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COLUMBIA BUSINESS SCHOOL

B8512 Summer 1993 International Business Strategy Dr. K. R. Harrigan


Syllabus
Required Materials:
Porter, M. E., 1989, The Competitive Advantaqe of Nations Porter, M. E. (ed.), 1986, Competition in Global Industries Bartlett & Ghoshal, 1989, Manaqinq Across Borders

Case books


Recommended Materials
Harrigan, K. R°, 1988, Managinq Maturinq Businesses: Restructurinq Declininq

Industries and Revitalizinq Troubled Operations Harrigan, K. R., 1986, Manaqinq for Joint Venture Success

Ohmae, K., 1985, Triad Power: The Cominq Shape of Global Competition Leontiades, J., 1985, Multinational CorDorate Strateq¥


Course Components:
The International Business Strategy course uses discussions of cases (and MBA field projects) to study international competitive strategy. A managerial approach to problems of strategy formulation and implementation for inter-national operations is emphasized. The success of the course depends upon spirited discussions of the cases, the execution of interesting field projects (which are photoduplicated and discussed by the class in Session , and the conducting of excellent question-and-answer sessions when MBA candidates present solutions to their field projects (which are peer-graded).
Cases usually take the viewpoint of a specific competitor in a particular industry where many diverse approaches to serving customerswell could co-exist. Many of these case studies emphasize global industries --those where homogeneity in customers' demand traits within key markets throughout the world facilitate design strategies which standardize key product subassemblies and/or components (which, in turn, allows firms to pursue lower-cost production and sourcing strategies that trade off the use of parallel, worldwide operating sites while maintaining quality standards that tolerate zero-defects, servicing capabilities that transfer greater proportions of higher value-added tasks from customers to them, and logistical capabilities that give such firms timing advantages in serving their markets very well).
Geographic emphases are placed on the well-industrialized, non-U.S. corners of Ohmae's "triad .... the Pacific Basin and Western Europe (although some do examine operations within newly-industrializing countries in order to illustrate aspects of the international product life cycle and key points about nations' sources of sustainable comparative advantage). Governmental policies are discussed where their effects are germane to the range of strategy options particular firms could consider or where government actions are highly likely to change the profitability potential of the industry under study in a particular nation (or group of nations).

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Gradinq Distribution:


Daily class participation 35% Automotive competitor paper 7% Ethylene/plastics competitor paper 8% Critiques of others' projects 10%* Written case (field project), solution, and team peer assessment** 40%
*Calculated with equal weightings on each project, regardless of how many projects are presented.
**There are no restrictions on the use of supporting visual media, provided that students order and transport any flip charts, slide projectors, movies, or overhead transparencies used in presenting their projects and leading analytical discussions of them. (Classroom will contain a screen and overhead projector.)
The field project is prepared by teams of no more than five persons. It is a case study that is due in July and will be analyzed in class. Pick an industry that is not already covered in the course that faces problems concerning international competition. One team per industry. Pick a non-U.S. firm (or the non-U.S, operations of a U.S. firm) in that industry. Write the case in two parts: (1) a description of the problem and (2) your analysis and recommendations for the firm. Turn in both parts of the case no later than 10:00 A.M. on July 13 (Session 16).
Part 1 of each case will be photoduplicated for distribution in class on July 15 (Session 17). Part 2 (which the professor grades) will be the main topic of the team's prepared remarks (since class members are presumed to be familiar with the facts presented in the case). Each team presents its analysis of the case it has written and fields questions from the class. The principal value-added of the presentation is expected to come from the

question-and-answer session that follows each team's prepared remarks. Each team leads discussion of its respective case and class members grade (1) the case, (2) the team's presented solution of the case, and (3) the value-added created by the case discussion which the team has led.


Please note the following points in the calculation of your grade:
1. Class participation in general is worth 35%.
2. The 40% allocated to the final project is comprised of four components: (1) The professor's assessment of the written case;

(2) the professor's assessment of the verbal presentation of the case; (3) the professor's assessment of the handling of the "Q & A" portion

of the presentation; and

(4) Your classmates' evaluations of the written and presentation portions of the final cases. The professor keeps the written cases, but will gladly discuss criticisms with team members.


Valuable class participation helps move discussion along on useful conceptual points; "grandstanding" garners no special point accumulations. Some team members do not contribute equally to their teams' final projects. Where there is corroboration on this point, penalties will be taken.

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Honor Code Issue


As a matter of fairness, teams must not discuss the exercise with the next year's class. We would not want to influence the experience of others because the key success factor is that the simulation should represent the unbiased choices of the participants.
Students must not utilize materials directly prepared by other students or by prior classes at Columbia. Students' own notes derived from their participation in a team preparation or group discussion should, of course, be accessible to them. If jointly-prepared exhibits are presented with a written paper, the participants in the joint preparation should be noted. Obviously, students must also avoid plagiarism in written papers.
Where cases or readings are assigned, all students are expected to read each case or reading fully and prepare their own individual analyses of the whole assignment. Because of the complexity of written cases, it is desirable to work in groups. Ideally these should consist of no more than five people who discuss all aspects of the assignment together. All students in the group are expected to understand all elements of the group's analysis and to participate fully (and equally) in the group's work.
As a matter of fairness, you should not discuss the details of the Ethylene and Commodity Plastics simulation with next year's class. The learning designed into this exercise is experiential; we would not want to influence the experience of others by the insights you have learned. Moreover, the written analysis is more concerned with "WHY" events happened than with optimal solutions.
CASES

Thursday, May 13



Session 1: International Strateqic Restructurinq
Cases: Note on the Ethylene and Commodity Plastics Industries

Restructuring European Petrochemicals: BASF

British Petroleum

Dow Chemical

ENI

Exxon Chemical



Hoechst A.G.

Imperial Chemical Industries

Montedison SpA

Royal Dutch/Shell

French Companies and the French Government

Regional Data

Industry Groups

European Commission


Readings: Bartlett & Ghoshal (1989), pp. ix-xi, 3-17.

Porter (1986), pp. 1-60.


Optional Reading: Harrigan (1988), Chapters 1 and 2
WARNING: ROLES ARE ASSIGNED IN SESSION 1 FOR THE EXERCISE DUE ON MAY 18 (SESSION 2)

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Tuesday, May 18



Session 2: International Strategic Restructuring (continued)
Cases: Note on the Ethylene and Commodity Plastics Industries

Restructuring European Petrochemicals: BASF

British Petroleum

Dow Chemical



ENI

Exxon Chemical

Hoechst A.G.

Imperial Chemical Industries

Montedison SpA

Royal Dutch/Shell

French Companies and the French Government

Regional Data

Industry Groups

European Commission


ETHYLENE AND COMMODITY PLASTICS cOMPETITOR PAPERS ARE DUE TODAY. Readings: Harrigan (1988), Chapters 3 and 4. Optional Reading: Leontiades (1985), pp. 1-50.
Thursday, May 20

Session 3: International Organization and Management Systems
Cases: Bausch & Lomb: International Organization
Readings: Porter (1990), Chapter 1.

Porter (1986), pp. 405-448.

Bartlett & Ghoshal (1989), Chapters 2, 3, 4.
Optional Readings: Leontiades (1985), pp. 51-94.

Harrigan (1988), Chapter 5.


Tuesday, May 25

Session 4: Retaining Intellectual Property Advantages
Cases: Sulzer Brothers Limited

Germany's World Class Industrial Competitors EEC Competitiveness in the World Economy West Germany: The Search for Stability


Readings: Porter (1990), Chapters 2, 3, 4.

Porter (1986), pp. 83-109.

Abernathy & Hayes, "Managing our Way to Economic Decline," HBR.
Optional Reading: Leontiades (1985), pp. 95-108.
Thursday, May 27

Session 5: Sustaining Competitive Advantage
Cases: Caterpillar Tractor Co.

Komatsu Limited

Japan: Confronting Economic Maturity?
Readings: Porter (1990), Chapters 5, 7.

Optional Reading: Leontiades (1985), pp. 109-152.

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Tuesday, June 1



Session 6: International Alliances and Strateqic Choice.
NOTE THAT A WRITTEN PAPER AND PRESENTATION IS DUE TODAY.
Cases: Note on the World Auto Industry in Transition Note on Auto Sector Policies Technology Collaboration in Europe
Reading: Porter (1986), pp. 315-343.

Optional Readings: Leontiades (1985), pp. 167-184.

Harrigan (1986), Chapters 6, 7, and 8.
Thursday, June 3

Session 7: International Economics and Strateqic Choice
Cases: Note on the Aluminum Industry, 1983 (A)

Note on the Aluminum Industry, 1983 (B)


Reading: Porter (1986), pp. 483-515.

Optional Reading: Leontiades (1985), pp. 185-202.


Tuesday, June 8

Session 8: International Coordination and Autonomy
Cases: Industrias Gessy-Lever Limitada
Readings: Porter (1990), Chapters 8, 9, 10. Optional Reading: Leontiades (1985), pp. 153-166.
Thursday, June 10

Session 9: International Strateqies within Industrializinq Economies
Cases: Hyundai Heavy Industries and Shipbuilding Industry

Note on Korea

Korea's Technology Strategy
Reading: Porter (1986), pp. 539-567.

Optional Reading: Ohmae (1985), pp. xiii-34.


Tuesday, June 15

Session 10: Corporate Strateq¥ and International Competition
Cases: Proctor & Gamble Europe: Vizir Launch Europe 1992 Europe, 1992

West Germany: The Search for Stability

Great Britain Decline or Renewal?
Readings: Porter (1986), pp. 225-314; 367-401.

Optional Reading: Ohmae (1985), pp. 35-54.

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Thursday, June 17



Session 11: International Strateq¥ in Newly-Industrializinq Economies
Cases: Nike in China: 1985

Nike: International Context

People's Republic of China

People's Republic of China: Development Strategies and Performance


Readings: Porter (1990), Chapters 12, 13.

Optional Readings: Ohmae (1985), pp. 125-210.

Leontiades (1988), pp. 129-140; 153-166.
Tuesday, June 22 and Thursday, June 24

Sessions 12 and 13: Field Projects

No formal class meeting. Use this time to prepare your field project which must be ready for photoduplication by 10:00 A.M. on July 13 (Session 16). Part 1 of the field cases will be distributed in class on July 15 (Session 17) for subsequent discussion and analysis.


Tuesday, June 29 and Thursday, July 1

Sessions 14 and 15: Field Project

No formal class meeting. Use this time to prepare your field project which must be ready for photoduplication by 10:'00 A.½. on July 13 (Session 16). Part 1 of the field cases will be distributed in class on July 15 (Session 17) for subsequent discussion and analysis.


Tuesday, July 13

Session 16: Autonomy in Global Strateqy
Case: Saatchi & Saatchi Company PLC
Readings: Porter (1990), Chapter 6, 11

Porter (1986), pp. 367-404

Bartlett & Ghoshal (1989), Chapters 5, 6, 7. Optional Reading: Ohmae (1985), pp. 55-75.
Field Projects are due with my assistant in 701, no later than 10:00 A.M. TODAY. IF YOU

WISH TO PHOTO-DUPLICATE COPIES FOR THE CLASS, they must be ready for distribution by July 15 (Session 17).

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Thursday, July 15



Session 17: International Diversification
Case: Richardson Hindustan Limited
Readings: Bartlett & Ghoshal (1989), Chapters 8, 9, 10, 11.
[Receive photoduplicated field project cases. It may be necessary to discuss field projects during Sessions 19 and 20 if discussions cannot allbe accommodated in original times allotted.]
Tuesday, July 20

Session 18: International Endqame Strateqies
Cases: The Winter Age of the Japanese Steel Industry The United States Steel Industry in 1983 Note on the European Steel Industry
[Discussion of these cases may be canceled to accommodate field project discussion]
Thursday, July 22

Session 19: Worldwide Competition in Global Industries
Cases: Daewoo Group

Daewoo Group: Supplement


[Discussion of these cases may be canceled to accommodate field project discussion]
Thursday, July 29

Session 21: Coordinatinq in Global Strateqy
Case: Phillip Morris International (Annual Report) EC Competitiveness in the World Economy Europe, 1992

Industrial Governance and Corporate Performance


Optional Readings: Leontiades (1985), pp. 69-94; 169-183
Tuesday, July 27 and Tuesday, August 3

Sessions 20 and 22: Discussion of Field Project Cases (to be assiqned)
Thursday, August 5

Sessions 23: Discussion of Field Project Cases (to be assiqned)
Critiques are due no later than 9:00 A.M. on August 6, Friday,

in Professor's mailbox (701) on First Floor (near Calder Lounge) or under office door (701 Uris Hall).



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Study Questions:

Thursday, May 13 and Tuesday, May 18



Sessions 1 and 2: Note on the Ethylene and Commodity Plastics Industries Restructuring European Petrochemicals: BASF British Petroleum Dow Chemical ENI

Exxon Chemical

Hoechst A.G.

Imperial Chemical Industries Montedison SpA Royal Dutch/Shell

French Companies and theFrench Government Regional Data Industry Groups European Commission
Assiqnment questions:
1. What actions should your assigned firm take with regard to its chemical businesses? Why? (Recommendations are needed for LDPE, HDPE, PVC, PS and PP if your assigned firm offers all five product lines. Please make explicit your assumptions concerning governmental actions in each region where your assigned firm operates.)
2. What actions by competitors (be specific) would harm (or enhance) the potential profitability of your assigned firm's planned actions? Why? (A brief forecast of each competitor's actions -- with justifications, evidence, et cetera -- is needed.)
HINT: The discussion of "why" is of critical importance.
Discussion of competition in the European petrochemical industry on May 13 (Session 1), will lead to the submission of a strategic plan for one of the following key competitors:
If your LAST name beqins with: Take the viewpoint of:
A,F,O BASF A.G.

K,T,Z British Petroleum P.L.C.

B,G,P Dow Chemical Company

L,U,X Exxon Chemical

c,H,Q ENI

M,V,Y Hoechst A.G.

D,I,R Imperial Chemical Industries P.L.C

N,W Montedison SpA

E,J,S Royal Dutch/Shell Group

Volunteers French Companies


The paper should not exceed 15 pages in length (including exhibits) and is due at the beginning of class on May 18 (Session 2). Its contents should specifically address the study questions. The project may be completed in teams of no more than 5 persons.

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Thursday, May 20

Session 3: Bausch & Lomb: International Organization
1. Critique the Booz-Allen & Hamilton recommendations for Dan Gill.
2. What actions would you recommend to Hal Johnson? Why?
Tuesday, May 25

Session 4: Sulzer Brothers Limited

Germany's World Class Industrial Competitors

EEC Competitiveness in the World Economy
1. What does the structure of the low-speed marine diesel engine industry suggest about its profitability potential?
2. Where is the greatest value added? How do firms sustain their bases for competitive advantage?
3. Why is the low-speed marine diesel engine industry a global one? What government policies could reverse this trend (if any)? What competitor actions are accelerating this trend (if any)?
4. What strategy would you recommend for Sulzer Brothers in the medium speed marine diesel engine industry? Why?
Thursday, May 27

Session 5: Caterpillar Tractor Co.

Komatsu Limited

Japan: Confronting Economic Maturity?
1. Evaluate the strategy of Caterpillar Tractor, particularly with respect to international operations. What has it done well? Where is it most vulnerable to competitive inroads?
2. Evaluate the strategy of Komatsu Ltd., particularly with respect to international operations. Why has Komatsu prospered while Caterpillar floundered since 19817
3. What actions would you recommend to Lee Morgan in 19857 Why?
Tuesday, June 1

Session 6: Note on the World Auto Industry in Transition Note on Auto Sector Policies Technology Collaboration in Europe
NOTE THAT A WRITTEN ASSIGNMENT AND PRESENTATION IS DUE. Thinkin~ Questions:

1. How did the automotive industry become a global one? How will these evolutionary forces affect major automotive firms?


2. What is your assessment of the competitive viability of each firm (or group of automotive firms) detailed in the case series? Why?
3. What changes in government policies can be anticipated with respect to the automotive sector? Why?
4. What will be the structure of the world automotive industry by 19987 Why?

10


Assiqnment Questions:
1. What actions should your firm take with regard to its automotive business? (Recommendations are needed for each product group in each major geographic arena. Please make explicit your assumptions concerning governmental actions in each region where your firm operates.)
2. What actions by competitors (be specific), suppliers (cite industry), customers (be as specific as possible) and governments would harm (or enhance) the profitability potential of your planned actions? Why? (Your paper should contain a brief forecast of each competitor's actions -- cite evidence to justify your forecast, et cetera.)
Your discussion of "why" you make particular recommendations, "why" you believe particular forecasts, and "why" you expect specific competitors to behave in a particular way is of critical importance.

Submit a strategic plan for one of the following competitors:


If your FIRST name beqins with: Take the viewpoint of: Z,R,J Honda and Acura Y,Q,I,H Daimier-Benz X,P,G,A Ford and Jaguar W,O,F Toyota and Lexus V,N,E Renault

U,M,D General Motors T,L,C Nissan and Infiniti S,K,B Fiat or Volkswagen


The paper should not exceed 15 pages in length (including exhibits) and is due at the beginning of Session 6 class, June 1. Its content should specifically address the assignment questions. The project may be completed in teams of no more than 5 persons. If you write the paper alone, you are equally as likely to be selected to make the presentation.
Thursday, June 3

Session 7: Note on the Aluminum Industry, 1983 (A) and (B)
1. What metal price would be sufficient to justify a company's new greenfield investment in the aluminum industry? Why?
2. What metal price would be sufficient to justify a company's expansion of current aluminum facilities? Why?
3. What are your estimates of the prospects for worldwide future growth in aluminum consumption? Why?
4. What other major trends are apparent in the aluminum industry which will influence a company's investment decisions most heavily? Why do these events affect specific firms differently?
5. What government policies make particular geographic regions more (or less) attractive for investment by any specific aluminum company? Why?
Tuesday, June 8

Session 8: Industrias Gessy-Lever Limitada
1. What should Paschool Ricardo do to improve divisional relationship within his company? Why?

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Thursday, June 10

Session 9: Hyundai Heavy Industries and the Shipbuilding Industry

Note on Korea

Korea's Technology Strategy
1. How has the pattern of industry leadership shifted in shipbuilding over time? Why?
2. What roles have governments played in the evolution of the shipbuilding industry? Why?
3. What is the structure of the shipbuilding industry in 19847 What is its profitability potential? How do firms sustain their sources of competitive advantage?
4. What should Hyundai do? Why?
Tuesday, June 15

Session 10: Proctor & Gamble Europe: Vizir Launch

Europe 1992

Germany: The Search for Stability

Great Britain: Decline or Renewal?


1. What would you recommend for Vizir? Do Euro-teams make sense in this situation? Why? What should Charlie Ferguson be concerned about in making this decision?
2. What are the organizational implications of following your recommendations for Proctor & Gamble's other international operations?

Will this change enhance or harm their effectiveness overseas? Why?


Thursday, June 17

Session 11: NIKE in China, 1985

NIKE: International Context

Note on the People's Republic of China
1. What is your evaluation of NIKE's entry strategy for the People's Republic of China? Why?
2. What were the most serious operating problems that NIKE encountered and why did they occur?
3. What should Mr. David Chang recommend that NIKE do regarding its operations in the People's Republic of China? Why?
4. What course of action should Mr. Scott Thomas adopt? Why?
5. What actions should NIKE corporate management take concerning operations in the People's Republic of China? Why?
Tuesday, June 22 and Thursday, June 24

Sessions 12 and 13: Field Project
No formal class meeting. Use this time to complete your field project case which must be ready for photoduplication (that is, in the hands of my assistant, in 701) by 10:00 AM on July 20 (session 18).
Part 1 of the field cases will be photoduplicated for distribution in class on July 20 (session 18). Failure to deliver your field project to 701 on time obliges you to photoduplicate your field case for distribution in class.

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Part 2 (your analysis and recommendations) is also due on July 20. The professor grades the written analysis comprising Part 2 of your field project.
Part 3 is the value-added you create by leading discussion of your analysis and fielding questions from class members. Class members grade (1) the case that was photoduplicated, (2) the solution presented in class discussion, and (3) the value-added created by the question-and-answer session. All critiques of other teams' presentations and cases are due no later than Friday, August 6.
Tuesday, June 29 and Thursday July 1

Sessions 14 and 15: Field Project
No formal class meeting. Use this time to complete your field project case which must be ready for photoduplication (that is, in the hands of my assistant, Room 701 by 10:00 AM on July 13 (Session 16).
Part 1 of the field cases will be photoduplicated for distribution in class on Thursday, July 15 (session 17). Failure to deliver your field project to 701 on time obliges you to photoduplicate your field case for distribution in class.
Part 2 (your analysis and recommendations) is also due on July 15. The professor grades the written analysis comprising Part 2 of your field project.
Part 3 is the value-added you create by leading discussion of your analysis and fielding questions from class members. Class members grade (1) the case that was photoduplicated, (2) the solution presented in class discussion, and (3) the value-added created by the question-and-answer session. All critiques of other teams' presentations and cases are due no later than Friday, August 6.
Tuesday, July 13

Session 16: Saatchi & Saatchi Company PLC
1. What is Saatchi & Saatchi's vision? Is their vision wrong? Why (or why not)?
2. How do service firms retain competitive advantage when internationally organized? What should Saatchi & Saatchi do to realize the promise of their vision?
3. What organizational change would you recommend for Saatchi & Saatchi? Why?
Thursday, July 15

Session 17: Richardson-Hindustan

Industrial Governance and Corporate Performance


1. How would you evaluate Mr. Gurcharan Das's situation as of the time of the case, in mid-1984?
2. How do Richardson-Vicks International headquarters, the Indian government, the Richardson-Hindustan Limited Board, and the Richardson-Hindustan Limited staff view the following investment proposals:

a) launching 13 core-related products b) dextro c) ayurvedics

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Tuesday, July 20



Session 18: Winter Age of the Steel Industry

The United States Steel Industry in 1983

Note on the European Steel Industry
1. Evaluate the strategies of Nippon Steel and Nippon Kokan. Why did each firm embrace its respective approach to competing in the steel industry's "winter age"?
2. Contrast and compare the strategic responses to industry evolution of the Japanese steelmakers with those of American and European firms. Why do they differ so dramatically?
[WARNING: Assignment of these cases may be canceled if more time is needed to discuss field project cases. In such cases, see assignments for Sessions 21 through 23].
Thursday, July 22

Session 19: Daewoo Group

Daewoo Group: Supplement


1. To what do you attribute the Daewoo Group's rapid growth?
2. What are the major problems and opportunities that Daewoo faces in 1984 (or might face in the next several years ahead)?
3. What should Chairman Kim do in light of these problems and opportunities? Why?
4. What, in particular, should Daewoo Group management do about the LSI plant? Why?
[WARNING: Assignment of these cases may be canceled if more time is needed to

discuss field project cases. In such cases, see assignments for Sessions 21 through 23].


Thursday, July 29

Session 21: Phillip-Morris International Industrial Governance and Corporate Performance.

EC Competitiveness in the World Economy


Tuesday, July 27 and Tuesday, August 3

Sessions 20 and 22: Discussion of Field Project Cases (to be assigned)
1. Read each assigned field project case. Score each case on response sheet.
2. Evaluate each presenting team's analysis and action recommendations for each field project case by scoring them on response sheet. HINT: Since it is assumed that class participants have already read the field project cases, mere repetitions of fact are not highly valued. Nor are "rabbit-out-of-the-hat" solutions.
3. Conclude by scoring the value-added you derived from each field project. Write comments about each aspect of the field case. If you need more space, write on the back of the response sheet. Bullet points are an acceptable format for summarizing the lessons about international business strategy that were created from (1) the field project case itself, (2) the presenter's analysis, recommendations, and persuasiveness in presenting same, (3) subsequent question-and-answer session pertaining to each field project case, discussion, and (4) readings from textbooks, cases discussed earlier, and earlier class discussions.
4. The response sheet will be graded. It is due no later than Friday,

August 6.



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Thursday, August 5



Sessions 23: Discussion of Field Project Cases (to be assigned)
1. Read each assigned field project case. Score each case on response sheet.
2. Evaluate each presenting team's analysis and action recommendations for each field project case by scoring them on response sheet. HINT: Since it is assumed that class participants have already read the field project cases, mere repetitions of fact are not highly valued. Nor are "rabbit-out-of-the-hat" solutions.
3. Conclude by scoring the value-added you derived from each field project. Write comments about each aspect of the field case. If you need more space, write on the back of the response sheet. Bullet points are an acceptable format for summarizing the lessons about international business strategy that were created from (1) the field project case itself, (2) the presenter's analysis, recommendations, and persuasiveness in presenting same, (3) subsequent question-and-answer session pertaining to each field project case, discussion, and (4) readings from textbooks, cases discussed earlier, and earlier class discussions.
4. The response sheet will be graded. It is due no later than Friday,

August 6.
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