City University of Hong Kong. Information on a Gateway Education Course offered by Department of Marketing with effect from Semester A in 2012 / 2013

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1 City University of Hong Kong Information on a Gateway Education Course offered by Department of Marketing with effect from Semester A in 2012 / 2013 Part I Course Title: Course Code: Course Duration: Market Developments in China GE2209 One Semester Proposed Area: (Please insert 1 for the single primary area, and 2 for the secondary area if applicable. Students will only earn credit units from the primary area.) Arts and Humanities Study of Societies, Social and Business Organisations Science and Technology No. of Credit Units : 3 Level : B2 Medium of Instruction : English Prerequisites : Nil Precursors : Nil Equivalent Courses : Nil Exclusive Courses : Nil Part II 1. Abstract This course provides fundamental knowledge of market development in China. This course will focus on understanding and practices of frameworks and theories of (1) social and business development in China; (2) the transitions of Chinese values, society and business organisational settings; (3) national challenges in structural change; (4) international strategic alliances and cooperation in China; (5) Chinese administration and business management; and (6) Chinese business culture and etiquette. This course is suitable for 1

2 undergraduates from all disciplines to engage in dynamic discussion, simulation exercises, and working in a team setting with others who are from different academic intellectual background. This course will heavily employ an experiential learning pedagogy. Group presentation and field studies will enable students to gain experience for working with diverse groups. 2. Course Aims This course aims to prepare students for understanding China, society and businesses and its roles in the modern world. The course covers the social and business institutions of China and also the importance, contribution and impact of China, Chinese firms to the globalizing world. Through this course, students will appreciate the importance of knowing China, and acquire the knowledge of social behaviours of Chinese and business practices in modern China. 3. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs Weighting DEC-related Dimension 1. Introduce frameworks of major recent business, social and market developments in China. 2. Explain the intellectual depth of key aspects of China s role, contributions, and positions in the modern world in business, socio-cultural, demographic, political and technological aspects. 3. Describe important institutions, practices and behaviors of Chinese in the modern world. 4. Discuss the main issues of globalization and the future of China. 5. Synthesize the understanding of China with students own discipline knowledge and personal experiences. 1 Attitude 3 Attitude 3 Attitude 2 Ability 2 Ability (3: Relatively most focused CILOs; 2: moderately focused CILOs; 1: less focused CILOs). 2

3 4. Teaching and Learning Activities (TLAs) (designed to facilitate students achievement of the CILOs - Some TLAs may address more than one CILO.) TLA1: Lectures Various concepts, perspectives and illustrations of China s role in modern world, and the business and social institutions, practices and behaviours of Chinese will be explained through lectures. Case studies and videos will be shown to the students to stimulate class discussion. TLA2: Pre-class Observations and In-class Discussion Students are required to collect information about China s role in modern world and Chinese institutions and practices through reading articles and website materials, visiting places and observing business and social behaviours. These observations and findings will be discussed orally in the class. TLA3: Guest talk / Visit Students will attend guest talk(s) of relevant topics about China s role in modern world or Chinese social and business practices, or will be arranged to visit a Chinese institution or organization. TLA4: Group Presentations Individual groups will present to the class various topics about China in the modern world. Students are encouraged to raise questions and comments for the presenting groups. Please be sure to consider how the TLAs align with the desired characteristics of GE courses (c.f. explanatory note 10). CILO No. TLA1: Lectures TLA2: Pre-class observations and In-class discussion TLA3: Visit / Guest Talk TLA4: Group presentations CILO CILO CILO CILO CILO (1: CILO moderately aligns with TLA; 2: CILO heavily aligns with TLA) 3

4 5. Assessment Tasks/Activities (designed to assess how well the students achieve the CILOs Some assessment tasks/activities may address more than one CILO.) AT1: In-class Participation (20%) Students will be assessed on their performance in the in-class activities including case studies, exercises, group discussions, and short presentation. Topics include theories of China s role in modern China, emergence of Chinese companies, major concepts of Chinese social and business practices and behaviors, and their application in real life interpersonal situations. AT2: Individual Essays (30%) Students are required to submit two essays related to exploration of Chinese institutions or organizations, reflection of guest talks, and/ or observations of social and business practices as well as Chinese behaviors. AT3: Group Project Report (30%) Students are required to study a topic about China in the modern world. Topics can be related to any social or business institutions or behaviors of Chinese. Performance will be evaluated according to their capability to integrate the concepts into the students professional areas. AT4: Group Project Presentation (20%) Individual groups are required to present to the class a summary of the group project. The presentation is to assess students competence level to apply the learned concepts and knowledge, as well as their communication and presentation ability. Students need to conduct peer evaluation. CILO No AT1: In-class Participation (20%) AT2: Individual Essays (30%) AT3: Group Project Report (30%) AT4: Group Project Presentation (20%) CILO CILO CILO CILO CILO (1: CILO moderately assessed by AT; 2: CILO heavily assessed by AT) 4

5 6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations. The grading of student achievement is based on student performance in assessment tasks/activities with the following rubrics. Students will be graded by (A+, A, A- F). Grading Criteria of Assessment Task 1: In-class participations Excellent The student attends every class and joins the activities actively. He/ she not only shows excellent capacity to analyze various issues and apply course content to new examples but also strong evidence of critical thinking. Good The student attends most of the classes and joins the activities actively. He/ she not only shows good capacity to analyze various issues and apply course content to new examples but also evidence of critical thinking. Adequate The student attends adequate number of classes and joins the activities when they are invited. He/ she shows fair capacity to apply course content to new examples and a certain degree of critical thinking. Marginal The student attends adequate number of classes but only passively joins the activities. He/ she can only describe a few important issues. Grading Criteria of Assessment Task 2: Individual Essays Excellent The student demonstrates excellent ability to analyze various issues and to apply the learnt concepts. He/she shows strong evidence of critical thinking and original thinking with a high degree of creativity. He/she also shows excellent ability to structure the essay logically and present information effectively. Good The student demonstrates good ability to analyze various issues and to apply the learnt concepts. He/she shows evidence of critical thinking and original thinking with a certain degree of creativity. He/she also shows good ability to structure the essay logically and present information effectively. Adequate The student demonstrates some ability to analyze various issues and to apply the learnt concepts. He/she shows some evidence of critical thinking and original thinking with a certain degree of creativity. He/she also shows acceptable ability to structure the essay and present information. Marginal The student demonstrates marginal ability to analyze various issues and to apply the learnt concepts. He/she shows little evidence of critical thinking and original thinking. He/she shows marginal ability to structure the essay and present information. Grading Criteria of Assessment Task 3: Group Project Excellent Students demonstrate excellent ability to discuss theories and concepts in their own words and exhibit an awareness of the hierarchy of the ideas. They also show excellent ability to integrate major concepts to analyze the topic deeply, and consolidate lots of insights and implications into the students professional areas. Good Adequate Marginal Students demonstrate good ability to discuss theories and concepts in their own words and exhibit an awareness of the hierarchy of the ideas. They also show good ability to integrate major marketing concepts to analyze the topic, and suggest some implications into the students professional areas. Students demonstrate acceptable ability to discuss theories and concepts in their own words and integrate major concepts to analyze the topic. They only moderately link them up with the students professional areas. Student shows marginal ability to discuss theories and concepts in their own words and integrate major concepts to analyze the topic. But they are unable to link them up with the students professional areas. 5

6 Grading Criteria of Assessment Task 4: Group Project Presentation Excellent Students show excellent coverage of materials and contents and present ideas, insights, and information effectively and excellently in oral and electronic format. Good Adequate Marginal Students show good coverage of materials and contents and present ideas, insights, and information effectively in oral and electronic format. Students show fair coverage of materials and contents and present ideas, insights, and information acceptably in oral and electronic format. Students show marginal coverage of materials and contents and marginally present ideas, insights, and information in oral and electronic format. Part III Keyword Syllabus: Session 1. A glimpse of social and business development in China s The Chinese Economy: Transitions and Growth, Naughton, Barry (2007), MIT Press. Zhou Linong, China Business. Pearson Prentice Hall Session 2. The transitions of Chinese business, social and markets China's Global Reach: Markets, Multinationals, and Globalization, Gu, Zhibin (2006) Fultus Corporation Session 3 National challenges in Technology and Structural Change One Billion Customers: Lessons from the Front Lines of Doing Business in China, McGregor, James (2007), Free Press. Zhou Linong, China Business. Pearson Prentice Hall Session 4. International strategic alliances and cooperation in China Session 5. Lee, K., Yang, G. and Graham, J.L. (2006). Tension and trust in international business negotiations: American executives negotiating with Chinese executives. Journal of International Business Studies 37: Chinese Business Ethnics One Billion Customers: Lessons from the Front Lines of Doing Business in China, McGregor, James (2007), Free Press. 6

7 Session 6. Chinese Institutional Context: Ownership Advantages Lu, Y. and Yao, J. (2006). Impact of state ownership and control mechanisms on the performance of group affiliated companies in China. Asia Pacific Journal of Management 23: Session 7. Business presentation Session 8. Business presentation Session 9. Chinese Business Culture and Etiquette Chinese Business Etiquette: A Guide to Protocol, Manners, and Culture in the People's Republic of China, Seligman, Scott (1999), Grand Central Publishing Session 10. Urban-Rural divide China, Inc.: How the Rise of the Next Superpower Challenges America and the World, Fishman, Ted (2006), Scribner. Session 11. Chinese Consumer Behavior and Marketing Lu, L. and Lee, Y. (2005). The effect of culture on the management style and performance of International Joint Ventures in China: The perspective of foreign parent firms. International Journal of Management 22(3): Session 12. Emerging Chinese Enterprises and Learning Chen, G. (2005). An organizational learning model based on western and Chinese management thoughts and practices. Management Decision 43(4): Session 13. Market Entries of Foreign Firms in China Yan, Yanni (2000) 'International Joint Ventures in China: Ownership, Control and Performance'. Macmillan Press Ltd., Houndmills, Basingstoke, Hamshire RG21 6XS and London, UK 2000 and also published in the United States of America by St. Martin's Press, INC.,

8 Recommended Reading: Text(s): Core reading list: Zhou Linong, China Business. Pearson Prentice Hall The Chinese Economy: Transitions and Growth, Naughton, Barry (2007), MIT Press. China's Global Reach: Markets, Multinationals, and Globalization, Gu, Zhibin (2006) Fultus Corporation. Supplementary reading list: Mirsky Johathan, Modern China: A comprehensive introduction to the world s new economic giant, Constable and Robinson Ltd, London W6 9ER. One Billion Customers: Lessons from the Front Lines of Doing Business in China, McGregor, James (2007), Free Press. Chinese Business Etiquette: A Guide to Protocol, Manners, and Culture in the People's Republic of China, Seligman, Scott (1999), Grand Central Publishing. China, Inc.: How the Rise of the Next Superpower Challenges America and the World, Fishman, Ted (2006), Scribner. China Shakes the World: A Titan's Rise and Troubled Future -- and the Challenge for America, Kynge, James (2007), Mariner Books. Online Resources: Nil. 8

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