INTERCULTURAL BUSINESS CHALLENGES IN CHILE AND LATIN AMERICA

Transcription

1 INTERCULTURAL BUSINESS CHALLENGES IN CHILE AND LATIN AMERICA PROFESSOR DIEGO MORA HERNANDEZ PROFESSOR TIME SLOTS 3 hrs/each ROOM I. GENERAL OBJECTIVE The fundamental goal of this course is to provide an intellectual and experiential forum to examine cultural, intercultural and environmental aspects of doing business in the Chilean and Latin American region with special focus on Alianza Pacífico countries (Chile, Colombia and Peru). II. SPECIFIC OBJECTIVES The class constitutes an academic experience that allows students to recognize and understand regional issues relevant to business sectors, and to develop their own competency through a deeper knowledge of the interpersonal, intercultural and business environment concepts and how they affect business behavior. The main regional focus will be the Pacific Rim (Chile, Peru, Colombia). Students will study and develop the needed skills, competences and motivation for navigating through an unfamiliar, complex, and cross-cultural business environment. III. METHODOLOGY This program will take place in the form of active classes combining: 1) topics introduced by the professor and discussed by those attending, based on the readings previously indicated, 2) student presentations on assigned topics and discussed by those attending, and 3) real experience from regional business leaders (summary of presentations on speakers that due to time constraints of this course cannot attend. The exposure to real experience will allow students to acquire practical knowledge in the region. Due to the international nature of this course, classes will be carried out in English. IV. TOPICS Session 1: Introduction to Course Contemporary Business Indicators and Market Trends Latin America Session 2: Chilean Culture: Doing Business in Chile Colombian Culture: Doing Business in Colombia Peruvian Culture: Doing Business in Peru Session 3: Alianza del Pacífico Growing Latam Regional Session 4: Student Business Ideas (apply concepts)

2 Final Exam V. BIBLIOGRAPHY Perfiles Empresariales, Rodríguez, Mauricio, Cesa, 2007 Nuestra Hora: Los latinoamericanos en el siglo XXI, Rivera Andueza, Raúl, Pearson, 2011 The Culture Code, Rapaille, Clotaire, Broadway, 2006 The Borderless World, Ohmae, Kenichi, McGraw Hill 1997 El Chile que Queremos, Rivera Andueza, Raúl, Aguilar, 2013 Dirección de empresas Internacionales, Pla Barber, José, Pearson, 2004 Why Nations Fail, Daren Acemoglu, James A. Robinson, Deusto Ediciones, El Lado B de las empresas, el mercurio, Abril 13, VI. EVALUATION Due to the active participation of students in classes, and the importance of sharing first hand experiences from guest speakers, class attendance is mandatory and highly valued. Class Participation 40 % Final Examination 60 % VII. FINAL EXAM The final paper will ask students to develop a case scenario based on topics covered during the course. Will cover the business decisions of doing business in the studied region of Latin America.

3 INTERNATIONAL MARKETING SUMMER 2014 PROFESSOR ARLETTE CIFUENTES PROFESSOR TIME SLOTS 3 hrs/each ROOM I. GENERAL OBJECTIVE Introduce students to the concept of International Marketing by providing an analytical framework that helps students understand and do marketing on a global basis, especially in LATAM. II. SPECIFIC OBJECTIVES - The scope of international marketing - The role of international marketing in value creation - Conceptual framework and analytical techniques that are useful in international marketing II. METHODOLOGY AND CLASS PREPARATION The teaching material used for the course will include a text book, a mix of cases, in-class negotiations and audio-visual material. Cases We will work a couple of cases in this class. Most of the time you, along with your group, will have to answer a few questions and we will review them in class and others, we will work through the case in-class. III. BIBLIOGRAPHY International Marketing, Cateora and Graham 13 th edition IV. EVALUATION Class participation 20% Cases and in-class negotiations 20% Final Exam 60% Class Participation Class participation will be evaluated as follows: 7: Consistent, high-level participation displayed through questions, comments, new insights, and analytical rigor. Original contributions that go beyond the mere restating of facts in the case and an ability to build on the comments of others will be rewarded. 6: Consistent contribution to class discussion through questions and answers. Shows evidence of originality. 5: Periodic contributions to class discussion with relevant comments and questions. Needs to be called upon to participate, but shows familiarity with the material. 4: Sporadic contributions to class discussion. When called upon to participate, does not show evidence of familiarity with the material. 3: Passive member of the audience. No contribution to class discussion.

4 V. COURSE NORMS AND ADDITIONAL INFORMATION 1. Student s punctuality is expected, and therefore late attendance is not allowed. 2. For every class session, students must have read and studied the corresponding bibliography. They should also keep informed about current events concerning business and their environment. To achieve this, students should at least read local press like El Mercurio (especially Wall Street Section), El Diario and Estrategia. 4. The professors has the right to add, eliminate or replace bibliography as the semester unfolds, if they think it is for the course s best interest. 5. Any absence from the mid-term exam, followed by its corresponding formal justification from the undergraduate business school, will be replaced by an examination due by the end of the semester. 6. Medical or other related justifications for the absence to any requirement must be presented though the regular channels established by the undergraduate business school.

5 SUSTAINABLE DEVELOPMENT IN THE SOUTHERN CONE SUMMER COURSE 2014 PROFESSOR BERNARDO REYES PROFESSOR TIME SLOTS 3 hrs/each ROOM I. GENERAL OBJECTIVE The purpose of this course is to provide students with a broad and integrative perspective about the main social, economic and environmental trends and challenges for sustainable development in the Southern Cone. In the Southern Cone sustainable policies face major challenges that inspire and involve different sector of society in their conception and practice. Yet, current trends and steps towards sustainability are not homogenous and are at times contradictory. There are some important policy and institutional changes required to meet the Millenium Goals and Rio +20 sustainability goals. This sub-region of Latin America has a unique economic, political and social profile with complex ecosystem dynamics interacting with its export matrix and demands for natural resources. Regulations, legal and institutional frameworks play a critical role in dealing with environmental challenges associated with the deterioration, resource extraction and market demands if sustainable development is to be achieved in the medium term. The threats, the socio-environmental conflicts as well as opportunities provided by its rich natural endowment confront Southern Cone countries with the need to integrate proactive policies and plans to steer towards cooperation and sustainability goals in the long term. The course is aimed at increasing the student s capacity to identify and assess current development trends in the Southern Cone from an interdisciplinary sustainability perspective. A review of integration and cooperation efforts in this sub-region will provide further insight into the current and future perspective to attain a well-balanced social, political and economic development. II. SPECIFIC OBJECTIVES To identify and review the main geographic, demographic, natural resource capital and the economic characteristics of countries comprising the Southern Cone and the challenges they face to attain sustainable development at human scale. The course will review the historical trends that have shaped their productive sectors associated with their export-led policies of the XXth and XXIst century, most of which remain largely in place during the current market globalization drive. The diverse and rich natural endowment of this sub-region integrates other complex social process demanding new regulations, legal and institutional arrangements to deal with the growing socio-environmental conflicts associated with the impacts of resource intensive economic drive of this century. Forests, water, biodiversity and glaciers are among conflicting dilemmas over resource use. Democratic governments and more proactive civil societies provide new opportunities to face the sustainable development challenges and opportunities of globalization. This framework will allow students to understand and assess the broad sustainability challenges faced by Southern Cone countries in a globalized world. The students will increase their analytical capacity and understanding through a review of the major trends and indicators emerging from this region of Latin America.

6 III. METHODOLOGY AND LEARNING OBJECTIVES The course will integrate lectures and presentations with readings, documentaries and audiovisual materials and class discussions. Students will develop the ability to: 1. Recognize the main economic, social, environmental and natural resource characteristics of Southern Cone countries as well as key geographical features and cultural settings. 2. Identify the historical trends associated with the exploitation of natural resources and the global relevance of their ecosystems, biodiversity and the emerging sustainability challenges to conserve and enhance the natural endowment. 3. Recognize the policy gaps and opportunities for institutional, legal and regulatory framework require to transit towards sustainable development in an era of climate change and increasing pressure over natural resources associated with globalized markets. 4. Review and analyze the effectiveness of regional integration efforts and the opportunities for cooperation in a framework of sustainable development and democratization in the Southern Cone. IV. TOPICS The course is divided into four modules with the following content: 1. Introductory module: key concepts to understand sustainability and the challenges for societies in transition towards sustainable development. Growth, equity, carrying capacity, bio-capacity, natural and human capital, energy and material intensity, human development, globalization, regional integration and cooperation. 2. Module II: The geo-demographic characteristics and trends of the Southern Cone and a brief economic history. Key conditions, trends and indicators and determining factors influencing the economic structure of the export-led models of the XXth and XXIst century and the impacts of globalization. 3. Module III: The natural resource base for the economies of Southern Cone countries. The natural endowment, abundance, comparative advantages, the associated biocapacity and sustainability management and policy challenges associated with extractive economies. Current trends and indicators on energy and material intensity of the Southern Cone economies and the links with industrial development and export matrix. 4. Module IV: Some of the Southern Cone s critical ecosystems for global sustainability. Environmental services and the institutional, legal and current regulatory framework. The gaps to shift towards sustainable paths on natural resource use. The emerging socio-environmental conflicts and the citizens agenda for environmental justice. Recent experiences on new regulations and clean development and the emerging discourse on sustainable development. Current efforts towards market integration and cooperation in the region. V. EVALUATION The student will prepare a six page essay on sustainable development challenges and/or progress made by specific countries and/or sectors highlighting trends, indicators and policy options. Each essay should review at least three academic publications and current statistics by major international bodies (UNDP, IDB, FAO, IMF, WB among others) The lecturer will meet with individual students to orient the selection of case studies, relevant bibliography and background information. - Essay: 100% - Required assistance: 80%.