IBUS 305 DYNAMIC STRATEGY AND STRUCTURE IN
INTERNATIONAL BUSINESS
Trimester 1, 2024
ASSIGNMENT 2 OUTLINE
This individual project emphasizes the need to think strategically while recognising constraints in the international business context.
There are two choices for topics. You must select one of these topics for your assignment and work within the boundaries of the chosen topic area. If in doubt about boundaries, please discuss with me.
Topic 1: Business and government strategies on trade patterns
The COVID-19 pandemic has led to major challenges for both governments and businesses. How have good performing companies been able to respond to changes imposed from the pandemic? Were government interventions helpful? Having learning from the responses from other businesses in the same industry and others from supporting industries been instrumental? On the other hand, why are other companies struggling facing such a disruption? Further, how reactions from governments may have hindered or facilitated business functions and operations.
This topic looks at how firm strategies have persisted or altered in the era of the COVID-19 pandemic, with the help of examples from New Zealand and foreign companies. It should also involve a discussion on how this might translate into potential changes in trading patterns among nations, given some observations as provided by your discussions. Just as an example, would we see that potentially New Zealand might have a stronger trading partner in US, China, Japan, etc. post pandemic, or is New Zealand at risk of trade substitution, where one of its largest trading partners no longer wants to trade as much with New Zealand. Note that the focal country here needs not be New Zealand for this assignment.
In your discussions, you should apply the concepts and theories learnt in the course, for instance analysing how resource-based, industry-based and institutional-based factors come into play. Corporate- and business-level strategies covered in the course that are relevant should also be used. Note that the purpose of your discussions is to string together some ideas for which government and business responses to the pandemic might lead to trade pattern changes. Your observations of businesses need to include those that are doing well and those that don’t. Examples have to include individual businesses as opposed to focused on industry. Imagine yourself presenting the ideas to New Zealand’s Ministry of Foreign Affairs and Trade and New Zealand Trade & Enterprise on opportunities and risks around business trades in the post pandemic era.
Topic 2: Growing the ecosystem of internationalising SMEs
In recent years, the internationalisation of small and medium-sized firms (SMEs) has attracted significant attention from both researchers and practitioners. Internationalisation poses additional challenges for SMEs residing in both emerging markets and smaller economies. For New Zealand SMEs, the home country location often creates a sense of isolation, making internationalisation seems daunting.
There is a vast literature on the benefits of firms internationalising, not just for the firms themselves, but also for the wider business community and nation. It is therefore no surprise that national governments are encouraging their local firms to explore overseas, sometimes in conjunction with state-owned enterprises. What might be a couple of good cases of how the internationalisation of SMEs has created market opportunities for the home market?
Growth imperatives are crucial in the context of New Zealand SMEs. Given the limited home market size, internationalisation seems to be the logical step forward. How have other SMEs around the globe build scale, become more viable and internationally competitive?
This topic looks at how internationalisation of local firms affects their home city and nation, which may in turn help generate interests in other local firms. Special references should also be made to New Zealand and Asia-Pacific countries whenever appropriate. The report can cover but is not restricted to the following: the benefits of internationalisation to the wider community; how have national and local governments help in the internationalisation of their local firms; what are some of the common practices of SMEs when foraying abroad; any example of unorthodox means of internationalising; what are the good examples of SMEs that have rapidly grown internationally; and any example of a positive circle of benefits between firm internationalisation and economic growth.
In your discussions, you should apply the concepts and theories learnt in the course, for instance analysing how resource-based, industry-based and institutional-based factors come into play. Corporate- and business-level strategies covered in the course that are relevant should also be used. Note that the purpose of your discussions is to string together some ideas for which an ecosystem of internationalising SMEs can be created. Imagine yourself presenting the ideas to New Zealand’s Ministry of Business, Innovation and Employment’s SME units on how to set policies that support these ideas.
Format
Although this paper may seem to look like a case study, your output should not resemble a case study approach. Conventional cases are intentionally purged of analysis; they focus on facts and require the reader to do the analysis. In this paper, you should not rely on the reader (me) to do the analysis. Rather, present the facts necessary for me to grasp the situation, but emphasize your logic, analysis and interpretation of the facts. The discussions and analysis of this work should be based on secondary data and information, meaning that you cannot approach the company directly.
The format of the paper is not dictated to you in any narrow or rigid sense. Present the materials in whatever order or shape you feel is most clear. I urge you to use the project as an opportunity to practice the techniques discussed in this and other earlier courses. However, do not feel compelled to demonstrate every tool in your toolbox. Also, feel free to employ ideas and techniques in international business that is not covered in this course. However, please make sure that these techniques are well explained.
All discussions, as far as possible, should be well grounded in both logic and based as much as possible from conceptual and empirical studies. I value projects that provide thoughtful analysis, rather than simple descriptions and lists of facts. I should understand the logic of your arguments and understand the assumptions you have made to arrive at your conclusions and recommendations. I expect the project to be focused, while providing enough detail to support your arguments. Note that the quality and depth of your research and analysis are what matter, not your access to any insider information.
This assignment has two outputs.
Output A: Presentation (20% of course grades)
This involves you making a powerpoint presentation with the use of YouTube recording. You are also allowed to record your presentations using other means such as mobile phones or zoom before you upload the mp4 video up onto YouTube (or other platform. to which you can share your video with me). The presentation will be up to a maximum of 8 minutes and should include all aspects of the project. The link to the YouTube recording, the password (if any), and the powerpoint slides should all be emailed to me (siahhwe[email protected]) as submission of Output A. I will acknowledge receipt of your submission via email response.
You will need to show yourself in the video of the presentation, as if this is done face-to-face. As I also receive a copy of your slides, you do not need to include those in your video which may take up space to allow me to assess your presentation skills.
Feedback will be given on your presentation content to allow you to incorporate changes and improvements for Output B.
The rubrics for Assignment 2 presentation:
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Grade
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Assessment Criteria
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A range
(80–100%)
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The student demonstrates in-depth understanding of the topic area. The content of the presentation has decently full coverage of topic, its importance, background and project objectives. The presentation is well aligned with the powerpoint slides, showing what is needed for the assignment. The content for the slides is clear. Time management and style. of presentation is great.
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B range
(65–79%)
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The student demonstrates good understanding of the topic area. The content of the presentation has appropriately covered the topic, its importance, background and project objectives. The presentation is aligned with the powerpoint slides, showing what is needed for the assignment. The content for the slides can be clearer. Time management and style. of presentation is good.
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C range
(50–64%)
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The student demonstrates some understanding of the topic area. The content of the presentation has somewhat covered the topic, its importance, background and project objectives. The presentation is generally aligned with the powerpoint slides, showing what is needed for the assignment. The content for the slides needs more clarity. Time management and style of presentation can be improved.
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D (40–
49%)
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The student demonstrates limited understanding of the topic area. The content of the presentation has parts of topic, its importance, background and project objectives missing. The presentation is not fully aligned with the powerpoint slides. The content for the slides needs more clarity. Time management and style of presentation are poor.
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E (0–39%)
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The student demonstrates almost no understanding of the topic area. The content of the presentation has parts of topic, its importance, background and project objectives missing. The presentation is not fully aligned with the powerpoint slides. The content for the slides is limited and inadequate. Time management and style of presentation are poor.
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Output B: Essay (30% of course grades)
The assignment should be typed and double-spaced and allow space for comments using 2.5cm margins on all sides of the page. This should be done on a word or pdf document that can be uploaded onto Turnitin on Nuku (Assignment 2 essay). Please make sure your name and student ID are included in your submission. You can adopt the American Psychological
Association (APA) or the Harvard referencing style. The rubrics for individual assignment 2 essay:
Grade Assessment Criteria
A range (80–100%)
The student demonstrates in-depth understanding of the topic area. She/he is also well aware of the structure of project and has used relevant concepts and tools. The argument is highly compelling or creative. The logic or argument for/against the analysis and recommendations are well-researched and thought through. The analysis also recognizes constraints and contingencies to a large extent. The work is highly readable, enhancing the power of ideas presented. Skilful, reflective editing of key points and wording makes for a high level of persuasiveness. The student has clearly grasped the essence of the course.
B range (65–79%)
The student demonstrates good understanding of the topic area. She/he is also well aware of the structure of project and has used relevant concepts and tools. Reviews ideas with good, critical lenses or shows evidence of insights into the issue. The analysis also recognizes constraints and contingencies to some extent. The work is highly readable, enhancing the power of ideas presented. The student has some grasps of the essence of the course.
C range (50–64%)
The student demonstrates some understanding of the topic area. She/he is aware of the structure of project and has limited use of relevant concepts and tools. More thinking could be been given to justification for recommendations. More efforts could have been expended on recognizing constraints and contingencies. The organization of the work, writing and referencing need improvements. The student has minimum grasps of the essence of the course.
D (40– 49%)
The student demonstrates little understanding of the topic area. She/he is barely aware of the structure of project and has limited use of relevant concepts and tools. Little thinking has been put into the justification for recommendations and constraints and contingencies are hardly recognized. The organization of the work, writing and referencing are generally poor. The student has minimum grasps of the essence of the course.
E (0–39%)
The student demonstrates almost no understanding of the topic area. She/he is barely aware of the structure of project and has little use of relevant concepts and tools. Limited or no thinking has been put into the justification for recommendations and constraints and contingencies are hardly recognized. The organization of the work, writing and referencing are below par. The student has almost no grasp of the essence of the course.