http://www.sandiego.edu/uploads/38319/413501f3a0bc1029ebe8420a05603419

EDLD 579

Leading in a Global Economy

3 units

Spring 2009 Instructor Contact and other Information Ina von Ber, Ph.D Email: Drivber@sbcglobal.net Tel. (858) 459-1704 • • • •

President San Diego World Affairs Council, San Diego, CA (ret) Presidential Nominee for the Association of Aviation Psychologist 2008-2009 Executive Assessor/consultant selection of senior leadership and management development airline and high-tech, Fortune 500 companies specializing in global leadership/diversity training, media, marketing, revenue increase, FAA Licensed clinical psychologist, clinical director, CEO outpatient healthcare clinic, healthcare start-up and turnkey experience.

Course Description

The course aims at exposing students to the global environmental context and the type of leadership required to address important issues in the twenty first century. It will examine challenges associated with the development and implementation of globalization and leadership systems by exposing students to the global environmental context of today’s organizations, NGOs and educational institutions. It will provide an understanding of background definitions, history of contemporary globalization, and operational contexts facing international companies. Global security issues, international treaties and their impact on leadership will be discussed. The course will briefly touch on marketing, financial and human resource issues, emphasizing the connection to globalization, culture and leadership. Students will gain a solid foundation for accessing, analyzing, synthesizing and applying geographical, economical and managerial information to international strategic globalization issues as well as addressing pertinent national security and political issues associated with globalization. Students will use their own professional contexts (nonprofit, higher education, for profit, etc) to frame their learning about leadership in a global economy.

The following global leaders will participate in class conversations: • • • • • • • • • •

William Lansdow, San Diego Chief of Police Patrica Herbold, US Ambassador to Singapore Marilyn McAfee, US Ambassador to Guatemala (ret) Bisera Turcovik , Ambassador of Bosnia Herzegovina to the US Alan Bersin, CEO San Diego County Regional Airport Authority Bernd Desinger, Director of Goethe Institute Los Angeles Doug Myrland, General Manager KPBS Maguy Marccario, Consul General of Monaco William Eigner, Attorney Partner : Procopio, Cory, Hargreaves & Savitch Hans Juergen Wendel, German Consul General of Los Angeles; now in Berlin (ret)

Course Objectives Students will:

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• • • • • • •

Gain exposure to the global environmental context and the type of leadership required to address important issues in the twenty first century Be offered the opportunity to meet with international political, educational and organizational leaders Examine the ways in which global leaders develop, learn, and exercise effective leadership Learn how to define and analyze current successful leadership strategies in global enterprises, industries, NGOs and educational institutions.

Be able to identify critical features of multiple global development theories and learn how to apply relevant theories to best predict effective leadership outcomes Discuss competitiveness and sustainability in a global economy Learn how to develop their own strategies, outlooks and theories about success in global economies related to their own professional field of interest.

Textbooks/Readings Anil K. Gupta & Vijay Govindarajan. ( 2004). Global Strategy and Organization.

Hoboken, NJ: Wiley.

David A. Ricks. (2006) Blunders in International Business. Blackwell Publishing (Paperback 4th Edition) James A. F. Stoner and Charles Wankel. (2007) Innovative Approaches to Reducing Global Poverty. Information Age Publishing (paperback).

James A.F. Storner and Charles Wankel (2008). Global Sustainability Initiatives.

Information Age Publishing (paperback) www.infoagepub.com Terri Morrison, Wayne A. Conaway (2006) Kiss, Bow or Shake Hands. Adams Media (2nd Edition in paperback ) Additional readings will be distributed in class Course Requirements/Activities List of all assignments: Think Global - Act Local – term project Debate Contribution Participation (Students must prepare for and participate in interviews and discussions with leading politicians and business leaders; read all assigned reading) Case/Article discussion Total Grading scale: Points:

30 % 100 %

A 100 - 93 A- 92 - 90 B+ 89 - 87 B 86 - 83 B- 82 - 80 C+ 79 - 77 C 78 - 73 C- 72 - 70

Assignments /Grading Criteria/Rubrics THINK LOCAL - ACT GLOBAL term project - 40 points due May 8

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40 % 20 % 10%

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Description of assignment: These questions can be used as a way to frame your term paper: 1) What type of business can you start / engage in locally and eventually have a global impact?

2) What impact will it have?

3) How can you contribute locally to globalization?

The purpose of this assignment is to give you insight into how you (or someone in your profession) could make a difference on a local and on a global level. Such a plan would typically include components of both business planning and operational assessment, and include detailed historical information and analyses. You may choose a business or organization that is set to expand or a business that has operational problems you would like to analyze. Your plan would typically include a review of the appropriateness and effectiveness of its vision, mission statement, and long-term goals and objectives; it’s corporate values and view towards social and corporate responsibility; a financial review and examination of the culture, organizational structure, and staffing models as well as operational policies and procedures of the enterprise, and recommendations for change and improvement in each area as necessary. Finally you will have the opportunity to prepare pro-forma financial statements reflecting the impact of the recommended changes, if you have an interest in including this information in your plan. The emphasis of this class will be on globalization, leadership, cross-cultural understanding and values.

Students will draw on and utilize course information and theories, critical thinking and reasoning skills, and external independent research to arrive at a finished product.

Length: 15 – 20 pages.

The Table of Content below is an example of how you might organize your paper.

Title Page Table of Contents 1.

Executive Summary

a. Summary of your plan b. Key Opportunities, Issues, and/or Obstacles c. Key Recommendations 2.

Description of the Project

This should include a thorough description of your enterprise, project or venture; a local project with global impact. This would include among a number of elements, such as the size and scope of the business or organization (domestic and global) and a description of the key executives or founders and the organizational structure, values and culture.

You can also choose an existing NGO or organization with a global impact and examine all the factors listed, choose something you are passionate about!

3.

Situation and Industry Analysis

This section should present a description of the project and how it fits in the overall industry you selected. It should include a detailed discussion of the country/countries

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and global expansion plan. So for example, you could choose to start a surfboard company in San Diego and expand it to the South of France. What are the issues involved? It should include brief market segmentation, an analysis of the competitive situation, SWOT analysis, (strength, weakness, opportunities and threats). You could also take a look at higher education , using a SWOT analysis , you could examine what it would mean for a local university to operate campuses in foreign countries or to offer online education, giving access to international students. Here again, the emphasis should be on the culture, leadership and globalization aspect.

4.

Marketing Plan (briefly touch on this)

This should include a brief overall look at pricing, promotion, product forecasts (as appropriate), and marketing controls always keeping in mind the country chosen. For example discussing an expansion of your chosen surfing company to a country in the middle of the African Continent would be a blunder – why? – no water there  5.

Organizational Plan (briefly touch on this)

This section of the plan describes the venture’s ownership, form of ownership, the authority of the respective principals, the management team background, and the roles and responsibilities of each of the key management team members.

6.

Human Resources Plan (briefly touch on this)

This component of the plan addresses the strategic human resources practices and procedures that will be used in the execution of the Plan. This section should also examine methods of employee and executive evaluation and assessment and rewards and recognition programs. Consider expatriate assignments, cross-cultural and religious issues.

7. Appendix Include in this section research data, contracts, leases, price lists, or other information (if it applies).

Case/Article Oral Presentation 30 points (students will present on selected days) Each student will choose and present (10 -15 minutes) a current newspaper article or a business / organization case which relates to our weekly topics. These presentations are to be more than a mere recitation of the readings’ content. They are to be interactive and engage the audience. Creative ways of presenting content are required; do not just read from a power point.

Debate team activity: Pro-Con Outsourcing 20 points due March 20 In order to understand globalization, it is important to develop and understand the unique challenges and opportunities faced by people from different cultures, social structures, religions, and languages as various populations participate in the global workforce.

During this debate you will have the opportunity to examine the impacts of global labor and economic development at the human level. You will consider how individuals, families, and societies are adapting and changing as the global economy quite literally brings the world to their doorsteps. As you learn more about the perspectives and lives of people who work in their home country for a multinational company, or people who

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work abroad on global assignments, and as you debate the pros and cons of outsourcing, your analysis and understanding of the globalization of labor will become more multifaceted and complex. You can start by asking questions such as • What, if any, are the advantages/disadvantages of outsourcing?

• What, if any, are the alternatives to outsourcing?

• Which recent developments in the global economy and labor trends are shaping this topic and debate?

• What burdens and advantages are experienced by various global populations due to outsourcing?

• How should these be weighed when considering the topic as a whole?

• The presentation will take place as a debate in team format. You can be as creative as you wish with this project.

Participation: 10 points Attendance at all classes is required. If class is missed your final course grade will be impacted. (5 points per class or part thereof) Participation should include substantial, meaningful, and well-referenced contributions.

Main points are easily identifiable, logical, insightful, and clear. Evidence that students are well prepared for class, having read the assigned readings, would include the following: • Good verbal interpretations: full participant in interviews and discussions with leading politicians and business leaders • Comments are consistently original, thought provoking, in-depth, and stimulate inquiry and investigation.

• Engagement in additional research of topics. Relevance of the topic is demonstrated.

• Critical and thoughtful understanding of weekly topics, bringing the discussion to a higher level of inquiry and investigation.

GRADING RUBRICES FOR EACH ASSIGNMENT

THINK GLOBL ACT LOCAL ASSIGNMENT

Compliance with Assignment Directions

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Outstanding 40– 37 Points

Acceptable 36–33 Points

Student superbly addressed the appropriate areas suggested in the assignment overview and did an excellent job of identifying new and relevant information to include in the plan based on the course topics.

Student adequately addressed the appropriate areas suggested in the assignment overview and did an adequate job of identifying new and relevant information to include in the plan based on the course topics.

5

Minimal Acceptance 32-30– Points Student did not address the appropriate areas suggested in the assignment overview and did not reliably identify new and relevant information to include in the plan based on the course topics.

Comprehension

The paper reflects a thorough understanding of relevant theory and many sources are cited.

The paper reflects a good understanding of relevant theory and several sources are cited.

The paper reflects a fair understanding of relevant theory and some sources are cited.

Organization

The structure of the paper is clear, logical, and easy to follow.

Subheadings are used for each key area.

The structure of the paper is somewhat clear, logical, and easy to follow.

Subheadings are used for each key area.

The structure of the paper is not entirely clear, logical, and easy to follow. Some subheadings are used for each key area.

Critical Thinking

Critically assessed all the issues and described the implications and key steps for implementation of each area outlined in the plan.

Assessed most of the issues and described most of the implications and key steps for implementation of each area outlined in the plan.

Style and Grammar

Followed APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall.

Adherence to APA style and reference requirements.

Communicated in a cohesive, logical style.

Mostly followed APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall.

Adherence to APA style and reference requirements with only a few exceptions. Mostly communicated in a cohesive, logical style.

Relatively clear writing that includes proper sentence structure, reasonable idea and

Did not evaluate each issue or did not describe the implications, or did not share the steps for implementation of each area outlined in the plan.

Did not follow APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall.

Little adherence to APA style and reference requirements. Did not communicate in a cohesive, logical style.

Clear, unambiguous writing that includes proper sentence structure, 10/31/08

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Unclear, poorly developed writing that lacks proper sentence structure and idea and

idea development, paragraph development, and grammar.

paragraph development, and few grammatical errors.

paragraph development.

Numerous grammatical errors.

CASE / ORAL PRESENTATION Points Points Possible Earned

Component

Comments

Content Presentation successfully accomplishes the following: • Summarizes the article clearly and succinctly •

Evaluates the article's strengths and weaknesses as a research source

•

Engages the audience in a creative activity and/or discussion related to the article

20

Structure Presentation demonstrates a coherent structure (overview/introduction, body, conclusion).

5

Presentation abides by time constraints.

Mechanics Presentation uses proper APA format for citations (on slides) and references (on a closing slide).

5

Presentation uses proper spelling, grammar, etc.

Slides are visually attractive and audience-friendly.

Total

30

Debate Rubric team activity Pro-Con Outsourcing

Quality

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Exemplary 20–18 Points Team offers arguments which are original, thought provoking, and stimulate inquiry and investigation.

Acceptable 17–15 Points Team offers arguments which are acceptable but do not consistently demonstrate higher order thinking.

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Minimal Acceptance 14 or lower Points Team offers arguments which are vague, incomplete, or demonstrate a low level of thinking. Arguments vaguely support side to which the student is assigned for

Arguments support side to which the student is assigned for purposes of the debate.

Arguments mostly support side to which the student is assigned for purposes of the debate.

purposes of the debate.

Communication

Response is respectful of all members of the debate and opposing viewpoints. Students attempt to persuade using facts and reasoning rather than personal musings or opinions.

Response is somewhat respectful of all members of the debate and opposing viewpoints. Students attempts to persuade using mostly facts and reasoning rather than personal musings or opinions.

Response is not respectful of all members of the debate and opposing viewpoints. Students attempts to persuade with personal musings or opinions.

Critical Thinking and Assessment

Response demonstrates a critical and thoughtful understanding of the topic and brings the discussion to a higher level of inquiry and investigation.

Response demonstrates a basic understanding of the topic and brings the discussion to a higher level of inquiry.

Response demonstrates a lack of understanding of the topic.

Content Accuracy

Students went above and beyond to solicit material in addition to what was provided. All information was accurate and accurately cited; all facts were precise and explicit.

Students solicited material in addition to what was provided.

Information was mostly accurate and accurately cited; facts were precise and explicit.

Students did not solicit material in addition to what was provided. Information was at times inaccurate and not cited.

Course Outline Session

Generative Topic(s)

FRIDAY February 6th, 2009 5:30 PM -9:30 PM

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• • • •

Discussion of course Assignments Exploration and definition of globalization.

Discussion of international markets and global political climate.

Interview with German Consul General Hans Juergen Wendel

SATURDAY February 7th 2009 9:00 AM – 5:00 PM • The World Post 9/11: Globalization, • Ethics and corruptions in international markets • Impact of terrorism • The relationship between globalization and terrorism is explored, focusing on changes in US national security strategy .

• Article/ Case presentation • Prepare for debate • Film Discussion with San Diego-Chief Resident State Department -Security – Alex Moore FRIDAY March 20th 2009 5:30 PM -9:30 PM • • • • • • •

Transformation of local markets and global industries – Market penetration Building, developing and sustaining international market chains.

Leading the global senior executive leadership team in the boardroom Article/ Case presentation Debate pro – con outsourcing Interview with President of Crystal Cruises Gregg Michael

SATURDAY March 21st , 9:00 AM – 5:00 PM Managing Multiculturalism and Diversity in the age of GlobalizationExpatriates, cross- cultural issues Interaction between gender and globalization.-centrality of gender in globalization processes • Place of women and minorities in international development, global restructuring and feminization of the labor force, • Gender in multinational corporations and international migration, • Sex-tourism, AIDS, and strategies for change.

• Article/ Case presentation • Film • Interview Her Excellency Ambassador of Bosnia Herzegovina Basra Turkovic Film + case presentation • • •

FRIDAY April 24th, 2009 5:30 PM -9:30 PM • • • • • •

Political and Economical Alliances ; Treaties , leadership and global competitiveness Technological, economic, social, and political trends, at both global and national levels, on the development of the world economy Article/ Case presentation Film: Presentation Media and Globalization by Doug Myrland General Manager KPBS Interview- American Ambassador to Singapore

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SATURDAY April 25th, 2009 9:00 AM – 5:00 PM • Global opportunities for the 21 Century business –• Effective Decision Making: Pearls and Pitfalls.• Think local , act global • Case presentation –film • Article/ Case presentation • Film FRIDAY May 8th, 2009 5:30 PM -9:30 PM • Developing the Global Citizen for the 21st Century • A New Global Economy • Global Poverty • Is the world flat?

• Article/ Case presentation • Film - FINAL PAPER DUE Bibliography Recommended Readings Fareed Zakaria, The Future of Freedom, Norton Books, 2004 Franklin Foer, “Soccer vs McWorld,” Foreign Policy, January/February 2004.

Hofsteede’s consequences: The impact of his work on consulting and business practices An executive Commentary by Bing, John W. The Academy of Management ;Executive Journal; February 2004 ; 80 (7) Hofsteede’s consequences: The impact of his work on consulting and business practices An executive Commentary by Bing, John W. The Academy of Management ;Executive Journal; February 2004 ; 80 (7) Introduction: Geert Hofsteede’s Culture’ Consequences: International Differences in Work Related Values and An Interview with Geert Hofsteede Hope , Michael The Academy of Management ;Executive Journal; February 2004 ; 73; (4) The many dimensions of culture Academic Commentary by Triandis ,Harry C The Academy of Management ;Executive Journal; February 2004 ; 88 (5) Horacio Falcao, Cross-cultural negotiations: Avoiding the pitfalls INSEADhttp://knowledge.insead.edu/CrossCulturalNegotiations080408.cfm?vid=39 2008 J. Frank Brown The global business leader INSEAD http://knowledge.insead.edu/contents/frankbrown.cfm?vid=4 2008 Nissan Motor Co. Ltd.--2002; Yoshino, Michael Y.;Egawa, Masako; Harvard Business School Publishing; 10/15/2002; (24 pages) Noam Chomsky, Hegemony or Survival: America’s Quest for Global Dominance,” Metropolitan Books, November 2003 Peter Singer, One World: The Ethics of Globalization, Yale University Press, September 2002.

Princeton Lyman and J. Stephen Morrison, “The Terrorist Threat in Africa,” Foreign Affairs, Vol. 83, Number 1, January/February 2004.

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Stanley Hoffman, “Clash of Globalizations”, Foreign Affairs, July/August 2002 http://www.cfr.org/publication.php?id=4763.xml# Sustainable Development at Shell (A); Wei-Skillern, Jane; Harvard Business School Publishing; 03/03/2003; (20 pages) The transcultural leader: Carlos Ghosn, CEO of Renault, Nissan INSEAD 2008 http://knowledge.insead.edu/ILSTransculturalLeaderGhosn080501.cfm?vid=45 Thomas Friedman, The Lexus and the Olive Tree, Anchor Books, 2000.

Thomas Friedman, The World Is Flat, Anchor Books, 2004.

Walter Russell Mead, Power, Terror, Peace & War, Knopf, 2004.

What Makes a Leader?; Goleman, Daniel; Harvard Business Review; 11/01/1998; (11/01/1998:11) What Is a Global Manager? (Classic); Bartlett, Christopher A.;Ghoshal, Sumantra; Harvard Business Review; 08/01/2003; (8/1/2003: 9 pages) Zbigniew Brzezinski, “the Choice: Global Domination or Global Leadership, (Basic Books, 2004) Additional Sources: Bangladesh: Monitoring cell to check corruption in Local Government and Rural Development (LGRD) ministry The Daily Star (Bangladesh), 22 July 2004 Bolivia: Bolivia convicts 15 on World Bank fraud United Press International, 21 July 2004 Caribbean: Curacao politician Anthony Godett lashes out at authorities over upheld conviction Associated Press, 21 July 2004 Chile: Presentan primera denuncia contra Pinochet por cuentas en el Riggs (Charges laid against Pinochet in Riggs scandal) 24 Horas (Chile), 21 July 2004 Ghana: Examination malpractices cause of corruption Ghana Web, 22 July 2004 Global: Multilateral development banks acting to fight corruption Dow Jones Newswires, 22 July 2004 India: Will this whistle blower survive?

The Times of India, 20 July 2004 Italy: Berlusconi's brother sentenced to prison The Independent, 22 July 2004 Kenya: Donors spell out their terms East African Standard, 22 July 2004 Korea, South: President's brother gets suspended prison term Korea Times, 22 July 2004 Mexico: México ratifica un tratado en la ONU (Mexico ratifies UN Convention against Corruption) Diario de Yucatán (México), 21 July 2004

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Papua New Guinea: Poll boss lets Transparency International in for check PNG Post-Courier, 21 July 2004 Article refers to TI Slovakia: Slovak Democratic and Christian Union (SKDU) suspected of crime The Slovak Spectator, 22 July 2004 Tucker, Jonathan B. Strategies for Countering Terrorism: Lessons from the Israeli Experience. Journal of Homeland Security. (March 2003). http://www.homelandsecurity.org/journal/articles/displayArticle.asp?article=85 Turner, Stansfield. Ten Ways to Fight Terrorism Without Endangering Democracy.

Maryland: Center for International and Security Studies, 2001 http://www.puaf.umd.edu/CISSM/Publications/TurneronTerrorism.htm USA: Executives to face former employees today Financial Times, 22 July 2004 Zimbabwe: Top Mugabe cronies escape anticorruption zwnews, 22 July 2004 The Coca-Cola Co. (A): The Rise and Fall of M. Douglas Ivester; Watkins, Michael D.;Knoop, Carin-Isabel;Reavis, Cate; Harvard Business School Publishing; 2000; (19 pages) The Coca-Cola Co. (B): Douglas Daft Takes Over; Watkins, Michael D.;Knoop, CarinIsabel;Reavis, Cate; Harvard Business School Publishing; 04/13/2000; (5 pages) FILM: Globalization in Theory

#GLC6815

Films for the Humanities and Sciences www.films.com Compare and contrast Hal B Gregersen, Allen J Morrison, J Stewart Black; Developing leaders for the global frontier; with What makes savvy global leaders?; Allen Morrison, Hal Gregersen, Stewart Black;.

The National Security Strategy of the United States, http://www.whitehouse.gov/nsc/nss.html Other misc.

NOTE: PLEASE SUBMITT YOUR TERM PAPER ON TIME AS NO LATE ASSIGNMENTS ARE ACCEPTED FOR THIS CLASS Students with disabilities who believe that they may need accommodations in the class are encouraged to contact Disability Services in Serra 300 (tel. 260-4655) as soon as possible to better ensure that such accommodations are implemented in a timely fashion.

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