country Field Research Plan
Group Project (In-Country) (Group)
In-Country Field Research – Data Collection Plan and Research Findings
In-Country Presentation
Final Post-Trip Group Project Report
PARTICIPATION
Participation both in the pre-trip class sessions and during the international field study trip account for 15% of your
course grade. Since this is an experiential learning course, high levels of engagement and participation are expected
in the pre-trip class sessions and during the international field study trip. Attendance is necessary to successfully
learn the lessons in this course.
In grading your participation, we will look at both the quantity and quality of your involvement and participation. It
is important that you make an effort throughout the course to contribute to the course discussions and learning in
some meaningful way, including the pre-trip class sessions, the course visits and activities during the international
field trip, and the discussions during the trip on the bus. The instructor will take notes of your participation in each
class session and during each in-country meeting.
Participation is obviously a function of preparation, skills, attitude, a willingness to engage, and of course
attendance.
With regard to quality, the dimensions that matter include:
Relevance -- does the comment bear on the subject at hand? Comments that do not link up with what the
discussion is focusing on can actually detract from the learning experience.
Causal Linkage -- are the logical antecedents or consequences of a particular argument traced out? Comments
that push the implications of a fact or idea as far as possible are generally superior.
Responsiveness -- does the comment react in an important way to what someone else has said?
Analysis -- is the reasoning employed consistent and logical?
Evidence -- have data from the case, from personal experience, from general knowledge been employed to
support the assertions made?
Importance -- does the contribution further our understanding of the issues at hand? Is a connection made with
other cases we have analyzed?
Clarity -- is the comment succinct and understandable? Does it stick to the subject, or does it wander?
During the field trip, please keep in mind that the interactions with guest speakers and members of the business
community reflect upon the reputation of USC and the Marshall School. We should be at our best in terms of
professionalism and high quality of participation during these meetings.
During class sessions, the instructor frequently assumes the role of a facilitator to encourage a discussion that
includes perspectives from a variety of viewpoints and, secondly, to help pull together prevailing analyses and
recommendations. The direction and quality of a discussion is the collective responsibility of the class.
For each in-class session two (2) points will be awarded to a student for relevant and meaningful participation, one
(1) point for modest contributions to the class and zero (0) points for no participation or absence.
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Given the experiential learning focus of the international field trip, attendance at all in-country on-site visits and
activities is required. Missing part or all of an in-country visit or activity is an especially serious matter and
may result in receiving no credit for the entire course. Missing or arriving late for an in-country visit or activity
will only be excused for medical reasons with a written note from a physician.
From the time you arrive at LAX at the start of the international field study trip to the end of the trip, all USC
Student Handbook policies (including the University Policies on Academic Integrity, Alcohol, and Drugs) and the
Marshall Code of Professional and Academic Integrity apply. You are also expected to adhere to all USC Student
Handbook policies and the Marshall Code of Professional and Academic Integrity. Violations of these policies
during any phase of this course will result in a failing grade for the entire course. In addition, violations of
these policies will result in your being asked to leave the trip and will be referred for disciplinary procedure
to the appropriate USC office.
ONLINE DISCUSSION FORUMS
Discussion forums account for 5% of your course grade. It requires that you do the assigned readings and the cases
and respond to the discussion forum questions on Blackboard. You also must respond to at least one of your
colleagues’ comments. Everyone must post comments in each discussion forum.
QUIZZES OR CASE WRITE-UPS
There will be three quizzes or case write-ups that account for 24% of your course grade – each one accounts for 8%.
These quizzes or case write-ups are based on cases, course readings, and class sessions. These quizzes or case writeups must be completed individually.
Quizzes will test your mastery of the course content, including material in assigned readings, cases, and class
sessions.
Case write-ups require you to submit answers to questions concerning assigned cases and corresponding readings.
These write-ups are due prior to class.
GROUP PROJECT
A major component of this course is a group project, that accounts for 56% of your course grade – Pre-Trip Group
Project Deliverables account for 20% and In-Country Group Project Deliverables account for 36%.
Your group will study one of the following major global business issues as they relate to the country to which you
will be traveling:
1.
2.
3.
4.
Impact of Evolving Trade Relations (particularly in light of the COVID shock and China US trade
tensions on globalization
Sustainability and Climate Change.
Innovation & Digitization
Impact of Culture, Social Structures, and/or Regulatory Regimes on Industries, the Economy, Business
Practices, and Business Outcomes
The group project consists of deliverables at different times during the course, culminating in an in-country
presentation and final post-trip group project report.
PRE-TRIP GROUP PROJECT DELIVERABLES
The Pre-Trip Group Project Deliverables account for 20% of your course grade and consist of a Group Project
Proposal Memo, a Preliminary Group Project Report and In-Country Field Research Plan, and a Final Pre-Trip
Group Project Report and In-Country Field Research Plan.
Group Project Proposal Memo
At the beginning of the GSBA 580 course, your team will submit a two-page group project proposal memo. This
memo provides a proposal for the future direction of your project. This memo should outline the issues you will
address in your project (definition of the problem), the methods and approaches you will use for researching and
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analyzing the issues, your preliminary plan for in-country field research, and a timeline of what you will have
completed by various dates.
After submitting your group project proposal memo, you will receive feedback from your faculty. You will then
submit an updated group project proposal memo based on that feedback. You should receive your faculty’s approval
of your updated group project proposal memo, which serves as an agreement between you and the faculty about the
scope and focus of your group project.
This project proposal memo should be divided into five sections corresponding to the following topics:
1) Background Research
Conduct preliminary research on what has been written about the issue your team is studying and discuss it
in this section. You should demonstrate a good understanding of the issue in relationship to your country.
2) Outline of the Specific Sub-Issues
Outline the specific sub-issues you will address in your final report– in other words, outline the specific
aspects of your broader issue that you will focus in on for the final report.
3) Research Methods and Approaches
Discuss the methods and approaches you will use for studying the issue in more depth during the rest of the
project. Outline the types of primary and secondary sources you will use for researching your issue.
4) Preliminary Plan for In-Country Field Research
Develop a preliminary plan for whom you would like to meet and how you will set up these meetings for
the in-country data collection day during the international field trip (see below for additional details).
5) Sources of Data
List the sources of data you used for this project proposal memo.
Preliminary Group Project Report and In-Country Field Research Plan
In the middle of the pre-trip portion of the course, you will submit a preliminary group project report and in-country
field research data collection plan. This preliminary report is a power point deck that begins with an executive
summary. The main portion of the power point deck will include the progress you have made thus far, a preliminary
outline of your conclusions and storyline for your report, research findings and analyses completed thus far, your
plans for additional data collection and analysis, and a plan for your in-country field research data collection. In the
outline of your conclusions and storyline for your report, some of the slides may be more finished and other slides
could be placeholders that you will finish in the final pre-trip group project report.
After submitting your preliminary group project report and in-country field research plan, you will receive feedback
from your faculty. You will then submit an updated preliminary group project report and in-country field research
plan based on that feedback.
Final Pre-Trip Group Project Report and In-Country Field Research Plan
Before leaving for the PRIME field study trip, your team is required to turn in a final pre-trip group project report
that includes all the details of your pre-trip project work, including all supporting research. This report is an
annotated power point deck that begins with an executive summary. The main portion of the annotated power point
deck will have the details of your research, analyses, and conclusions. You should include citations in your report.
You should include an appendix with your final in-country field research data collection plan. You may also include
other appendices with additional details, as appropriate.
This final pre-trip group project report is meant to be a complete, well-developed, and finished report and will serve
as the foundation of your final post-trip group project report. The final post-trip group project report will update, add
to, and revise the final pre-trip report based on additional research and insights gathered during the international
field trip.
You will receive feedback from your faculty on your final pre-trip report. You should incorporate this feedback into
the final post-trip group project report.
Your annotated power point report should include detailed text in the notes section for each slide discussing,
clarifying, and extending the arguments on the slide and providing transitions. The detailed text in the notes section
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of power point should be the equivalent of 10-12 pages overall of text single-spaced, which will allow the annotated
power point document to stand on its own as a comprehensive report.
This report consisting of annotated power point slides in management/consulting report format with detailed notes
below each slide should be able to thoroughly and persuasively communicate the results of your team’s research,
analyses, conclusions, and recommendations. The report should also be able to serve as a reference source of the
results of the study for audiences who may want to refer to the report in the future. The report should reflect the
integrated thinking of your group as opposed to the assembling together of parts prepared independently by different
people. Be sure to reference your sources of information.
IN-COUNTRY GROUP PROJECT DELIVERABLES
The In-Country Group Project Deliverables account for 36% of your course grade and consist of In-Country Field
Research, an In-Country Presentation, and a Final Post-Trip Group Project Report
In-Country Field Research – Data Collection Plan and Research Findings
One day during the international field trip (Thursday, May 18) has been set aside for you to conduct independent incountry field research and wrap up your project. You are required, as a team, to set up meetings and interviews to
gain additional insights for your project. These meetings can be with executives, academics, thought leaders, and/or
with consumers/residents.
During the pre-trip portion of the course, you will develop an in-country field research data collection plan. This
plan should include a) identifying executives, academics, thought leaders, and/or consumers/residents that you can
meet with and interview, b) contacting them and explaining the purpose of the meeting, and c) confirming a time
and place for the meeting. Each of the pre-trip group project deliverables should include details about the
development of your in-country field research data collection plan. These are contacts and sources you develop
apart from your instructor and hosts you will visit on site – you should begin developing potential sources and
reaching out to them as soon as possible!
Your final post-trip group project report should incorporate insights gathered from your in-country field research. In
addition, you should include an appendix with your final post-trip group project report that includes details about
your in-country field research and the data and insights that you gained.
In-Country Presentation
During the last day of the PRIME field study trip, you will deliver a brief presentation of your research, analyses,
and conclusions. This presentation should present should on your key findings and conclusions and incorporate the
insights you obtained during the field trip.
Final Post-Trip Group Project Report
At the end of the field trip, you will submit a final post-trip group project report that includes all the details of your
project work (both pre-trip and in-country), including all supporting research. This report is an annotated power
point deck that begins with an executive summary. The main portion of the annotated power point deck will have
the details of your research, analyses, and conclusions. You should include citations in your report. You should
include an appendix with the details about your in-country field research and the data and insights your gained. You
may also include other appendices, as appropriate.
This final post-trip group project report is meant to be an updated version of your final pre-trip group project report.
This final post-trip group project report will add to and revise the final pre-trip report based on additional research
and insights gathered during the international field trip.
Your annotated power point report should include detailed text in the notes section for each slide discussing,
clarifying, and extending the arguments on the slide and providing transitions. The detailed text in the notes section
of power point should be the equivalent of 10-12 pages overall of text single-spaced, which will allow the annotated
power point document to stand on its own as a comprehensive report.
This report consisting of annotated power point slides in management/consulting report format with detailed notes
below each slide should be able to thoroughly and persuasively communicate the results of your team’s research,
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analyses, conclusions, and recommendations. The report should also be able to serve as a reference source of the
results of the study for audiences who may want to refer to the report in the future. The report should reflect the
integrated thinking of your group as opposed to the assembling together of parts prepared independently by different
people. Be sure to reference your sources of information.
Responsibility for Team Deliverables and Peer Evaluations
For all team deliverables, every member of a team is responsible for the entire submission of the group. Every
member of a group should read, check, and provide input for all sections of the team deliverables (even sections that
you may not have written).
All group members are expected to contribute fully to the group project. Peer evaluations of your team members will
be submitted twice to help assess each person's contributions to the group effort. The first set of peer evaluations will
be submitted with your updated preliminary group project report, and the second set will be submitted at the end of
the course. Your individual score on the group project will be adjusted to reflect your contributions to the group effort.
Grades for individual student contributions to group deliverables are assigned by the professor, based on his/her
observations of the team’s working dynamics, assessment of the team’s project quality, and thoughtful consideration
of the information provided through your peer evaluations.
Group Project Team Meetings with Faculty
Group Project teams should meet regularly with the faculty to discuss their projects. Each group should schedule
times to meet with their PRIME faculty for project advising and feedback.
COURSE OUTLINE AND READING LIST (INCLUDING DUE DATES)
Part I
PRIME Pre-Trip Class Sessions and Group Project Development
3/21 (Tuesday)
I. Introduction to South Korea as a Platform for Doing Business
Readings:
1) “Korea: The Miracle on the Han River” in Course Reader
Discussion Questions:
1) What is “Miracle on the Han River”? How did Korea accomplish it? What can we learn from it?
2) What challenges does Korea face?
3) What is Chaebol? What are the implications to corporate governance?
4) What are the things that Korea needs to do in order to maintain the “miracle”?
3/28 (Tuesday)
II. Technology & Innovation
Readings:
1) “Metaverse Seoul” in Course Reader
Discussion Questions:
1) In what ways can a smart city support effective public policy and business development?
2) What are the primary goals of Seoul Metaverse? In what ways have these goals been met? In what
ways has the Seoul Metaverse fallen short of expectations?
3) What do you envision as potential application Seoul Metaverse in the future? Who should be the
key outcomes?
4) What can learn from Seoul Metaverse about the Korean orientation to technology development?
3/29 Wednesday by 12:00 Noon– Group Project Proposal Memo Due
3/30 (Thursday)
III. PROJECT PROPOSAL DEVELOPMENT
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The teams will use the class session to receive feedback from faculty and revise and flesh out their group project
proposal memo.
4/3 Monday by 12:00 Noon– Updated Group Project Proposal Memo Due
4/4 (Tuesday)
IV. Sustainability & Social Responsibility
Readings:
1) “POSCO: Corporate Citizenship” in Course Reader
Discussion Questions:
1) What is POSCO’s vision for corporate citizenship? What outcomes and competitive advantages
was it seeking?
2) In what ways was POSCO attempting to create “Corporate Citizenship DNA”? What are the
benefits and drawbacks of creating culture around corporate citizenship?
3) In what ways was POSCO addressing sustainability issues? What efforts should it sustain and
amplify? Which efforts does it need to improve?
4) What can we learn from POSCO about how to plan and execute corporate citizenship initiatives?
Week of 4/10-4/14 Group Meetings with Faculty to Review Progress
4/11 (Tuesday)
Topics:
V. Culture & Society
Readings:
1) "BTS: Success and Risk with Fans and Influences on Social Media” in Course Reader
Discussion Questions
1) Big Hit has grown swiftly as a result of successful social media and influencer marketing. How
could Big Hit achieve growth as a latecomer in the music industry?
2) In what ways did BTS engage in authentic communication? What was the nature of and benefits of
organic content creation with fans? What are the advantages and disadvantages of social media
influencer marketing? How could firms maximize the benefits of marketing strategy?
3) Copyright for intellectual property and celebrities’ right of publicity have been issues in the media
industry for many years. Especially in the entertainment market, secondary content is produced by
influencers who sell their products to generate illegal profits. What strategies can a firm adopt to
limit the incursion of secondary markets?
4) How would you characterize the marketing model of BTS? What can we learn from it?
4/18 (Tuesday)
VI. Geopolitics and Business
Readings:
1) “South Korea’s Strategic Dilemma” by Heung-Kyu Kum, February 28, 2022,
https://www.stimson.org/2022/south-koreas-strategic-dilemma-amid-us-china-competition/
2) “US-China Decoupling is Matter of survival for Korea” by Jo He-im, The Korea Herald,
September 16, 2022, https://m.koreaherald.com/view.php?ud=20220916000474
3) “S Korea Seeks Neutral Ground in US-China Chip War” by Scott Foster, Asia Times, September
19, 2022, https://asiatimes.com/2022/09/s-korea-seeks-neutral-ground-in-us-china-chip-war/
Discussion Questions
1) Why is there a geopolitical conflict between the US and China? How does the US manage this
conflict?
2) Why does Korea face a strategic dilemma?
3) If you manage a company in Korea, how would you strategically position yourself?
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4/19 Wednesday by 12:00 Noon– Preliminary Group Project Report and In-Country Field Research Plan Due
4/20 (Thursday)
VII. PROJECT REPORT DEVELOPMENT
The teams will use the class session to receive feedback from faculty and revise and develop their preliminary group
project report and in-country field research plan.
4/20 Thursday by 11:59pm– Updated Preliminary Group Project Report and In-Country Field Research
Plan Due
4/20 Thursday by 11:59pm – Peer Evaluation #1 Due
4/25 (Tuesday)
VIII. South Korea Trip Talk and Guest Speaker Panel
We will hold a joint session with both South Korea sections. We will discuss the goals and logistics of our trip to
Seoul. We will also have a guest speaker panel to answer questions about South Korea.
4/29 Saturday by 11:59 PM – Final Pre-Trip Group Project Report and Final In-Country Field Research
Plan Due
5/1 Monday or 5/2 Tuesday – Group Meetings with Faculty for Feedback on Final Pre-Trip Group Project
Report and Final In-Country Field Research Plan
Part II
PRIME International Experiential Learning Field Trip
5/11 (Thursday)
COUNTRY
5/15 (Monday)
DEPART FROM LAX TO PRIME
5/16 (Tuesday)
DAY 2 of FIELD TRIP: COMPANY VISITS, MEETINGS, AND ACTIVITIES
DAY 1 of FIELD TRIP: COMPANY VISITS, MEETINGS, AND ACTIVITIES
5/17 (Wednesday) DAY 3 of FIELD TRIP: COMPANY VISITS, MEETINGS, AND ACTIVITIES
5/18 (Thursday)
DAY 4 of FIELD TRIP: IN-COUNTRY FIELD RESEARCH – TEAM ARRANGED
FIELD MEETINGS AND PRESENTATION/REPORT PREPARATION
5/18 Thursday by 11:59 PM – In-Country Presentation Deck Due
5/19 (Friday) AM DAY 5 of FIELD TRIP: COMPANY VISITS, MEETINGS, AND ACTIVITIES
5/19 (Friday) PM
DAY 5 of FIELD TRIP: IN-COUNTRY PRESENTATIONS AND DISCUSSION AND
WRAP-UP
5/19 Friday by 11:59 PM – FINAL POST-TRIP GROUP PROJECT REPORT AND IN-COUNTRY FIELD
RESEARCH FINDINGS APPENDIX DUE
5/19 Friday by 11:59 PM – PEER EVALUATION # 2 DUE
5/21 (Su)
RETURN TO LAX
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OPEN EXPRESSION AND RESPECT FOR ALL
An important goal of the educational experience at USC Marshall is to be exposed to and discuss diverse, thoughtprovoking, and sometimes controversial ideas that challenge one’s beliefs. In this course we will support the values
articulated in the USC Marshall “Open Expression Statement.”
STATEMENT OF ACADEMIC CONDUCT AND SUPPORT SYSTEMS
Academic Integrity:
The University of Southern California is a learning community committed to developing successful scholars and
researchers dedicated to the pursuit of knowledge and the dissemination of ideas. Academic misconduct, which
includes any act of dishonesty in the production or submission of academic work, comprises the integrity of the
person who commits the act and can impugn the perceived integrity of the entire university community. It stands in
opposition to the university’s mission to research, educate, and contribute productively to our community and the
world.
All students are expected to submit assignments that represent their own original work, and that have been prepared
specifically for the course or section for which they have been submitted. You may not submit work written by
others or “recycle” work prepared for other courses without obtaining written permission from the instructor(s).
Other violations of academic integrity include, but are not limited to, cheating, plagiarism, fabrication (e.g.,
falsifying data), collusion, knowingly assisting others in acts of academic dishonesty, and any act that gains or is
intended to gain an unfair academic advantage.
The impact of academic dishonesty is far-reaching and is considered a serious offense against the university. All
incidences of academic misconduct will be reported to the Office of Academic Integrity and could result in
outcomes such as failure on the assignment, failure in the course, suspension, or even expulsion from the university.
For more information about academic integrity see the USC Student Handbook, the Office of Academic Integrity’s
website, and university policies on Research and Scholarship Misconduct.
Please ask your instructor if you are unsure what constitutes unauthorized assistance on an exam or assignment, or
what information requires citation and/or attribution.
Students and Disability Accommodations:
USC welcomes students with disabilities into all of the University’s educational programs. The Office of Student
Accessibility Services (OSAS) is responsible for the determination of appropriate accommodations for students who
encounter disability-related barriers. Once a student has completed the OSAS process (registration, initial
appointment, and submitted documentation) and accommodations are determined to be reasonable and appropriate, a
Letter of Accommodation (LOA) will be available to generate for each course. The LOA must be given to each
course instructor by the student and followed up with a discussion. This should be done as early in the semester as
possible as accommodations are not retroactive. More information can be found at osas.usc.edu. You may contact
OSAS at (213) 740-0776 or via email at osasfrontdesk@usc.edu.
Support Systems:
Counseling and Mental Health - (213) 740-9355 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling,
stress fitness workshops, and crisis intervention.
988 Suicide and Crisis Lifeline - 988 for both calls and text messages – 24/7 on call
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The 988 Suicide and Crisis Lifeline (formerly known as the National Suicide Prevention Lifeline) provides free and
confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week, across
the United States. The Lifeline is comprised of a national network of over 200 local crisis centers, combining
custom local care and resources with national standards and best practices. The new, shorter phone number makes it
easier for people to remember and access mental health crisis services (though the previous 1 (800) 273-8255
number will continue to function indefinitely) and represents a continued commitment to those in crisis.
Relationship and Sexual Violence Prevention Services (RSVP) - (213) 740-9355(WELL) – 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender- and power-based
harm (including sexual assault, intimate partner violence, and stalking).
Office for Equity, Equal Opportunity, and Title IX (EEO-TIX) - (213) 740-5086
Information about how to get help or help someone affected by harassment or discrimination, rights of protected
classes, reporting options, and additional resources for students, faculty, staff, visitors, and applicants.
Reporting Incidents of Bias or Harassment - (213) 740-5086 or (213) 821-8298
Avenue to report incidents of bias, hate crimes, and microaggressions to the Office for Equity, Equal Opportunity,
and Title for appropriate investigation, supportive measures, and response.
The Office of Student Accessibility Services (OSAS) - (213) 740-0776
OSAS ensures equal access for students with disabilities through providing academic accommodations and auxiliary
aids in accordance with federal laws and university policy.
USC Campus Support and Intervention - (213) 740-0411
Assists students and families in resolving complex personal, financial, and academic issues adversely affecting their
success as a student.
Diversity, Equity and Inclusion - (213) 740-2101
Information on events, programs and training, the Provost’s Diversity and Inclusion Council, Diversity Liaisons for
each academic school, chronology, participation, and various resources for students.
USC Emergency - UPC: (213) 740-4321, HSC: (323) 442-1000 – 24/7 on call
Emergency assistance and avenue to report a crime. Latest updates regarding safety, including ways in which
instruction will be continued if an officially declared emergency makes travel to campus infeasible.
USC Department of Public Safety - UPC: (213) 740-6000, HSC: (323) 442-1200 – 24/7 on call
Non-emergency assistance or information.
Office of the Ombuds - (213) 821-9556 (UPC) / (323-442-0382 (HSC)
A safe and confidential place to share your USC-related issues with a University Ombuds who will work with you to
explore options or paths to manage your concern.
Occupational Therapy Faculty Practice - (323) 442-2850 or otfp@med.usc.edu
Confidential Lifestyle Redesign services for USC students to support health promoting habits and routines that
enhance quality of life and academic performance.
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Appendix I. MARSHALL GRADUATE PROGRAMS LEARNING GOALS
How GSBA 580 Contributes to Marshall Graduate Program Learning Goals
Marshall Graduate Program Learning Goals
Learning Goal #1: Develop Personal Strengths.
Our graduates will develop a global and entrepreneurial mindset,
lead with integrity, purpose and ethical perspective, and draw value
from diversity and inclusion.
1.1 Possess personal integrity and a commitment to an organization’s
purpose and core values.
1.2 Expand awareness with a global and entrepreneurial mindset, drawing
value from diversity and inclusion.
GSBA 580
Objectives
that
support
this goal
Assessment Method*
x
Participation, Online
Discussion Forums,
Quizzes/Case WriteUps, Group Project
x
x
Group Project
Group Project
x
Participation, Online
Discussion Forums,
Group Project
x
Participation, Online
Discussion Forums,
Group Project
1.3 Exhibit awareness of ethical dimensions and professional standards in
decision making.
Learning Goal #2: Gain Knowledge and Skills.
Our graduates will develop a deep understanding of the key functions
of business enterprises and will be able to identify and take advantage
of opportunities in a complex, uncertain and dynamic business
environment using critical and analytical thinking skills.
2.1 Gain knowledge of the key functions of business enterprises.
2.2 Acquire advanced skills to understand and analyze significant business
opportunities, which can be complex, uncertain and dynamic.
2.3 Use critical and analytical thinking to identify viable options that can
create short-term and long-term value for organizations and their
stakeholders.
Learning Goal #3: Motivate and Build High Performing Teams.
Our graduates will achieve results by fostering collaboration,
communication and adaptability on individual, team, and
organization levels.
3.1 Motivate and work with colleagues, partners, and other stakeholders to
achieve organizational purposes.
3.2 Help build and sustain high-performing teams by infusing teams with
a variety of perspectives, talents, and skills and aligning individual
success with team success and with overall organizational success.
3.3 Foster collaboration, communication and adaptability in helping
organizations excel in a changing business landscape.
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GSBA 580
The Global Context of Business – PRIME Course Syllabus
Spring 2023
Appendix II
GROUP PROJECT PEER EVALUATION
GSBA 580: THE GLOBAL CONTEXT OF BUSINESS – PRIME
Peer Evaluation Form
Please allocate 100 points among your team members, NOT including yourself, to reflect each person’s relative
contribution to your team. Write the name of each member of your team, including yourself, in the spaces below and
then assign points to each person, EXCEPT yourself. Make sure the points add up to 100.
List Name of Person
Points
Yourself
__________________________
Do NOT Give Points to Yourself
Team Member
__________________________
_________
Team Member
__________________________
_________
Team Member
__________________________
_________
Team Member
__________________________
_________
Total:
___100___
Division of Work
Please indicate how you divided up the work on the group project. Please describe who was responsible for the
various parts of the group project – include a discussion of which parts of the group project you were responsible for
in addition to discussing which parts other members of your team were responsible for.
Explanation
Please explain why you divided up the points the way you did. This explanation is an important component of the
peer evaluation, so please take the time to provide a thorough explanation. Peer evaluations that have a good
explanation will be taken more seriously than those that do not (please continue onto a second page, if necessary).
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