Part A: Basic Details

Name of Course International Management

Course Instructor(s) Faisal M Ahsan. Email: faisal@xlri.ac.in

Academic Associate(s)

Area Strategic Management

Program & Year BM(D) – 2023-25

Term IV

Type of Course
Elective
(Core/Elective/Workshop)

Number of Credits 3

Number of Classroom Contact

30
Hours

Course pre-requisites
(if any, including cut-off grades NA
in specific core courses)

Course Textbook Global Strategy by Peng and Srivastava

Course Handout to be Provided

Yes
(Yes/No)

No. of Sessions to be taken by

NIL
Guest Faculty

Name of Guest Faculty

(if identified) NA
(Please provide email id)

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Part B: About the Course
Course Description
Course Learning Objectives
Who is the course suitable for?
Part C: AOL - Learning Goals Mapping at the Course Level*
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The course has been designed to give
participants an overview of different aspects
of International Business. After going
through the course, the participants should
be able to comprehend and appreciate
complexities of International Business. The
course also aims to build strategic and
global business thinking among participants.
 To expose students to the fundamental
principles and theories of International
Business Management
 To enable students to understand the
internationalization process and the
impact of changing business environment
on international business strategy
 To expose students to the nuances of
cultural, institutional effects of
international business environment
 To enable students to understand the
complexities international operations,
human resource management, marketing
and supply chain
 To analyse cases of the real international
business experiences of companies
 To promote strategic thinking among
students
The course is suitable for students who aim
to work for MNCs or consulting firms
advising upon international markets. One
objective is to help participants in
developing a global mindset that can enable
budding entrepreneurs gain insights about
international markets.
[Kindly note that two Learning goals - ‘Functional Knowledge’ and ‘Communication’ - are assessed
separately as stand-alone tests and hence not included in the list below!]

AOL Learning Goal (PLO) chosen Please put a tick mark

Decision Making

Quest for Excellence

Sustainability

Global Mindset √

Ethical Conduct

Please indicate the rationale for choosing the
specific learning goal(s) for this course
The course aims at helping the participants
identify global opportunities and understand
the best mode to operate to international
environments. It also helps participants
understand the performance implications of
globalization both at the firm level and the
national level

*Description appended at the end of the document

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Session
Session Topic
No(s)
1 Introduction to International
Business
A Transaction Cost Perspective
of Internationalization
2 Should firms internationalize?
When and why should a firm go
global?
3 to 4 Trading across borders
- Why do nations trade?
- Theories of international trade
- Competitive advantage of
nations
5 to 7 An Institutions Based View of
International Business
Formal Institutions
- Political systems
- Legal systems
Session Plan*
Chapters from Course Pedagogy
Course Learning Textbook and Reading (Case Studies/in-class
Objectives Material exercise/questionnaire/presentations)
(other than Case Studies)
AOL: Identifying Text Book Chapter - 1 Case: Walmart Update (2019)
Global
opportunity
AOL: Identifying Collis, D. J., & Siegel, J. I.
Global (2006). Introduction to
opportunity International Strategy, Harvard
Business Publishing, 706481-
PDF-ENG
AOL: Identifying Porter, M. E. (1990). The Case: Soy Beans in China (Text
Global competitive advantage of Book)
opportunity nations. Harvard Business
Case: Embraer: The Global Leader in
Review, 68(2), 73–93.
Regional Jets
Text Book Chapter - 5
AOL: Diversity Ghemawat, P. (2001). Distance Case: Toys "R" Us Japan
and multi-cultural still matters–the hard reality of
Case: Uber in China: Driving in the
perspectives global expansion", Harvard
Gray Zone (A)
Business Review, September, p.
137.
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 - economic systems
- Country risks
Informal Institutions
- Role of cultures, ethics, and
norms in International
Business
8 to 10 Costs and Benefits of
Internationalization
- Leveraging resources and
capabilities
- Liabilities of Foreignness
- Liabilities of Origin (An
Emerging Market Perspective)
11 to 13 Entering international markets
Benefits and issues with
Acquisitions, Alliances and
Greenfields
Text Book Chapter - 3
AOL: Diversity 1. Lu, J. W., & Beamish, P. W. Case: Resuming Internationalization
and multi-cultural (2004). International at Starbucks
perspectives Diversification and Firm
Case: Sino Iron: Engaging
Performance: The S-Curve
Stakeholders in China (Text Book)
Hypothesis. Academy of
Management Journal, 47(4),
598–609.
2. Ramachandran, J., & Pant, A.
(2010). The liabilities of origin:
An emerging economy
perspective on the costs of doing
business abroad. In The past,
present and future of
international business &
management. Emerald Group
Publishing Limited.
Text Book Chapter - 4
AOL: Global When to Ally and When to Case: Ethiopia: An Emerging Market
structural plans Acquire. By: Jeffrey H. Opportunity?
Dyer, Prashant Kale, Harbir
Case: Amazon in Emerging Markets
Singh, Harpreet Singh , Harvard
Business Publishing, R0407H-
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 - Which countries to enter?
- How to enter?
- When to enter?
14 to 15 Organization strategy and
structure
Corporate governance and
international business
Subsidiary Types and roles
16 International Human resource
management
17 International marketing and
supply chain management
18 Strategies in emerging markets:
Context India and China
PDF-ENG (W94C01-PDF-ENG)
Text book Chapter - 9
Case: The TNK BP Joint Venture
(Text Book)
AOL: Global Bartlett, C. & Ghoshal, B. 1988. Case: Philips versus Matsushita: The
structural plans Organizing for worldwide Competitive Battle Continues
effectiveness: The transnational
solution. California Management
Review. Fall.
Text Book Chapter - 8, 16
AOL: Global- Text Book Chapter - 14 Case: Silvio Napoli at Schindler
Local interplay India (A)
AOL: Global- Kashani, Kamran. 1989. Beware Case: Lenovo: Building a Global
Local interplay the Pitfalls of Global Marketing. Brand
Harvard Business Review,
March/April
Text Book Chapter - 15
AOL: Global 1.Khanna, T., & Palepu, K. G.
structural plans (2006). Emerging giants:
Building world-class
compaines in developing
countries. Harvard business
review, 84(10).
2.Dawar, N. and Frost, T., 1999.
Competing with giants:
Survival strategies for local
companies in emerging
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 markets. Harvard business
review, 77, pp.119-132.
19 Ethical Issues in International AOL: Global Text Book Chapter - 17 Case: IKEA's Global Sourcing
Business structural plans Challenge: Indian Rugs and Child
Labor (A)
20 Concise integration of all sessions

Note: - The course instructor may modify the sequence of topics or coverage based on initial experience and the mid-course review.*

For Attendance Norms, please refer to section 10 of the Student’s Manual.

For Evaluation and Grading Norms, refer to sections 20, 21 and 22 of the Student’s Manual.

For Disciplinary Action, refer to sections 26 and 27 of the Student’s Manual.

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 Details of Evaluation Components

Evaluation Module Yes/No Weightage for the PLO sub-dimension Average Number of Hours of
measured Work Outside the Classroom2
Evaluation Component1

Mid-Term Yes 30 All 25

End-Term Yes 30 All 25

Quizzes Yes 20 All 10

Assignments Yes 10 All 10

Class Participation Yes 10 All 0

Presentation No

NOTE FOR FACULTY (Kindly remove the portion starting from this section before uploading, as what follows is not a part of the course outline format):

1. As per XLRI policies, the maximum weightage for any evaluation module shall not exceed 40%.
Further, the end-term shall have a minimum weightage of 30%.
2. As per XLRI policies, the total contact hours per course for a student is in the ratio 30:70 (classroom contact hours: outside of classroom contact
hours). Kindly ensure that your course evaluation effort requirements are included within the total of 100 hours.
3. Please upload the course outline on the AIS at least one week prior to the beginning of the course.
A copy of the same must be sent to the Dean’s Office for recordkeeping.

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Appendix 1: Detailed Description and Rubrics of PLOs (available for faculty’s choice)
PLO: Decision Making
Definition: The ability to generate alternative solutions to a problem and take an integrated approach to purposefully narrow down to an optimum solution
Dimension Beginner
Visualization of Unable to visualize key attribute
problem (s) of the business problem.
Unable to comprehend what
information might be required to
analyse the business problem
under review.
Analysis of the Not sure as to what analytical
information tool might prove to be a useful
device in relation to the case
under consideration.
Fails to view the various
dimensions of the case through
multiple lenses
Narrowing on the Fails to adopt an integrated
solution approach while generating
solutions to the business
problem.
Is unable to distinguish among
fact, opinion, and value
judgments.
Fails to arrive at a concrete
decision
Minimally Competent
Visualizes the primary aspect of
the business problem with the
aid of available information but
fails to assess what additional
information might be required
for conducting the analysis.
Misses on related intricacies.
Can identify appropriate
analytical tool needed to analyse
the extracted information but
fails to analyse the extracted
information through multiple
lenses
Attempts to arrive at a solution
and tries to present the
arguments without addressing all
key considerations adopting an
integrated approach.
The decision arrived at ignores a
few key attributes.
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Competent
Visualizes various attributes of
the problem and extracts other
additional information which
might be handy in analysing
the problem
Identifies appropriate
analytical tool and executes
such critical analysis in a
satisfactory manner after
viewing the business problem
through multiple lenses of
same paradigm.
Generates alternative solutions
to the problem adopting an
integrated approach.
Subsequently, narrows down
to the set of optimum
management decisions.
Highly Competent
Visualizes latent attributes (viz.,
attributes that are not necessarily
evident) of the business problem and
able to connect the seemingly
unrelated facts to get a holistic view
of the problem situation.
Identifies appropriate analytical tool,
executes critical analysis in a
satisfactory manner and able to
adapt analytical tools from other
disciplines by questioning the implicit
assumptions made in the beginning.
Recognizes the definite or authentic
optimal solution by identifying and
rejecting the seemingly viable but
non-optimal solutions.
PLO: Quest for Excellence
Definition: The ability to constantly raise the bar in pursuit of higher standards
Dimension Beginner
Standards of Satisfied with the way things
performance are.
Focus is only on submissions.
Needs to be pushed.
Attends classes irregularly.
Inattentive in class with low
attention span. Does not
participate in class
discussions.
Continuous Makes little effort to update
learning oneself /learn.
Performance displays
downward slopes
Sharing of Does not share knowledge
information and with others.
knowledge Self centered in terms of his
learning and performance.
Aggressively dissuades
other’s participation in class.
Minimally Competent
Makes average demand on
oneself. Does not go beyond the
minimum requirement.
Attends classes but does not get
involved.
Participates in discussions but
does not start the discussions.
Takes interest only in familiar
areas.
Does put in an extra effort to gain
knowledge /skills/know-how.
Makes some effort to learn
Stays at the minimum acceptable
level
Neither dissuades nor encourages
the group.
Does not engage in negative
behaviour nor in supportive
behaviour.
Individualistic. Shares his/her
knowledge, information with
others only when asked.
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Competent
Makes a strong demand on oneself.
Sets high standards of performance
and ensures high standards of
work.
Always prepared and is involved in
the class.
Initiates discussions in class. Asks
questions to improve
understanding.
Keen to learn and update,
continuously improves with faculty
guidance.
Eager to learn from mistakes
Performance curve displays upward
slope but not consistently upward.
Coordinates work for the team.
Puts in effort to bring the group
together.
Guides and helps others in their
efforts to learn.
Highly Competent
Makes continuous effort to raise
the demand on oneself realistically.
Brings newer dimensions (e.g.,
illustrations, facts) to the class,
which directs and enhances the
discussion for greater
understanding.
Brings/reads additional
inputs/relevant readings going
beyond the mandatory reading
material.
Self-driven and improves
performance of oneself without
faculty guidance.
Keeps self-updated.
Performance curve displays sharp
upward slope that rises
consistently.
Leads and directs the team
Proactively shares information and
knowledge;
Motivates others to do the same.
PLO: Sustainability Rubric (Earlier Stakeholder Sensitivity)

Definition: The ability to understand and appreciate Sustainable Development (in different contexts) and develop strategic responses for tangible value creation for all
stakeholders while ensuring inter & intragenerational equity

Dimension Beginner Minimally Competent Competent Highly Competent

Understand Sustainable
Development in different contexts
(society, governments, firm, industry,
business)
Stakeholder Analysis that includes
recognition of relevant stakeholders,
identification of their issues, and
analysis and response
Systems approach for Corporate
Sustainability (Creating synergies
across functional domains)
Fails to remember key
definitions, /concepts
related to sustainable
development
Limited ability to identify
relevant stakeholders
and/or their issues
Does not remember key
corporate sustainability
tools and framework
Remembers and
understands key
definitions/ concepts and is
able to apply in decision
making context
Able to identify
stakeholder issues and
partially address their
concerns
Remembers, understands
and is able to apply key
corporate sustainability
tools and frameworks
Able to analyse and evaluate
the role of managers in
fostering sustainable
development and corporate
sustainability
Able to analyse business -
sustainability interface*
through stakeholder analysis
Able to analyse and evaluate
results from application of key
sustainability tools and
frameworks
Able to design or create
integrated approaches to
sustainable development and
corporate sustainability
Able to create win-win
outcomes for all stakeholders by
developing comprehensive
strategic responses
Able to create or develop
strategic responses through
systems thinking after doing the
analysis and evaluation

* includes materiality mapping

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PLO: Global Mindset
Definition: The ability to analyse business problems from a global perspective
Dimension Beginner
Identifying Unaware of global economic, political,
Global legal, and cultural issues.
opportunity
Diversity and Realizes the importance of multi-
multi-cultural cultural perspective and diversity but
perspectives fails to develop ways and means to
integrate into planning.
Appreciates the idea to have multiple
perspectives but does so only
superficially without making any
deliberate attempt to do so.
Global Fails to identify data or information
structural plans necessary to develop global viewpoint.
Not able to conceptualize a global
structural plan.
Global-Local Fails to conceive interaction effects
interplay between Global & Local Strategy and
operations
Does not distinguish between Global
and local business setting, business
strategy & Operations.
Minimally Competent
Identifies Global opportunity, though
some aspects are incorrect or confused.
Gives some value to multi-cultural
perspectives and appreciates
importance of diversity but fails to see
it as a source of opportunity.
Ready to accept multiple perspectives
but does so by only integrating few
concepts and ideas not very different
from his/her own
Identifies Global structural Plans by
using most data or information
necessary to problem.
Partially differentiates between Global
& Local business settings, business
strategy and operations.
And is able to visualize some interaction
effects but superficially.
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Competent
Clearly identifies global
opportunity through
subsidiary, embedded, or
implicit aspects of the issue.
Gives high value to multi-
cultural perspective and
sees diversity as source of
opportunity.
Clearly establishes Global
structural Plans by using
data or information
necessary to problem
Clearly understand the
differences and consider the
Global –Local interaction
effects between the two.
Highly Competent
Identifies integral relationships
essential to look at the bigger picture
as an integrated whole.
Constantly challenges own
experiences and assumptions and
integrates multiple perspectives to
look at the bigger picture.
Uses multi-cultural dimensions to
arrive at decisions concerning
organisations
Able to integrate insights from global
data to enable decision making.
Presents argument for choosing a
particular approach for strategic and
operational decisions
PLO: Ethical Conduct
Definition: Recognizing ethical [what is "right"] elements of an action AND determining its moral worth.
Dimension Beginner
vaguely articulates ethical
Ethical Awareness dilemmas/complexities concerning
an action/decision/policy
vaguely justifies ethical decisions
Ethical Reasoning and procedures based on intuition
(hunch)
Minimally Competent
superficially articulates ethical
dilemmas/complexities concerning
an action/decision/policy
superficially justifies ethical
decisions and procedures based on
personal values
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Competent
reasonably articulates ethical
dilemmas/complexities concerning
an action/decision/policy
reasonably justifies ethical
decisions and procedures based on
values and well-established
principles
Highly Competent
comprehensively articulates
ethical dilemmas/
complexities concerning an
action/decision/policy
convincingly justifies ethical
decisions and procedures
based on values and well-
established principles