Global Economies and International Markets | My Assignment Tutor

©ICTM Page 1 of 16 ICON COLLEGE OF TECHNOLOGY AND MANAGEMENTGlobal Economies and International MarketsScheme of WorkSession: February 2021Module Aim:To develop a critical appreciation of the dynamic nature of the international markets and theopportunities open to businesses that have a global outlook.Programme Title BSc (Hons) Business & Management Top UpModule code and title BUS114 Global Economies and International MarketsModule Type CompulsoryModule Level and CreditValueLevel 6 20 Credit Summary Module Descriptioninternational trading environment is always changing, and therefore aspects of the content of this modulewill vary to reflect contemporary factors. You will start by examining the economic, political, social/culturaland environmental drivers that impact on international trade, drawing on both key historical and currentexamples.You will explore different modes of entry in international markets. Through the process ofselecting and assessing an international market of your choice, you will focus on the practicalissues when expanding into international markets, as well as critiquing the support and guidanceavailable to businesses and entrepreneurs when entering a new international market.You’ll engage with implications and complexities of:•World economy•Globalisation•International business environment•Global business issues•Global cultural perspectives•Multinational enterprise•Working across cultures•Managing across culturesModule-Specific Employability Skills• Self-management• Operating commercially• Research & Analysis• Critical reflection• Project managementLearning Outcomes At the end of the module, you will be able to:LO No.LO nameLevel 6LO2INNOVATIONFormulate appropriate decisions in complex and unpredictable contextsin which data may be limited or contradictory, applying creativity and riskmanagement appropriately.LO4RESEARCHApply a justified systematic approach to research methodology anddemonstrate advanced information skills. ©ICTM Page 2 of 16The assessment for this module assessment will be a project proposal developed within distinctly globalcontexts, delivered with a rationale for decisions taken. Key drivers of this should be research-basedinsights to build and enhance your expertise, and innovative thinking designed to disrupt, involving bothcreativity and calculated risk-taking. The following summary will aid your understanding of the assessmentrequirements.Research ProjectYou are required to write a research proposal. The main contents of the proposal should include thefollowing headings: Introduction/rationale (to include, the aim and objectives, research question); literaturereview; methodology; ethical considerations; budget; references; appendices.Introduction: Should show the reader what you want to do, and why. It is designed to create interest in thereader about your proposal. The aim show what you want to achieve, and objectives how you want toachieve the aim of the study.Literature review: refers to all the secondary sources related to the topic. It is important to structure theargument intelligently so that the reader can grasp the argument in relation to others, while showing thatyour work is original and creative. Literature should include both supporting material and disagreements.You must cite the sources you used in supporting your proposal. You must use the Harvard citation system,which is available in the ICON VLE.Methodology: The idea is to convince the reader that the methods of data collection and analysis willcorrectly address the research problem and to demonstrate to the reader that the selected methodologiesare appropriate for the specific topic. There should be a discussion of methodologies to be undertaken tocollect and analyse the data. The components of this section should include philosophy, approach,methodologies choice, strategy; techniques (Saunders et al, 2019); sampling techniques, and ethicalconsiderations.Budget: A budget is necessary to predict and cost all aspects of the research and then add allowances forthe unpredictable disasters, delaying and rising costs. All items in the budget should be justifiedReferences: These are the sources you have referred to in your proposal. You must use the Harvardreferencing system, which is available in the ICON VLE.Appendices: These are documents that support the proposal and application, for example, informedconsent, questionnaires, measurement tools, etc.©ICTM Page 3 of 16Formative assessmentFormative assessment and feedback will be integrated into the teaching delivery. This will include theevaluation of the quality of individual engagement with approaches and techniques together withprofessional practice and etiquette.Formative feedback will support you in developing a 10-minute presentation of the Research Proposal. Itwill be provided verbally in seminars and through the Formative Feedback Forum in the ICON VLE. Formative AssessmentAssessment MethodDescription of Assessment MethodHow1Introduction (topic, research question,aim and objectivesClarity of topic, research question, aim andobjectives10%2Literature reviewRelevant, current and critical discussion30%3MethodologyClarity of explanation and justification ofmethodologies to be used50%4ReferencingHarvard system10% Summative AssessmentSummative assessment will be based the Research Proposal. Summative AssessmentAssessment MethodDescription of Assessment MethodHow1Informative Introduction (topic, researchquestion, aim and objectivesClarity of topic, research question, aim andobjectives10%2Literature reviewRelevant, current and critical discussion30%3Quality of methodology discussionClarity of explanation and justification ofmethodologies to be used50%4ReferencingHarvard system10% ©ICTM Page 4 of 16UNDERGRADUATE COMMON ASSESSMENT CRITERIA (1st) 85-100%OUTSTANDING(1st) 70-84%EXCELLENT(2:1) 60-69%VERY GOOD(2:2) 50-59%COMPETENT(3rd) 40-49%ADEQUATEFail 30-39%MARGINAL FAILFail 0-29%FAILAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomes with aminimally adequateresponse.The student hasFailed to achieve therequired learningoutcomes.The student hasFailed to achieve therequired learningoutcomes.Subject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsPROCESS:The studentdemonstratesoutstandingideas generation,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstratesexcellent ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates verygood ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates thecompetent ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates anadequate ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates someability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates little orno ability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.INNOVATION:The studentdemonstratesoutstanding,independent practice,experimentation, risktaking, creativity (i.e.new ideas and/orsolutions), extensiveand insightful enquiryinto their disciplineand the motivation toadvance it.INNOVATION:The studentdemonstratesexcellentindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstrates verygood evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstratescompetent evidenceof independentpractice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstratesadequate evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates someevidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates little orno evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline. ©ICTM Page 5 of 16 INDUSTRY:The student’s workdemonstrates anoutstanding, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anexcellent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates a verygood, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates acompetent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anadequate, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates someethically informed,real-world experienceof industry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates little orno ethically informedreal-world experienceof industry/businessenvironments andmarkets.Generic and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsRESEARCH:The studentdemonstratesoutstanding researchand information skills.RESEARCH:The studentdemonstratesexcellent researchand information skills.RESEARCH:The studentdemonstrates verygood research andinformation skills.RESEARCH:The studentdemonstratescompetent researchand information skills.RESEARCH:The studentdemonstratesadequate researchand information skills.RESEARCH:The studentdemonstrates someresearch andinformation skills.RESEARCH:The studentdemonstrates little orno research andinformation skills.ANALYSIS:The studentdemonstrates anoutstanding ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates anexcellent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates a verygood ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates acompetent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstratesadequate ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates someability to criticallyengage with andanalyse informationand formulatereasoned arguments.ANALYSIS:The studentdemonstrates little orno ability to criticallyengage with andanalyse informationand formulatereasoned arguments.COMMUNICATION:The studentdemonstratesoutstandingcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesexcellentcommunication andpresentation skills.COMMUNICATION:The studentdemonstrates verygood communicationand presentationskills.COMMUNICATION:The studentdemonstratescompetentcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesadequatecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates somecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates little orno communicationand presentationskills. ©ICTM Page 6 of 16 ORGANISATION:The studentdemonstratesoutstanding selfmanagement skills.ORGANISATION:The studentdemonstratesexcellent selfmanagement skills.ORGANISATION:The studentdemonstrates verygood selfmanagement skills.ORGANISATION:The studentdemonstratescompetent selfmanagement skills.ORGANISATION:The studentdemonstratesadequate selfmanagement skills.ORGANISATION:The studentdemonstrates someself-managementskills.ORGANISATION:The studentdemonstrates little orno aptitude for selfmanagement.COLLABORATION:The studentdemonstratesoutstanding (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesexcellent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates verygood (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratescompetent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesadequate (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates some(multi-disciplinary)team working.COLLABORATION:The studentdemonstrates little orno (multi-disciplinary)team working. ©ICTM Page 7 of 16Guide to SessionsStudents will take part in a number of activities to help them achieve learning outcomes for this module.Each week there will be 4-hour sessions in the Day and Evening & Weekend classes. The first one and ahalf hours are devoted to lectures. There is a 20-minute break and the remaining two hours are devoted tostudent centred activities (tutorials/seminars/workshops)Sessions will include both tutor-led elements and student-centred activities. Students are expected to readwidely and to contribute even in tutor-led sessions by sharing their own relevant knowledge andexperience.Student-centred activities will include workshops, case studies, quizzes, forums and discussions in order totake part of their own learning experience.Most of the sessions are problem-centred, that is, students are given information concerning a particularproblem in global economies and international markets and expected to discuss with their fellow studentsand develop a response to the questions arising. In order to do this, students will be expected to preparefor these sessions through directed and self-directed study.Student should note that in this module they have 148 hours for learning activities outside contact hourswith their lecturer and that they need to use this time effectively in order to achieve their learning outcomes.Students are also reminded that all lecture materials (lecture notes, tutorial/seminar and workshop) areavailable in the ICON VLE for download for further studies. The sessions are also recorded and can beplayed back soon after the session. Section 1Introduction to the moduleKeyConcepts/IssuesGlobalisationGlobal economiesInternational marketsResearch ProjectGoing over the Assignment BriefGoing over the Scheme of WorkDelivery Method1½-hour lectureBeforeExpectations before the sessionReading on selected material in the Forum in the VLEParticipation in discussions in the Forum in the VLEDuringQ&AGroup activities in the Breakout RoomsGroup/Individual feedback in the Breakout RoomsAfterGroup summariesClass discussionsRelevance toAssessmentsThe focus is the factors that have led to the growth of globalisation, factors that areimportant in an individual 10-minute preparation and in writing the ResearchProposal addressing Learning Outcomes 2 and 4Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingChee, H. and Harris, R. (1998). Global Marketing Strategy. Pitman /FTGray, D.E. (2004). Doing Research in the Real World. SAGE Publications, LondonHamilton, L (2018). The international business environment, (4th ed). OxfordUniversity Press, Oxford ©ICTM Page 8 of 16 Keegan, J. and Green M (2005). Global Marketing. Prentice HallSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for BusinessStudents, (8th ed). Pearson Education Ltd. Harlow.IndependentLearning StudyStudents have 148 hours for learning activities outside contact hours with thelecturer and that they need to use this time effectively in order to achieve theirlearning outcomes.Session 2GlobalisationKeyConcepts/IssuesGlobal marketing contrasted with international marketingKey drivers of globalisationKey influences on the global marketing effortDelivery Methods1½-hour lecture2-hour seminar: Environmental Analysis: PESTEL AnalysisBefore:Students answer questions on a case study on PESTELE analysis in the ICONVLEDuring:In breakout roomsConduct a PESTEL analysis to identify key issues facing a country in which theyare planning to investIdentify the marketing implications of the issues to an organisation of their choiceConsider the types of UK products that may be successfully traded in the followingsectors: Fast Food, Fashion, Computers, Mobile Phones, Music, PharmaceuticalsGroup reportsAfter:Summaries of group reports are uploaded onto the ICON VLETeaching/LearningBy the end of the session the student will be able to:• Define globalisation• Recognise the process of globalisation• Explain the drivers of globalisation• Describe the barriers to globalisation• Identify and evaluate the benefits and cost of globalisationRelevance toassessmentsThis session highlights the importance of the environmental factors that have led tothe growth of globalisation, an area that is included in a 10-minute presentation andin proposal writing.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyHamilton, L. (2018). The international business environment, (4th ed). OxfordUniversity Press, Oxford. Ch 1Keegan, J. and Green, M. (2005). Global Marketing. Prentice Hall. Ch 1Session 2 slides are available electronically in the ICON VLESession 3The Global EconomyKeyConcepts/IssuesSize of global economyEconomic growthInternational tradeDelivery Methods1½-hour lecture2-hour seminar: The global economy challengesBefore: Students answer a case on the importance of international tradeDuring: ©ICTM Page 9 of 16 In breakout roomsStudents discuss the challenges of global economyWatch a you tube video on importance of international tradeGroup reports and summary by lecturerAfter:Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Understand how to measure the size of the global economy• Recognise the importance of economic growth• Identify current trends in the changing world economy• Describe the growing importance of international tradeSeminarGroup worka) Discussion of the challenges of internationalb) Case study on importance of international tradeRelevance toAssessmentsThe session highlights the importance of the global economy that is includedin the writing the research proposalLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyHamilton, L. (2018). The international business environment, (4th ed). OxfordUniversity Press, Oxford. Ch 2Keegan, J. and Green, M. (2005). Global Marketing. Prentice Hall. Ch 1Session 3 slides are available electronically in the ICON VLESessions 4 & 5Culture and its Impact on Global MarketingKeyConcepts/IssuesThe importance of global market segmentationthe role of culture in global marketingthe major cultural changes and identify the causes of these changeareas of culture which cause significant problems to global marketersDelivery Method1½-hour lecture2-hour seminar Wk3; Wk4 TutorialWeek 4 Seminar: Article – Globalisation of markets’ Levitt 1983BeforeStudents reading the above article in the ICON VLEDuring:In the breakout sessions, studentsIdentify factors which Levitt believes have led to globalisationList 10 global products according Levitt’s definition of globalIdentify and evaluate the restraining forces to development of global marketingGroup reports and summary by lecturerAfter:Summary of group discussions is uploaded onto the ICON VLEWeek 5 SeminarBefore:Students read and bring personal notes to the class on the differences betweeninternational and global marketingDuring:Students watch a video on challenges of global marketingIn breakout sessions, students discuss the circumstances under which adaptationof the marketing mix be more appropriate than standardisationGroup reports and summary by lecturerAfter:Group summaries are uploaded onto the ICON VLE ©ICTM Page 10 of 16 Teaching/LearningAt the end of the session the student will be able to:• Define culture and identify the role of culture in global marketing• Identify and evaluate the major cultural changes and identify thecauses of these changes• Conduct a cultural analysis of global markets• Identify the areas of culture which have caused significant problemsto the global marketers in the past• Analyse the impact of cultural change on the organizationRelevance toAssessmentsThe session highlights the importance of the socio-cultural factors and their impacton the global marketing activities of a global company. This area is crucial inwriting the research proposalLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyChee, H. and Harris, R. (1998) Global Marketing Strategy. Pitman /FT. Ch 6Keegan, J and Green, M. (2005). Global Marketing. Prentice Hall. Ch 4Session 4 & 5 slides are available electronically in the ICON VLESession 6Corporate Social Responsibility (CSR) in global marketingKeyConcepts/IssuesDebates about CSRThe ten principlesSustainable developmentThe sustainable development goals and businessDelivery Method1½-hour lecture2-hour seminar: Corporate Social Responsibility (CSR)Before:Students write and bring to the session their opinion CSRDuring:In breakout sessions, studentsSelect an organisation and explain how it shows its corporate citizenshipDiscuss areas they think companies can develop a CSR strategyExplain which of the following they think are especially interesting for a company tohighlight as part of its CSR:• Good working environment for employees• A good environmental policy• Policy of not using child labour, products tested on animals, etc.• Donating a percentage of profits to good causes• Employing people at risk of exclusion (for instance, people with disabilities,single mothers, unemployed people over the age of 45)Group reports concluding remarks by lecturerAfter: Summary of group contributions are uploaded onto the ICON VLETeaching/LearningAt the end of the session the student will be able to:• Understand the debates about CSR• Be aware of the ten principles of CSR• Explain the importance of sustainable development in internationalmarkets• Understand the impact of sustainable development on businessgoals ©ICTM Page 11 of 16 Relevance toAssessmentsThe session focuses on the importance of the effect of understanding CSR and itsimpact on the achievement of an organisation’s goals, issues to be considered in a10-minute presentation and in the proposal writing.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingIndependentLearning StudyReference toresourcesHamilton, L. (2018). The international business environment, (4th ed). OxfordUniversity Press, Oxford. Ch 5Reading of “Corporate Social Responsibility 4 Case Study Solution & Analysis”Harvard Case Studies https://www.casequiz.com/corporate-social-responsibility-4-149189/Session 6 slides are available electronically in the ICON VLESessions 7 & 8Business and management research, reflective diariesKeyConcepts/IssuesKey issuesBusiness and management researchThe research processKeeping a reflective diaryDelivery Method1½-hour lecture2-hour seminar (Wk6; Wk8 Tutorial)Week 7 Seminar: Research in business and managementBefore:Students write and bring notes to the session on the importance of researchDuring:Students watch a video on the importance of business and management researchIn breakout sessions, students discuss the challenges in business andmanagement researchGroup reports and questions from other groupsConcluding remarks by the lecturerAfter:Summaries of group discussions are uploaded onto the ICON VLEWeek 8 Tutorial: The research processBefore:Students discuss a case on management research in the Forum in the ICON VLEDuringStudents watch a video on the importance of managing peoplehttps://www.youtube.com/watch?v=f60dheI4ARg (Steve Jobs (Link) and howApple is organised).In breakout rooms, studentsIdentify areas of research in business and managementDiscuss the importance of reflective diariesGroup reportsAfter:Summary of the group discussions is uploaded onto the ICON VLETeaching/LearningAt the end of the session the student will be able to:• Understand the nature of business and management research• valuate the research process• Value a reflective diary or notebookRelevance toAssessmentsThe session focuses on the importance of business and management researchand its impact on the achievement of an organisation’s goals, issues to beconsidered in writing the research proposal. ©ICTM Page 12 of 16 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for BusinessStudents, (8th ed). Pearson Education Ltd. Harlow. Ch. 1Gray, D.E. (2004). Doing Research in the Real World. SAGE Publications, London.Ch 1.Reading of Case 1: Investigating diversity and inclusion at OilCo, p23Review and discussion questions, p19Session 7 & 8 slides are available electronically in the ICON VLESessions 9 & 10Choosing a research topic and developing your research proposalKeyConcepts/IssuesCharacteristics of a good research topicGenerating and refining research topic ideasDeveloping your research proposalWriting your research proposalDelivery Method1½-hour lecture2-hour seminar (Wk9; Tutorial Wk10)Week 9 seminar: Generating a research topicBefore:Students identify a potential research topic and bring them to the sessionDuring:Students watch a video on generating a research topicIn breakout sessions, studentsDescribe factors to be considered in choosing a research topicEvaluate group member’s research topicsGroup reports and comments from other groupsAfter:Summary of group discussions is uploaded onto the ICON VLE and students areencouraged to submit their topics into the Formative Feedback ForumWeek 10 TutorialBefore:Students read an article on writing a research proposal in the ICON VLEDuring:Students watch a video on writing a research proposalIn breakout sessions, studentsExplain the qualities of a good research proposalWrite a research proposalGroup reports and concluding remarks by the lecturerAfter:Summary on the qualities of a good research proposal as uploaded onto the ICONVLE.Teaching/LearningAt the end of the session the student will be able to:• Explore the characteristics of a good research topic• Understand how to generate and refine a research topic idea• Develop and write a research proposalRelevance toAssessmentsThe session focuses on the importance of developing a research proposal and itsimpact on the achievement of an organisation’s goals, issues to be consideration inwriting the research proposal. ©ICTM Page 13 of 16 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for BusinessStudents, (8th ed). Pearson Education Ltd. Harlow. Ch 2Gray, D.E. (2004). Doing Research in the Real World. SAGE Publications, London.Ch 1Case 2: Kristina’s first draft research proposal p 65Session 9 & 10 slides are available electronically in the ICON VLESessions 11 &12Critically reviewing the literatureKeyConcepts/IssuesWhat is being critical?Content and structure of a critical reviewLiterature sourcesPlanning your literature searchConducting your literature searchReading critically and evaluating the literatureDrafting your critical reviewPlagiarismDelivery Method1½-hour lecture2-hour Workshop (Wk10, Wk11, Project supervision)Week 11 Workshop: Critically reviewing literatureBefore:Students read an article and then identify common problems in writing literaturereview in the ICON VLEDuring:In breakout sessions, students areShare the common problems in writing literature reviewCritique examples of literature reviews reviewDiscuss the causes of plagiarismConcluding remarks by lecturerAfter:Summary of discussions is uploaded onto the ICON VLEWeek 12 Project supervisionImportance of planning in projectThe value of the Gantt chartReview progress towards targetsMake notes of any other issues the students wish to discussTeaching/LearningAt the end of the session the student will be able to:• Understand the meaning of “critical” and the purpose of review• Review the content and structure of a critical review• Evaluate literature sources• Plan their literature search• Conduct literature search• Read critically and evaluate literature sources• Write a critical review• Understand how to avoid plagiarismRelevance toAssessmentsThe session focuses on the importance of planning literature review and beingcritical in writing literature review, issues to be considered in writing the researchproposal. ©ICTM Page 14 of 16 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for BusinessStudents, (8th ed). Pearson Education Ltd. Harlow. Ch 3Gray, D.E. (2004). Doing Research in the Real World. SAGE Publications, London.Ch 2Review and discussion questions p 118Session 11 & 12 slides are available electronically in the ICON VLESession 13Negotiating access and research ethicsKeyConcepts/IssuesIssues associated with gaining accessStrategies to gain accessResearch ethics and why you should act ethicallyEthical issues at specific stages of the research processData protection and data managementDelivery Method1½-hour lecture2-hour Workshop: Negotiating access and research ethicsBefore:Students complete an online questionnaire on negotiating access and researchethics and bring the results to the sessionshttps://wps.pearsoned.co.uk/Research_Methods_for_Business_Students/252/64738/16572995.cw/index.htmlDuring:Students watch a video on negotiating access and research ethicsIn breakout sessions, studentsDiscuss the importance of data protection and data managementAnswer case study on ethics in business and management researchGroup reports and concluding remarks by the lecturerAfter:Summaries of group discussions is uploaded onto the ICON VLETeaching/LearningAt the end of the session the student will be able to:• Understand issues associated with gaining access• Recognise strategies to gain access• Understand the importance of acting ethically• Be aware of ethical issues at specific stages of reach process• Understand the principles of data protection and managementRelevance toAssessmentsThe session focuses on the importance of negotiating access and research ethics,issues to be considered in writing the research proposal.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for BusinessStudents, (8th ed). Pearson Education Ltd. Harlow. Ch 6Case 6: Gaining and maintain fieldwork access with management consultantsp286.Session 13 slides are available electronically in the ICON VLE ©ICTM Page 15 of 16Essential ReadingChee, H. and Harris, R. (1998). Global Marketing Strategy. Pitman /FTGray, D.E. (2004). Doing Research in the Real World. SAGE Publications, LondonHamilton, L (2018). The international business environment, (4th ed). Oxford University Press, OxfordKeegan, J. and Green M (2005). Global Marketing. Prentice HallSaunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for Business Students, (8th ed).Pearson Education Ltd. Harlow.Recommended ReadingMazzucato, M. (2018). The Value of Everything: Making and Taking in the Global Economy. Hachette, UKRivoli, P. (2015). The Travels of a T-Shirt in the Global Economy. Hoboken: Wiley & Sons, Inc.Hill, C. and Tomas, G. (2018). International Business: Competing in the Global Marketplace, (12th ed).McGraw-Hill Higher EducationTaillard, M. (2013). 101 Things Everyone Needs to Know about the Global Economy. Advantage QuestPublicationsJanet A. Gregory, J.A. and Robert S. Pearlstein, R.S. (2017). Built for Global: Navigating InternationalBusiness and Entering New Markets, (1st ed). CreateSpace Independent Publishing PlatformAcademic JournalsJournal of International Business StudiesInternational Journal of Research in MarketingJournal of World BusinessInternational Business ReviewCritical Perspectives on International BusinessGlobal Networks JournalWebsitesFast company INC.EntrepreneurMIT Technology ReviewStanford BusinessHarvard Business ReviewWeek 2Quiz on the Global Economy: How Much Do You Know?https://blogs.imf.org/2018/12/07/quiz-on-the-global-economy-how-much-do-you-know/importance of international trade youtubehttps://uk.video.search.yahoo.com/search/video?fr=mcafee&p=importance+of+international+trade+youtube#id=2&vid=36639a72068db84d37eae3568cee480e&action=clickWeek 3 and 4“Impact of culture on consumer buying” videohttps://uk.video.search.yahoo.com/search/video?fr=mcafee&p=culture+and+global+marketing+video#id=6&vid=04f71a900f35a054592cf8858f6cb1e3&action=click©ICTM Page 16 of 16Week 5:Corporate Social Responsibility videohttps://uk.video.search.yahoo.com/search/video?fr=mcafee&p=Corporate+Social+Responsibility+youtube+video#id=5&vid=513ee947ccfbb97b71e768e22192fe32&action=click

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