Emerging Global System

Module Title	Emerging Global System
	25-5010-00S (BTEC = 25-5H10-00S)
Semester of Delivery	See Module Information Table
Mandatory/Elective/Option	See Module Information Table
Level	5
Credit Points	20
Assessment Mode Weighting	Coursework	40%
	Examination	60%
Pre-requisites	Introduction to International Business
Co-requisites	None
Class Contact Hours
Average Weekly	2.5
Directed Learning
Average Weekly	10
Module Leader	Jean Barclay
School	Sheffield Business School
Module Banding	A
Approval Status	Validated

Rationale

Increasing integration of economic systems and institutions across national borders is changing the nature of the trading and investment environment within which international firms operate. This integration may be seen as occurring at three levels: at individual country level through increasing market liberalisation and more open government policies towards international trade and investment; at regional level through regional co-operation and regional trading arrangements; and at world level through multilateral forums, international financial markets and global institutions. Taken together, these developments are of crucial importance to international business in that they not only have an important role to play in shaping the nature of the international business environment, but also provide opportunities for companies to expand and develop their activities on a worldwide basis. This module provides a framework for the analysis of these developments and the opportunities and risks they present for international companies.

Summary of Aims

The aims of this module are

1. To provide students with the opportunity to gain an understanding of the complex international trading and investment environment that international firms have to face.
2. To generate an understanding of the changing nature of the institutions that constitute the global trading framework.
3. To familiarise students with the key issues underpinning the globalisation debate.
4. To enable students to develop a critical understanding of the impact of regional economic integration on the activities of international firms.
5. To foster awareness of the opportunities for global business.
6. To develop key academic skills appropriate to level 5.

Anticipated Learning Outcomes

Upon completion of this module, students should be able to

1. Identify the key events and issues which have influenced the evolution of the current trading system.
2. Analyse the role, nature and function of key global institutions in shaping the international trading and investment environment.
3. Demonstrate an understanding of the impact of global capital markets on the growth and development of international business.
4. Position world economic trends within the globalisation debate.
5. Compare and contrast the impact of different forms of regional trading arrangements on the practice of international business.
6. Critically evaluate the opportunities for global business created by changes in the international trading and investment environment.

Assessment and Feedback Strategy

The learning outcomes for this module are assessed by coursework and examination. The assessment weighting is

Coursework: 40%

Examination: 60%

Coursework

There is one piece of coursework for this module which takes the form of an individual assignment and constitutes 40% of the overall assessment for the module.

Examination

The examination is unseen and students are required to answer three questions from a choice of eight.

Module Assessment Criteria

Individual Assignment and Examination
	Research	Analysis	Presentation
> 80 First	Excellent standard of research drawing on a wide range of relevant source materials. Sources are evaluated.	Thorough analysis of relevant issues with excellent synthesis of theory and practice with well chosen case examples. Broad and deep knowledge of theory and concepts with creative and imaginative application to the task set. Provides a rigorously argued and convincing case showing evidence of independent thinking.	A very high standard of written English with faultless grammar and structure. Fluently argued.Thoroughly and completely referenced with all sources acknowledged.
70 - 79 First	Excellent standard of research integrating a range of appropriate source materials.	Thorough analysis of relevant issues with excellent synthesis of theory and practice with well chosen case examples. Broad and deep knowledge of theory and concepts with well explained and relevant application to the task set. Provides a rigorously argued and convincing case.	A very high standard of written English. Well structured and cohesive. Well argued. Referencing is thorough and complete with all sources acknowledged.
60 - 69 2:1	Good standard of research drawing on a range of appropriate source materials.	A good standard of analysis and evaluation of relevant issues with well integrated comparisons of theory and practice. A broad knowledge of theory and concepts with well explained and relevant application to the task set. Provides a well argued and cohesive case.	A good standard of written English. Well structured and cohesive. Well argued. Referencing is thorough and complete with all sources acknowledged.
50 - 59 2:2	Good standard of research with effective use of relevant source materials.	A good standard of analysis and evaluation of most issues. Has good general comparisons of theory with practice. A broad knowledge of theory and concepts explained and applied to the task set. provides a cohesive case.	Clearly written and of appropriate standard. Well structured and clearly argued. All sources are acknowledged.
40 - 49 Third	Basic research has been done. Draws on an adequate range of source material.	Patchy analysis of relevant issues. Little attempt at evaluation. Few comparisons of theory with practice. A basic knowledge of relevant theory and concepts. Limited application to task set. Conclusions are weak and only partially supported by arguments made.	Clearly written. Has a structure but arguments are not fully developed. Referencing is incomplete.
35 - 39 Comp fail	Draws on a limited range of source materials.	Descriptive coverage of some relevant issues. Superficial evaluation. few comparisons of theory with practice. A basic descriptive some theory and concepts. Little indication of relevance. Muddled/confused application to the task set. Conclusions lack supporting argument.	Poorly written with errors in grammar and/or vocabulary. Has a structure but does not fully adhere to it. Incomplete referencing.
< 35 Fail	Very limited set of source materials drawn on, some or all of which is irrelevant to the task set.	Descriptive coverage of few relevant issues. Little or no attempt at evaluation. few or no comparisons of theory with practice. Confused/muddled description of theory and concepts. Little attempt to apply to task set. Conclusions are largely unsubstantiated.	Poorly written with errors in grammar and/or vocabulary with meaning often obscured. Little structure and no attempt to reference.

BTEC Students

Individual assignment assessment criteria

	Receive and respond to a variety of information	Communicate in writing	Use information sources
70% and above	A good standard of analysis and evaluation of relevant issues with well synthesised comparisons of theory and practice. A broad knowledge of theory and concepts with well explained and relevant application to the task set. Provides a convincing case.	A good standard of written English. Well structured and cohesive and is well argued. Referencing is complete with all sources acknowledged.	Good standard of research drawing on a wide range of relevant sources.
55% - 69%	A good standard of analysis and evaluation of most issues. Has good general comparisons of theory with practice. A broad knowledge of theory and concepts explained and applied to the task set. Provides a cohesive case.	Clearly written and of appropriate standard. Well structured and clearly argued. All sources are acknowledged.	Good standard of research with effective use of relevant source materials.
40% - 55%	Patchy analysis of relevant issues. Little attempt at evaluation. Few comparisons of theory and practice. Conclusions are weak and only partially supported by arguments made.	Clearly written. Has a structure but arguments are not fully developed. Referencing is incomplete.	Basic research has been done. Draws on an adequate range of source material.
Below 40%	Descriptive coverage of issues, not all of which are relevant to the task set. No attempt at evaluation. Few or no comparisons of theory with practice. Confused or muddled description of theory and concepts. No attempt to apply to the task set. Conclusions are unsubstantiated.	Poorly written with errors in grammar and/or vocabulary. Meaning often obscured. Little structure and no attempt to reference.	Little research undertaken. Few sources consulted. Information lacks relevance to issues under consideration.

Examination assessment criteria

	Transfer skills gained to new and changing situations and contexts	Communicate in writing	Use information sources	Use a range of thought processes
70% and above	Appropriate frameworks have been skilfully applied and have been fully integrated into the analysis.	A good standard of written English. Well structured and cohesive and is well argued.	Good standard of research drawing on a wide range of relevant sources.	A good standard of analysis and evaluation of relevant issues with well synthesised comparisons of theory and practice. A broad knowledge of theory and concepts with well explained and relevant application to the task set. Provides a convincing case.
55% - 69%	The required theoretical frameworks have been applied correctly and have been fully used in the analysis	Clearly written and of appropriate standard. Well structured and clearly argued.	Good standard of research with effective use of relevant source materials.	A good standard of analysis and evaluation of most issues. Has good general comparisons of theory with practice. A broad knowledge of theory and concepts explained and applied to the task set. Provides a cohesive case.
40% - 55%	Appropriate theoretical frameworks have been selected and applied correctly but could have been used more fully.	Clearly written. Has a structure but arguments are not fully developed. Referencing is incomplete.	Basic research has been done. Draws on an adequate range of source material.	Patchy analysis of relevant issues. Little attempt at evaluation. Few comparisons of theory and practice. Conclusions are weak and only partially supported by arguments made.
Below 40%	Very little or no use made of material from the taught course.	Poorly written with errors in grammar and/or vocabulary. Meaning often obscured. Little structure and no attempt to reference.	Little research undertaken. Few sources consulted. Information lacks relevance to issues under consideration.	Descriptive coverage of issues, not all of which are relevant to the task set. No attempt at evaluation. Few or no comparisons of theory with practice. Confused or muddled description of theory and concepts. No attempt to apply to the task set. Conclusions are unsubstantiated.

 

 

 

Teaching and Learning Strategy and Methods

The unit is delivered in the form of lectures and seminars. Lectures provide a framework and introduction to each topic covered in the unit. Seminars involve a range of activities including case study analysis, role play and the collective discussion of answers to prepared questions in order to deepen understanding of the topic areas covered and to enable students to practice and further develop analytical and communication skills.

Indicative Content

1. The global trading framework

- The development of the global trading system
- Global institutions: the World Trade Organisation; the World Bank System; the International Monetary Fund
- The global monetary system: the foreign exchange market; global capital markets.

2. The globalisation debate

- Definitions and measures of globalisation
- Key drivers of globalisation
- Regionalisation v globalisation

3. Regional economic integration

- Regional blocs and regional trading arrangements
- Regionalism in Europe
- Regionalism in North America
- Regionalism in the Pacific Rim

4. International business and the global environment

- The globalisation of industries
- The globalisation of competition
- The globalisaton of markets
- The globalisation of production

Indicative Reading List

Charles W.L. Hill (2000): International Business: Competing in the Global Market Place (McGraw Hill) 3rd ed
Alan M. Rugman and Richard M. Hodgetts (2000): International Business: A Strategic Management Approach (Financial Times/Prentice Hall) 2nd ed
Ricky W. Griffin and Michael W. Pustay(1998): International Business: A Managerial Perspective (Addison Wesley) 2nd ed
John D. Daniels and Lee H. Radebaugh (1998): International Business: Environments and Operations 8th ed (Addison-Wesley)
Brian Dawes (ed): International Business (1995): A European Perspective (Stanley Thornes)