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 Email:timothy.wallis@rmit.edu.au
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
None
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 |
Element: |
Analyse economic trends in global markets |
Performance Criteria: |
2.1 Analyse economic trends within Australia and international |
Element: |
Report on all the data. |
Performance Criteria: |
3.1 Prepare and interpret data for written or visual |
Element: |
Research local and international Markets |
Performance Criteria: |
1.1 Research and explore sources of data on global markets. |
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 |
| 1 | 8 July | Introduction and global trends vs globalisation |
| 2 | 15 July | Factors affecting world trade |
| 3 | 22 July | National advantages, stucture of the firm, absolute and comparative advantages. |
| 4 | 29 July | Primary Industry and theories of transport |
| 5 | 5 Aug | Agribusiness |
| 6 | 12 Aug | Refresher followed by Topic Test: Covering economic theories & factors affecting world trade. |
| 7 | 19 Aug | Manufacturing |
| 8 | 26 Aug | Legislation issues - Essay due: "The Future of Global Business" Influence of the WTO, FTAs & ’E’ marketing on business. |
| 2 – 6 Sep | ||
| 9 | 9 Sep | Sustainability and Green Issues with workshop on "Green Miles" |
| 10 | 16 Sep | The Arab World and China Relations |
| 11 | 23 Sep | Opportunities in Vietnam |
| 12 | 30 Sep | Opportunities in South America" |
| 13 | 7 Oct | Negotiation Styles - Major Assignment due: ’Silk Road’ examining the effects of ’9/11’ political outfall and ’petro dollars’ on regional world trade flows. |
| 14 | 14 Oct | Presentations |
| 15 | 21 Oct | Presentations |
| 16 | 28 Oct | Individual interviews |
Learning Resources
Prescribed Texts
References
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 http://rmit.edu.au/browse;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:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
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
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
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.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
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.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
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.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
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