06260262 - International Business knowledge and current affairs

The focus of this module is to engage students with a variety of social and political issues pertinent to International Business Managers. Drawing from cross-disciplinary scholars from the field of Linguistic, International Marketing and Management, contemporary issues related to the Anglo-Saxon business contexts will be explored through the module. The seminars are specifically designed to train students to look at business problems from a variety of perspectives, collecting and analyzing data to engage in debates.

Estimation of private study (outside of contact hours): 3 hours

DIMENSION OF SOCIAL RESPONSIBILITY
The subjects covered during the module are all CSR-oriented. Students are expected to include social, environmental and ethical considerations into their searches, debates and propositions. Particular attention will be paid to the identifying the moral, social, environmental and/or ethical challenges related to IB strategies/decisions in and related to the Anglo-Saxon context.

TARGETED KNOWLEDGE
By the end of this course, students should be able to:

• Identify reliable sources of information (e.g. journals and datasets) and use empirical information appropriately in building persuasive arguments
• Analyze international trends, events, news articles, and expert commentaries on Anglo-Saxon affairs with a critical mindset
• Evaluate the robustness of political argumentation and distinguish theoretically-informed arguments from arbitrary speculation;
• Produce critical reflections that are sensitive to multiple viewpoints and contending theoretical perspectives.

Social Responsibility (transversal ILO)    
- Comprehend the different aspects of CSR
- Develop the CSR programs for multinational enterprises

Analysis (Specific ILO)
- Discuss international business situations and issues in Anglo-Saxons countries
- Explain how global trends are affecting international business strategy in/with Anglo-Saxon countries
    
Communication and Collaboration (Specific ILO)    
- Manage multicultural teams

TARGETED SKILLS
By the end of this course, students should be able to:

• Engage with colleagues in debates and dialogue, using of both active listening and persuasion
• Manage multicultural teams and show leadership
• Mobilize reliable information sources in debates
• Organize information search and synthesis to make persuasive restitutions

1. Women in the workplace: recognizing internalized stereotypes and taking action to promote gender equity
2. Artificial Intelligence: impact and opportunities for creative industries
3. The healthcare market: a comparative analysis of differing perspectives (France/UK/US)
4. The role of consumer activism
5. Impacts of cancel culture movements on democracies
6. Metaverse and sustainable development: using new technologies for the greater good

RECOMMENDED TEXTS AND PUBLICATIONS

1. Benedikter, Roland (2021). Can machines create art? A ‘hot’ topic for the future of commodities art markets. Challenge, 64, 75-86.
2. Bremmer, Ian (2010). The end of the free market: Who wins the war between states and corporations. New York: Penguin.
3. Bremmer, Ian (2014). The new rules of globalization. Harvard Business Review.
4. Chad, Paul (2013). Extending the use of market orientation: Transforming a charity into a business. Australasian Marketing Journal, 21 (1), 10 – 16.
5. Dewhirst, Timothy, Lee, Wonkyong B., Fong, Geoffrey T., & Ling, Pamela M. (2016). Exporting an inherently harmful product: The marketing of virginia slims cigarettes in the United States, Japan, and Korea. Journal of Business Ethics, 139: 161 – 181.
6. Drott, E. (2021). Copyright, compensation, and commons in the music AI industry. Creative Industries Journal, 14(2), 190-207.
7. Gervais, D.J. (2020), The Machine As Author, Hein Law Review, 105(5), 2053-2106
8. Kaciak, Eugene, & Welsh, Dianne H.B. (2020). Women entrepreneurs and work-life interface: The impact of sustainable economies on success. Journal of Business Research, 112, 281-290.
9. Koch, A. J., D'Mello, S. D., & Sackett, P. R. (2015). A meta-analysis of gender stereotypes and bias in experimental simulations of employment decision making. Journal of applied psychology, 100(1), 128.
10. Leibbrandt, A., & List, J. A. (2015). Do women avoid salary negotiations? Evidence from a large-scale natural field experiment. Management Science, 61(9), 2016-2024.
11. Zhao, Meng (2012). CSR-based political legitimacy strategy: Managing the state by doing good in China & Russia. Journal of Business Ethics, 111, 439 – 460.

TEXTS AND PUBLICATIONS OF IAELYON FACULTY ON THE SUBJECT OF THE COURSE  

1. Mercier-Laurent, E. (2017). Decision taking in dynamic world - facing new crisis and risks. International Conference on Control, Decisions and Information Technologies - CODIT 2017, Barcelone, Spain.
2. Mercier-Laurent E. & Boulanger, D. (2019). Artificial Intelligence for Knowledge Management, Springer International Publishing, AICT-571, IFIP Advances in Information and Communication Technology, 978-3-030-29903-3.
3. Nguyen, A. & Özçaglar-Toulouse, N. (2021). Nation branding as a market-shaping strategy: A study on South Korean products in Vietnam. Journal of Business Research, 122, 131 – 144.

Individual grade
Assessment type: Video + participation
Length: 5 minutes
Nature of the assessment:
Logbook + video summarizing the key themes/ideas related to a particular subject
Weight: 60%

Other grade(s)
In a group: Yes
Grading during class: Yes
Length: 30 mn
Nature of assessment: debate
Weight : 40%


INDIVIDUAL GRADE
Logbook (20%)  
Students are expected to register, in a logbook, the things they learnt, the ones that surprised and challenged them and reflect on how this new knowledge will change their way of working, thinking, etc.

Video (40%)
Students are expected to produce, at the end of the module, a 5-minute video related to one of the topics mentioned in class. The purpose of this assignment is to enhance students’ ability to synthesize information into an evidence-based argument. This video offers students an opportunity to practice their critical thinking skills in preparation for their future endeavors while raising, at the same time, their creativity and digital skills.

GROUP GRADE
Debate (40%)
Team work will be assessed through 30-minute debates on specific IB topics. Students may form their own teams and will be provided with a specific role at each course. They will be expected to identify reliable sources of information, provide syntheses of the data collected and engage in the debate with their colleagues. Special attention will be paid to the quality of their sources, the behavioral attitude (active listening, persuasion, etc.).

DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS
In order to develop and practice the higher-order thinking skills described above, course sessions are organized in an interactive manner that integrates group work, debates, and other active learning exercises into the classroom.

NATURE OF MATERIALS
Several tools and materials will be used through this seminar, such as videos, case studies, reports, newspaper, etc.

TEACHING INNOVATIONS AND USE OF TECHNOLOGY
Digital tools are used to make students active during classes as well as to assess their understanding of a given topic.

PRE-REQUISITES IN TERMS OF KNOWLEDGE AND SKILLS
No pre-requisite

ADVISED PRIOR READING
If no pre-requisite is needed to attend to this seminar, we strongly recommend students to stay informed regarding to global issues. Reading economic newspapers will give them extra-keys to better understand companies' operations and constraints, for example (e.g. The Conversation, The Economist, the Financial Times, Harvard Business Review, etc.).

RESOURCES AVAILABLE
Students can access to key resources, such as academic articles, newspapers, videos, reports, market studies, etc. through the elibrary (accessible via their student account).