Course Title: Manage economic trends in the global market

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: MKTG6982

Course Title: Manage economic trends in the global market

School: 650T TAFE Business

Campus: City Campus

Program: C6101 - Advanced Diploma of International Business

Course Contact : Tim Wallis

Course Contact Phone: +61 3 9925 5423

Course Contact

Name and Contact Details of All Other Relevant Staff

Peter Caly

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course applies to individuals with managerial responsibility for analysing and interpreting international economic trends, market and political changes. The purpose and the intention of reporting on these trends are to assist business to plan and make sound local and international transactions

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20069 Manage economic trends in the global market


Analyse economic trends in global markets

Performance Criteria:

2.1 Analyse economic trends within Australia and international
2.2 Perform qualitative analysis of global market information
as a basis of economic trends.
2.3 Research and review all pending and in progress legislation
relative to all activities in local and International markets.
2.4 Examine and assess the implications and consequences of
impending legislation changes to both local and
international economic positions.


Report on all the data.

Performance Criteria:

3.1 Prepare and interpret data for written or visual
3.2 Ensure report can be utilised by businesses when making
local and international transactions.


Research local and international Markets

Performance Criteria:

1.1 Research and explore sources of data on global markets.
1.2 Evaluate the information gathered to ensure that the
scope of the international arena is sufficiently broad.
1.3 Use statistical data of Australia and international markets
for trend interpretation.
1.4 Review and evaluate commercial information for quality and
value for money.

Learning Outcomes

This course describes the performance, skills and knowledge required to manage economic trends by analysing data from global markets.

Details of Learning Activities

A range of learning activities are planned for this course including self-paced and collaborative classroom based activities

The self-paced activities will be delivered through various technology platforms and include your contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.

The collaborative classroom based activities will include group discussions, group problem solving activities and opportunities to practice your skills in a simulated/real workplace environment.

We expect you to participate and contribute in all learning activities


Teaching Schedule

Week     Date      Topic
18 JulyIntroduction and global trends vs globalisation
215 JulyFactors affecting world trade
322 JulyNational advantages, stucture of the firm, absolute and comparative advantages.
429 JulyPrimary Industry and theories of transport
55 AugAgribusiness
612 AugRefresher followed by Topic Test: Covering economic theories & factors affecting world trade.
719 AugManufacturing
826 AugLegislation issues - Essay due: "The Future of Global Business" Influence of the WTO, FTAs & ’E’ marketing on business.
 2 – 6 Sep 
99 SepSustainability and Green Issues with workshop on "Green Miles"
1016 SepThe Arab World and China Relations
1123 SepOpportunities in Vietnam
1230 SepOpportunities in South America"
137 OctNegotiation Styles - Major Assignment due: ’Silk Road’ examining the effects of ’9/11’ political outfall and ’petro dollars’ on regional world trade flows.
1414 OctPresentations
1521 OctPresentations
1628 OctIndividual interviews

Learning Resources

Prescribed Texts


Nayak, Amar, 2011, Indian Multinationals, Palgrave, USA

Buckley et al, 2011, East Asian Economic Integration, Edward Elgar, UK

Bose etal, 1997, Modern South East Asia, Oxford University Press, UK Nair, Chandran, 2011,

Nair, Chandran, 2011, Consumptionomics, John Wiley, USA

Onishi et al, 2007, The Shape of East Aasian Economy to come, Cambridge Scholars, UK

Ying Lan, 2011, CHINNOVATION, John Wiley, Singapore

Blankert, Jan, 2009, Chinaising, World Scientific Publishing,Singapore

Yeung et al, 2011, The Globalisation of Chinese Companies, John Wiley, Singapore

Yadav et al, undated, Regional Trade Integration,Aananda Prakashan, India

Vedpuriswar, A, undated, Taking your Business Global,Vision Bppks, India

Pomfret, Richard,2011, Regionalism in East Asia, World Scientific, Singapore

Simpendorfer, B, 2011, The New Silk Road, Palgrave, UK , this book is also available from the Library as an E-Book

Czinkota, Michael, 2011, The Future of International Business, Routledge, USA

Dittmer et al, 2010, China the Developing World, Lynne Rienner, UK

Kemp, Geoffrey, 2010, The East moves West, Brookings Institution Press, USA

Other Resources

Overview of Assessment

Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.

Assessment Tasks

Assessment Tasks

Task One - Topic Test in Week Six

Task Two - Essay "The Future of Global Business" due Week Eight

Task Three  - Major Assigment "The New Silk Road" due Week Thirteen

Task Four -  Presentation Weeks Fourteen and Fifteen


Submission Requirements

Assessment tasks may need to be submitted via Blackboard.

You should:

• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.

Assessment Matrix

Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.

You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.

Marking Guide (Grading):
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.

The grading is according to the following criteria:

We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task

We are looking for depth of understanding of the key concepts and knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.

We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in managing pertinent issues and how these might be addressed.

If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course requirements and timely submission of all required assessment tasks.

We expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.

Final Grades table:
DNS - Did not submit for assessment
NYC - Not yet competent
CAG - Competency achieved – graded
CC - Competent with credit
CDI - Competent with distinction
CHD - Competent with high distinction

Other Information

The total number of scheduled hours of teaching, learning and assessment involved in this course includes all planned activities including face to face classes, lectures. Workshops and seminars; workplace visits, on line learning and other forms of structured teaching and learning. The total scheduled hours also covers the amount of effort required to undertake, evaluate and complete all assessment requirements, including observation of work performance, discussions with supervisors and others providing third party evidence and one on one and group assessment sessions with students.

Regardless of the mode of delivery, it represents a guide to the relative teaching time and student effort required to successfully complete a particular competency/module. This may include the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Course Overview: Access Course Overview