ASSESSMENT THREE – CASES OF MNE-NGO COLLABORATIONS1. Dell Technologies, American India Foundation and NSDC collaborate to launch ‘Project Future
Ready’, aiming to impact 100,000 students https://aif.org/dell-technologies-american-indiafoundation-and-nsdc-collaborate-to-launch-project-future-ready-aiming-to-impact-100000students/
2. HUL and JSW announce strategic partnership to scale up ‘Suvidha’
https://www.hul.co.in/news/press-releases/2023/hul-and-jsw-announce-strategic-partnershipto-scale-up-suvidha/
https://thecsruniverse.com/articles/hul-and-jsw-sign-strategic-partnership-to-establish-10-newsuvidha-centres-in-mumbai
3. Zara’s `care for water’ fashion initiative extends support to India’s organic cotton farmers
https://etheldacosta.com/zaras-join-life-fashion-collection-extends-support-to-indias-organiccotton-farmers/
4. Apple CEO Committed to Empowering Rural China: Reports https://shanghaiist.com/apple-ceocommitted-to-empowering-rural-china-reports/
5. Asahi Kasei partners with Akshaya Patra Foundation to address food waste and classroom hunger
https://thecsruniverse.com/articles/asahi-kasei-partners-with-akshaya-patra-foundation-toaddress-food-waste-and-classroom-hunger
6. The world’s largest retailer is reaching out to India’s small farmers with new technology –
Walmart and Digital Green + TechnoServe https://qz.com/india/1696554/walmart-foundation-isaiding-indias-farmers-with-new-technology
7. OCBC, Food From The Heart collaborate to empower beneficiaries of food programmes
https://www.businesstimes.com.sg/lifestyle/ocbc-food-heart-collaborate-empowerbeneficiaries-food-programmes
8. Alipay’s partnership with China Green Foundation to fight desertification and greening China
9. Abbott and CARE collaboration: Future Well in the Philippines https://carephilippines.org/2019/07/01/care-abbott-abbott-fund-launch-partnership-addressnoncommunicable-diseases-humanitarian-settings/
10. IKEA and Tata STRIVE collaboration to build employability and entrepreneurship in Mumbai, India
https://www.ikea.com/in/en/newsroom/corporate-news/ikea-india-partners-with-tata-strivepubeac658e0
11. Starbucks and Penang Deaf Association opens Signing Store in Penang, Malaysia
https://says.com/my/makan/starbucks-just-opened-their-second-signing-store-in-malaysia
12. Kohler and World Vision (Wahana Visi Indonesia) tackle water and sanitation challenges in
Indonesia https://www.wvi.org/asia-pacific/pressrelease/kohler-asia-pacific-ltd-world-visiontackle-water-and-sanitation
13. Nescafe and Rainforest collaboration to help coffee farmers in Vietnam
https://www.nescafe.com/make-your-world/our-world/nescafe-rainforest-alliance
14. Bayer and Mercy Corps collaboration to bridge the nutrient gap in North and West Jakarta,
Indonesia https://www.bayer.com/en/id/bayer-indonesia-luncurkan-program-nutrient-gapinitiative-untuk-menjangkau-1-juta-masyarakat
15. Microsoft and BRAC bring vocational training to Bangladesh’s youth
https://www.technologyrecord.com/article/microsoft-and-brac-bring-vocational-training-tobangladeshs-youth
Instructions for Assessment 3
• Student will write a written report on the topic:
NGO-Corporate collaboration in emerging markets in Asia.
•
The report will be based on a specific collaboration (not just philanthropy) between a
company and an NGO.Your selected case will have to be about real-life instances and fairly
recent (not older than seven years) and have to be located in the Asia Pacific region.
YOU WILL SELECT YOUR CASE FROM THE LIST PROVIDED ON BB. NO OTHER CASES
WILL BE ACCEPTED
•
Your description and analysis must be sensitive and specific to the context (country case
takes place in) paying particular attention to economic, regulatory, formal and informal,
societal, cultural and religious institutions in a particular country/regional context.
•
This assessment requires you to produce a well-written and well-researched report
supported by a minimum of 15 references. At least 6 of these references should come
from academic peer-reviewed sources and the remainder from industry and media
sources including websites, company reports, news reports, newspaper articles, industry
publications and so on.
•
You must use the 2 models from Dahan et al. 2010 to analyse your case. Marks will be
deducted if you don’t
•
Note that the Chicago referencing style 17B is the only acceptable referencing style for
written work in this unit.
•
The expected length of this assignment is 2000 words excluding references and with 100
words (2100 max/1900 min) of acceptable leeway. You must use Times New Roman 12
point font, 1.5 line spacing. The writing should be in scholarly style with a clear report
format.
•
YOU MUST FOLLOW THE FORMAT ON THE FOLLOWING PAGE. DO NOT COPY THE
FORMATS OF THE EXEMPLARS ON BB
•
This assessment is to be submitted online via Turnitin on Blackboard; hard copies or email
attachments will not be accepted.
•
There is a draft portal for you to submit your draft to – this will enable you to check for
similarities. You are allowed to use Grammarly to check your work but you MUST USE THE
APP AVAILABLE ONLINE IN OUR LIBRARY. Note that all other language apps – translation
apps, paraphrasing apps etc – found online will be flagged as AI by Turnitin.
•
Submission date Friday 16 August by 11.59 pm SGT. Late submissions will be penalized.
REPORT FORMAT – USE THIS FORMAT ONLY
1. Executive Summary – a concise summary of the ENTIRE report. This is not an
introduction.
2. Table of Content – with page numbers
3. Introduction
Why MNEs & NGOs collaborate when entering emerging markets in Asia. Purpose of
this report. Flow of the report.
4. Background of the case
Which country does the collaboration take place in? Who is the MNE (we don’t need
long histories about the company nor the NGO)? Who is the NGO? What are the
issues/challenges both parties face?
5. Analysis of the case
What did each party bring to the table? Expertise? Products? Logistics? IT?
How did the MNE adapt to the local situation? Product adaptation? Price
adaptation? Training?
Which business model did they use (Fig 1. Dahan et al. 2010)? This must be justified
based on the discussions above on what each one was lacking and what each
brought to the table.
6. Benefits
Benefits for MNE
Benefits for NGO
Benefits for Society or any other group
7. Reasons for Success (Could be Reasons for failure)
Why was the collaboration a success/failure (Fig. 2 Dahan et al. 2010). You need to
use this model to analyse why the project succeeded.
8. Conclusion
Do not repeat the entire report, circle back to why MNE – NGO collaborations are
beneficial and how the case has demonstrated this
9. References – Chicago 17B (in-text and reference list)
Name : Nathan Di Giovanni
Student ID :
Unit Name : Asian Marketing (MGMT3016)
Tutor Name : Htwe Htwe Thein
Tutorial Time and Day : Friday 2pm-4pm
Word Count : 2089
NGO-Corporate Collaboration Report
______________________________________________
An Analysis of Nokia and Save the Children’s Collaboration In Myanmar
Introduction
Since the introduction of the UN’s 17 Sustainable Development Goals (SDGs) in 2015 (UN,
2019), there has been increased pressure on companies, by multiple stakeholders, to comply
and be socially responsible for upholding these objectives. In order to be socially responsible,
companies have taken part in NGO-Corporate Collaborations, in which a company will
partner with one or more not-for-profit organisation to assist with strategies that work
towards achieving the SDGs. To do this successfully, both the company and NGO require
their business models be either incomplete (meaning they lack a secure resource or skill
needed to have a fully complete model), or be completely absent (in that neither company or
NGO has a prior model, resulting in the two collaborating together to create a brand new
business model) (Dahan et. al, 2010).
(Dahan et. al, 2010)
In this report we will look at the Nokia company, a multinational enterprise specialising in
telecommunications and IT, and their collaboration with the Save the Children Fund, who
had been running numerous projects in Myanmar since 1995 (Save the Children, 2019), in
order to improve the education system in both local and rural regions of Myanmar. Multiple
factors such as political instability, previous economic sanctions and a lack of government
administration in remote regions have contributed to lower standards in average national
education (Guan, 2017). This alongside other national issues such as health crises and the
migration of religious refugees prompted the Myanmar government to utilize international
aid, hence Save the Children’s entry into the country in 1995.
This report analyses Save the Children’s position in regards their technology and competitive
advantage prior to their collaboration with Nokia, and looks at Nokia’s potential reasons for
entering into partnership before determining what aspects of each party made the
collaboration so successful.
Save the Children’s Technology Prior to Collaboration
Save the Children’s strategy to improve the education system through developing multiple
local and rural scale projects required a high level of technological access and skill
knowledge in order to coordinate the already low quality and somewhat unorganised existing
system. Prior to their collaboration with Nokia, Save the Children had formed the Myanmar
Education Consortium (MEC) which works alongside donors such as UK Aid and Australia
Aid (MEC, 2019), in order to increase access to both childhood and primary education. As a
part of this project, Save the Children had been working to determine the number of
individual children they had effectively adopted into the education programs they were
running. However, due to the lack of effective IT systems in place to accommodate such
information, this data had to all be recorded on paper, leading to collation and sharing issues
due to the high amount of sorting needed (Nokia, 2019).
Save the Children had also been developing new Early Childhood Care and Development
Centres (ECCDs) as early as 1997, however in 2006 they implemented the Transitions
Initiative Programme, which aimed to access higher quality services for their ECCDs that
would lead to an increased rate of children receiving development (Save the Children
Myanmar, 2016). One of the objectives of this programme was to further train parents in
nutritional and other health practice education in order to improve their care of these
marginalised children. However this information was only available to those who attended
the education modules in person (Save the Children Myanmar, 2016), and could not be sent
out to parents who could have potentially been otherwise reached if technologies such as
telecommunications had been involved.
Save the Children’s Competitive Advantage
Save the Children has a competitive advantage over other NGOs, despite the lack of
extensive telecommunications technology and effective data storage through IT technology.
They gain this advantage through their knowledge of the local culture, as well as brand image
and their connections to both local contacts in Myanmar and international contacts such as
the UN. They also gain competitive advantage from the fact that they’ve had previous
experience in general aid relief.
Their main source of is their understanding of the local culture and applying this to their
projects. As a NGO, there must be a thorough understanding of the culture, their needs and
the way their society is structured as without it, the knowledge and aid they are imparting will
have no meaning to the people they are servicing (Narozhna, 2011). In the case of Save the
Children, they have not only done extensive research of the culture, including way of life and
studies of language, but they have entered with the intent of providing a service that promotes
the national culture, not that of Western Cultures like Britain. The company demonstrates this
through their methods of teaching language through their ECCDs. Save the Children
recognises the need for children, especially those from poorer regions, to be able to speak the
Myanmar’s main language of Burmese in order to advance their own educational and social
development. Ramsden and Thwin (2016) note in their publication for Save the Children that
most of the children attending the ECCDs do not speak Burmese in their homes as their
parents will resort to their native tongue, so it is important to teach them this in early
childhood learning so they can go on to higher primary education. It is also important to teach
them these language skills so that when they grow older they can travel throughout Myanmar
to more populated areas without developing the social insecurities and isolation that would
come with not being able to communicate effectively with others within their own culture.
Benefits Received by Nokia
As aspects of conducting business such as CSR become more important to industry leaders
such as Nokia, so too does the importance of finding groups such as NGOs who they can
collaborate with to gain benefits for their company. One such benefit that companies can
receive, according to Ditlev-Simonsen (2017), is a responsible brand image, which can be
gained through contributing and striving to be socially sustainable. By doing so, Nokia could
translate this into increased sales as customers are more likely to purchase products from a
socially responsible company.
Nokia would also have the opportunity to re-develop their own corporate culture by utilising
Save the Children’s services to analyse their supply chains to ensure that no child labour
rights are being abused. By taking a more responsible stance on CSR that allows the
company to address potential issues within their own supply chain, not only does the
company receive the standard brand image benefits that come with being socially
responsible, but the internal workers of the company, this being employees or managers, will
be more inclined to also commit to responsible and ethical decision making (Kourula and
Halme, 2008).
Last but not least, Nokia also benefits from the legitimacy that comes with being associated
with a NGO as large as Save the Children. Prior to 2016, Myanmar had no access to 4G
technology, relying on 3G tech introduced by Qatar company Ooredoo, with small level of
assistance from Nokia’s Managed services team based in India, and Norwegian group
Telenor back in 2014 (Ferrie, 2014). However by entering into a partnership with Save the
Children, Nokia benefits further by presenting themselves to the Burmese Government as a
legitimate company, giving them a higher chance of having an increased amount of
involvement in the role-out of the then, upcoming 4G technology.
Complementary skills/Aspects of Save the Children and Nokia
As mentioned previously, Nokia and Save the Children both need to have incomplete or
absent business models in order to create a successful partnership. However, the business
model is not the only factor determining whether the partnership will be successful. Factors
such as misallocation of costs, ambitious benefits, misunderstandings and power struggles
can all affect the relationship between the NGO and company (Berger, Cunningham and
Drumwright, 2004), as well as different corporate goals and organisational culture.
Fortunately, these can also produce positive results, if there are complementing corporate
goals and organisational cultures, as well as trust, well-developed planning and clear benefits
for both parties, then a successful partnership can arise.
In the case of Nokia and Save the Children, both companies have complemented each other
by showing a willingness to work with one another, and accepting the potential benefits
offered by the other party. Nokia, has been open and willing to give power to Save the
Children by giving them access to the company’s supply chain, allowing Save the Children to
analyse and determine areas where there is risk for a breach in child labour rights (Nokia,
2018). With Save the Children, the NGO was open and willing for Nokia to gain access to
their information systems, to determine how to create more effective ways to communicate
across the country in between the rural and populated areas of Myanmar.
Both companies also complement each other in terms of their tangible and intangible
resources. As both Nokia and Save the Children have incomplete business models (Nokia has
the technological and IT hardware and software but no local community level connections,
whereas Save the Children has both local knowledge of culture as well as grassroots level
contacts and their needs but low technological ability and skill), it makes sense for the two
parties to enter into a partnership and create a redeveloped business model combining all of
their assets.
The two parties also share similar complementary corporate goals for the Myanmar region.
As shown by Pelastakaa Lapset, the Finnish branch of Save the Children (2016), Save the
Children’s goal aims to provide preschool learning and development to children to give them
an interest and desire to learn. Similarly in the same video, Raman Vattumalai, the country
manager for Nokia in Myanmar, states that the goal of Nokia is to not only enhance the
current telecommunication systems of regional and rural areas, but also to integrate such
technology to improve the education systems that are also being worked on by Save the
Children.
Evolution of Collaboration
Since the collaboration’s inception in 2015, the partnership has evolved substantially with
advancements being experienced yearly in Myanmar’s rural and remote education system.
Through Nokia’s technological boost to Save the Children’s data monitoring process, the
NGO no longer has to process data collection on attendance to the ECCDs via paper. Instead,
the corporation now has access to a Nokia built mobile app, allowing teachers, volunteers and
data correlators to collect and share data extremely efficiently (Nokia, 2019).
Growth has also been experienced in the number of children being reached and actually
attending the ECCDs. In 2015, Nokia recorded that 2,200 children had received early
childhood education from their 58 established ECCDs (Nokia, 2018). However three years
later in 2018, Nokia announced they had aided 7,500 children in receiving that education
(Nokia, 2019). While this is a substantial growth, there is still a large number of unreached
children who require this education as will be discussed next.
Future Plans of Collaboration
Whilst the Nokia-Save the Children partnership was only contractually set to last until 2018,
there is potential for new collaboration plans to be created as new crises break out,
threatening the common goals of developing technological communications and providing
education for children.
One of the major crises currently affecting communities in Myanmar is the mass migration of
the Rohingya people across the borders to Bangladesh. After the large scale push by
government forces on the Rohingya population in August 2017, over 600,000 people have
been forced to flee over borders to camps such as the Cox’s Bazar district (Bhatia et. al,
2018).
As the migrants are not able to receive formal refugee status from the Bangladeshi
government, their access to health services and important educational services are then cut.
Considering that the 52.6% of the children under the age of 15 were not receiving any
education (Bhatia et. al, 2018), there is a definite need for educational and humanitarian aid.
As the collaboration in Myanmar had been such a success, both Nokia and Save the Children
could potentially re-sign a contract to promote further educational development for children
forced to flee from Myanmar, which is further improved by the introduction of educational
technologies. This would not only assist children with learning but also possibly with
locating lost family members split up during the escape. Despite the changes that would need
to be taken into account, in particular the consideration of Muslim teaching and religion due
to the religious sensitivity of the situation, the Nokia-Save the Children Collaboration could
not only assist the children caught up in the prosecution, but give them a hope for the future.
References
Berger, Ida E., Peggy H. Cunningham and Minette E. Drumwright. 2004. “Social Alliances:
Company/Nonprofit Collaboration.” California Management Review. 47(1): 58-90.
https://doi-org.dbgw.lis.curtin.edu.au/10.2307/41166287
Bhatia, Abhisek, Ayesha Mahmud, Arlan Fuller, Rebecca Shin, Azad Rahman, Tahvir Shatil, Mahmuda
Sultana, K.A.M. Morshed, Jennifer Leaning and Satchit Balsari. 2018. “The Rohingya in Cox’s
Bazar: When the Stateless Seek Refuge.” Health Hum Rights. 20(2): 105-122.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6293360/
Dahan, Nicolas M., Jonathan P. Doh, Jennifer Oetzel and Michael Yaziji. 2010. “Corporate-NGO
Collaboration: Co-creating New Business Models for Developing Markets.” Long Range
Planning. 43(2-3): 326-342. https://www-sciencedirectcom.dbgw.lis.curtin.edu.au/science/article/pii/S0024630109001125
Ditlev-Simonsen, Caroline Dale. 2017. “Beyond sponsorship – exploring the impact of cooperation
between corporations and NGOs.” International Journal of Corporate Social Responsibility.
2(6): https://doi.org/10.1186/s40991-017-0017-9
Ferrie, Jared. 2014. “Qatar’s Ooredoo launches Myanmar telecom network.” Reuters.
https://www.reuters.com/article/myanmar-telecomunications/qatars-ooredoo-launchesmyanmar-telecom-network-idUSL4N0Q72JM20140802
Guan, Lee Hock. 2017. Education and Globalisation in Southeast Asia: Issues and Challenges. ISEAS
Publishing: Singapore.
https://ebookcentral.proquest.com/lib/curtin/detail.action?docID=5110509
Kourula, Arno and Minna Halme. 2008. “Types of corporate responsibility and engagement with
NGOs: an exploration of business and societal outcomes.” Corporate Governance. 8(4): 557570. DOI:10.1108/14720700810899275
Myanmar Education Consortium. 2019. “Donors.” Save the Children.
Narozhna, Tanya. 2011. “The role of culture in international development aid: Implications for
theory and practice.” Canadian Foreign Policy Journal. 11(3): 81-97. https://doiorg.dbgw.lis.curtin.edu.au/10.1080/11926422.2004.9673379
Nokia. 2018. “Sharing Expertise for the benefit of Children.” Nokia.
https://www.nokia.com/sites/default/files/201811/fact_sheet_save_the_children_and_nokia_0.pdf
Nokia. 2019. “Community investment and NGOs.” https://www.nokia.com/aboutus/sustainability/making-change-happen-together/community-investment-and-ngos/
Pelastakaa Lapset. 2016. Save the Children and Nokia – Sharing expertise for the benefit of Children.
YouTube video, 3.50. https://www.youtube.com/watch?v=YWub-amo768
Ramsden Philippa and Mar Mar Thwin. 2016. The best start: Supporting minority language speaking
children in the early years of education in Myanmar. Save the Children Myanmar.
https://myanmar.savethechildren.net/sites/myanmar.savethechildren.net/files/library/Phili
ppaRamsden-sn.pdf
Save the Children Myanmar. 2016. Early Childhood Care and Development – End of Programme
Evaluation. Save the Children. https://mecmigration.files.wordpress.com/2016/06/scimfinal-report-eccd.pdf
Save the Children Myanmar. 2019. “About Us.” Save the Children.
https://myanmar.savethechildren.net/about-us
United Nations. 2019. “Sustainable Development Goals.”
https://sustainabledevelopment.un.org/?menu=1300
Faculty of Business and Law
School of Management and Marketing
Unit Outline
MGMT3016 Responsible Management in Asia
Trimester 2A, 2024
Unit study package code:
MGMT3016
Mode of study:
Internal
Tuition pattern summary:
Note: For any specific variations to this tuition pattern and for precise
information refer to the Learning Activities section.
This unit does not have a fieldwork component.
Credit Value:
25.0
Pre-requisite units:
Nil
Co-requisite units:
Nil
Anti-requisite units:
Nil
Result type:
Grade/Mark
Approved incidental fees:
Information about approved incidental fees can be obtained from our website.
Visit https://www.curtin.edu.au/students/essentials/fees/understanding-yourfees/ for details.
Unit coordinator:
Title:
Name:
Phone:
Email:
Location:
Consultation times:
Associate Professor
Htwe Htwe Thein
08 9266 1295
Htwehtwe.Thein@curtin.edu.au
Building: 402 – Room: 901
By appointment
Teaching Staff:
Name:
Email:
Dr Nik Chong
nik.chong@curtin.edu.au
Name:
Email:
Dr Carolyn Koh
carolyn.koh@curtin.edu.au
Name:
Phone:
Email:
Location:
FBL Teaching Support
Please email
fbl-tsunitadmin@curtin.edu.au
Building: Please email – Room: Please email
Administrative contact:
Learning Management System: Blackboard (lms.curtin.edu.au)
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and
present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous
Australians through higher education and research.
Coronavirus (COVID-19) Update
Curtin University is committed to supporting all our students and staff whether they are on campus, working
remotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID-19 pandemic
may require changes to the unit schedule, learning activities, delivery modes and assessment to provide flexible
and safe options to our community. Curtin will endeavour to keep changes and disruptions to a minimum at all
times. For current advice and further information visit https://www.curtin.edu.au/novel-coronavirus/.
MGMT3016 Responsible Management in Asia
Singapore Campus
25 Jun 2024
School of Management and Marketing, Faculty of Business and Law
Page: 1 of 15
CRICOS Provider Code 00301J
The only authoritative version of this Unit Outline is to be found online in OASIS
Faculty of Business and Law
School of Management and
Marketing
Syllabus
This unit considers management practices and issues in the Asia-Pacific region especially multinational
corporations and local businesses operating in the Asia-Pacific. Students will gain knowledge of business
operations in Asia and how to do business responsibly and sustainably. Students will explore the grand challenges
societies face with a focus on the Asia-Pacific region and learn how to approach and solve these grand challenges
responsibly and sustainably. Students will learn corporate social responsibility, business and human rights,
institutional theory, and institutional voids through student-centred activities, learning and teaching.
Introduction
Welcome to Responsible Management in Asia! It is evident in both contemporary academic and popular literature
that there has been considerable (and increasingly growing) interest in management issues and challenges in this
part of the world. The major reason for this high-interest level has been the high economic growth rates within the
Asia Pacific region in general and in particular in emerging markets in Asia in recent years.
We begin by discussing the grand challenges that our societies (especially in developing countries, many of them
are in Asia) faces and ways to tackle and solve those challenges. In doing so, we could ask “what is the role of
business in achieving UNSDGs (United Nations Sustainable Development Goals)”? One of the business models is
for corporations to collaborate with key stakeholders (for instance, NGOs), especially in emerging markets in Asia.
We also cover topics such as corporate social responsibility, institutional theory, culture and business systems of
Asia and institutional voids, and so on. In addition, student groups in this unit also work on group portfolios
focusing on responsible business case examples.
The unit outline (this document) gives you important information about the general overview and structure of the
unit and details about the assessments, including allocation of marks, rubrics, and submission to Turnitin.
You are required to read and understand the expectations outlined in this document. Study it carefully, paying
particular attention to assessment instructions and submission dates.
Information contained in this Unit Outline specifies the requirements for this unit and explains your rights and
responsibilities in relation to Curtin University.
I wish you every success in this unit and in your future studies!
Unit Learning Outcomes
All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These
inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills
and capabilities which employers would value in a professional setting. Each unit in your course addresses the
Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process
referred to as assurance of learning. The learning outcomes notify you of what you are expected to know,
understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully
designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of
the assessments you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating you will have achieved all of Curtin’s Graduate Capabilities
through the assurance of learning processes in each unit.
On successful completion of this unit students can:
Graduate Capabilities addressed
1 Examine responsible business in Asia
2 Appraise the role of business in society in Asia
3 Examine and reflect on one’s own society’s responsible business practices
MGMT3016 Responsible Management in Asia
Singapore Campus
25 Jun 2024
School of Management and Marketing, Faculty of Business and Law
Page: 2 of 15
CRICOS Provider Code 00301J
The only authoritative version of this Unit Outline is to be found online in OASIS
Faculty of Business and Law
School of Management and
Marketing
Curtin’s Graduate Capabilities
Apply discipline
knowledge, principles
and concepts
Innovative, creative and
entrepreneurial
Effective communicators
with digital competency
Globally engaged and
responsive
Culturally competent to engage
respectfully with local First Peoples
and other diverse cultures
Industry connected and
career capable
Find out more about Curtin’s Graduate Capabilities here: https://www.curtin.edu.au/about/learning-teaching/
Learning Activities
The unit has a one-hour lecture and a two-hour tutorial on a weekly basis.
Please see “Assessment Task” and “Program Calendar” for further details.
Learning Resources
Other resources
This unit does not use a particular text book. Instead, the unit is written based on scholarly articles and nonscholarly supplementary materials.
Assessment
Assessment policy exemptions
l
There are no exemptions to the assessment policy
Assessment schedule
Task
1
Value
%
Date Due
Unit
Late
Assessment
Learning
Assessments Extensions
Outcome(s)
Accepted?* Considered?*
Assessed
Presentation and document
(slides) submission
35%
Week: Week 7
1,2,3
Day: 12 August 2024
Time: During class
time
No
Yes
Research Paper
35%
Week: Week 12
1,2,3
Day: Friday 20 Sept
2024
Time: Submission
closes at 11:59pm
Yes
Yes
Group Project Report
30%
Week: Week 6
Day: Friday 9 Aug
2024
Time: Submission
closes at 11:59pm
Yes
Yes
2
3
1,2
*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and
conditions.
Detailed information on assessment tasks
1. Assessment 1: Presentation in groups
For this assessment task, students have to work in pairs (two students in a group). Each group has to
prepare a PowerPoint presentation and copies of the overheads must be provided to your class lecturer
MGMT3016 Responsible Management in Asia
Singapore Campus
25 Jun 2024
School of Management and Marketing, Faculty of Business and Law
Page: 3 of 15
CRICOS Provider Code 00301J
The only authoritative version of this Unit Outline is to be found online in OASIS
Faculty of Business and Law
School of Management and
Marketing
and other students in the class at the start of the presentation.
During the presentation, a student is required to quote and discuss the relevance of their sources
(approximately a minimum of fifteen references in total and at least seven has to come from scholarly
sources). The expected length of each individual presentation for this component is 10 minutes (excluding
Q&As following the presentation). Time limits will be strictly enforced.
Only one of the group members has to upload their presentation overheads to Turnitin at least 24 hours
before their presentation.
As to the topic for this assessment, you are to describe and analyse a case, using the framework on
addressing grand challenges by Georges et al. (2016). Please refer to the online lecture on Topics 1 and 2
for more information on content, the theoretical framework, and examples. Case (or cases) have to be as
specific as possible. Examples include (but are not limited to) challenges relating to indigenous peoples,
gender discrimination, poverty, health and education; environments, and so on. Selected case (cases) will
have to be about real-life instances and fairly recent (not older than seven years) and have to be located in
the Asia Pacific region. Hint: your description and analysis have to be sensitive and specific to a specific
context (paying particular attention to economic, regulatory, formal and informal, societal, cultural, and
religious institutions in a particular country/regional context.
Importantly, it is necessary for a student group to identify which Goal(s) their presentation is going to
address under the United Nation Sustainable Development Goals (UN SDGs)
https://www.un.org/sustainabledevelopment/sustainable-development-goals/ (refer to online lecture on
Topics 1 and 2 for more information). For instance, in the labor rights project, the UC is currently working
on, the Goal addressed is Goal 8 on “Decent work and economic growth.” Which goal(s) are you going to
address for your group presentation?
Priority SDGs for this assessment are Goal 1: no poverty; Goal 2: zero hunger; Goal 3: good health and
well-being; Goal 8: Decent work and economic growth; Goal 10: reduced inequalities; Goal 11: Sustainable
cities and communities; Goal 12: Responsible consumption and production; Goal 13: climate action, and
Goal 16: Peace, justice, and strong institutions.
As a way of ensuring dynamic interaction in group work and equal contributions on a consistent and
regular basis, we will be asking group members to report on their work (so far completed) and
further plans in order to share with the rest of the class.
Submission: This assessment (your slides) is to be submitted online via Turnitin on Blackboard; hard
copies or email attachments will not be accepted. Submission links are located under the Assessment link in
the Navigation Panel on the left side of the screen. It is your responsibility to submit the correct version of
your assignment to the relevant submission link by the due date and time. More than one submission of
your assignment is possible on the Revision tab before the due date. Your very final version is the one to
be submitted to the Final tab by the due date and time. Please do not wait till the last day of your due date
for submissions if you wish to receive a similarity report from Turnitin as this may take up to 24 hours and
even more when servers are busy.
Feedback and comments will be offered directly in the submitted assignments, in rubrics, and in a brief
comment to the student on Blackboard.
2. Assessment 2: Group Portfolio
Each group must select a case study involving a private-sector company operating in Asia (either a
foreign-owned or a locally owned) to analyse. The case data and materials for this assessment rely
upon published sources (e.g., reputable newspapers or magazines, reports, and online sources),
therefore, it is important to select a company where there is information out there already available for
access.
The broad title for this assessment is Responsible Businesses in Asia.
The case that you select must feature a company’s business activities that positively or
negatively affect sustainable development in that country.
Importantly, it is necessary for a student group to identify which SDGs their report is going to address
under the United Nation Sustainable Development Goals (UN SDGs)
https://www.un.org/sustainabledevelopment/sustainable-development-goals/.
This group assessment requires you to produce a well-written and well-researched essay supported
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by a minimum of 12 references. At least 6 of these references should come from academic peerreviewed sources and the remainder from company reports, news reports, newspaper articles, and
relevant websites. You should also apply the theories and concepts that you have studied in this unit
to critically analyse the case.
The expected length of this assignment is 2500 words excluding references and with 100 words of
acceptable leeway.
Your analysis should include the following:
1. Discuss the activities undertaken by the company (as identified in the case)
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What are the issues and benefits of the selected organisation’s activities for the communities?
How do these activities promote (or destroy) sustainable development in the country? Which
SDGs are contributed to (or hindered) by these actions?
2. Analyse the role of context
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How has the location of the company influenced its activities?
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company’s operations
3. The role of the leader
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Analyse the organisational structure and leadership
Analyse the leader and his/her leadership style – how has the leader influenced the actions of
the company?
4. Recommendations
Offer recommendations for the company featured in the case to improve its contributions to
SDGs
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It is important that students treat this task as ongoing throughout the entire duration of the
semester, as opposed to leaving it till the end of the semester.
As a way of ensuring dynamic interaction in group work and equal contributions on a
consistent and regular basis, we will be asking group members to speak about their work and
progress in class.
Submission: This assessment is to be submitted online via Turnitin on Blackboard; hard copies or
email attachments will not be accepted. Submission links are located under the Assessment link in the
Navigation
Panel on the left side of the screen. It is your responsibility to submit the correct version of your
assignment to the relevant submission link before the due date. More than one submission of your
assignment is possible on the Revision tab before the due date. Your group is required to submit
your draft report to the Revision Tab (at least once) prior to your final submission
so that could check the similarity score and associated texts to detect any plagiarism and other
academic misconduct issues. The Revision tab allows multiple submissions and I would encourage the
groups to submit their work to the Revision tab as early as possible so that there would be sufficient
time for revisions. Your very final version is the one to be submitted to the Final tab by the due date.
Please do not wait till the last day of your due date for submissions if you wish to receive a similarity
report from Turnitin as this may take up to 24 hours and even more when servers are busy. Please
also remember to download a copy of your receipt from Turnitin as proof of the submission.
Feedback and comments will be offered directly in the submitted assignments, in rubrics, and in a brief
comment to the student on Blackboard.
3.
Assessment 3: Report (individual)
This assessment is to be completed by individual students.
An individual student is to write a written report on a topic of corporate-NGO collaboration in emerging
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markets in Asia. Refer to Topics 3 and 4 for more information. As in Assessment 1, your selected case(s) will
have to be about real-life instances and to be fairly recent (not older than seven years) and have to be located in
the Asia Pacific region. Hint: your description and analysis have to be sensitive and specific to a specific
context (paying particular attention to economic, regulatory, formal and informal, societal, cultural, and
religious institutions in a particular country/regional context.
Importantly, it is necessary for a student group to identify which SDGs their report is going to address under the
United Nations Sustainable Development Goals (UN
SDGs) https://www.un.org/sustainabledevelopment/sustainable-development-goals/. You can choose any
SDG as appropriate.
This assessment requires you to produce a well-written and well-researched piece supported by a minimum
of 15 references. At least 6 of these references should come from academic peer-reviewed sources, and the
remainder from industry and media sources, including websites, company reports, news reports, newspaper
articles, industry publications, etc.
Note that the Chicago referencing style is the only acceptable referencing style for written work in this unit.
The expected length of this assignment is 2000 words excluding references, with 100 words of acceptable
leeway (using Times New Roman 12-point font, 1.5 line spacing). The writing should be in a scholarly style with a
clear report format. You may find the university resources on writing skills useful for this assignment
(http://life.curtin.edu.au/learning-support/writing-skills.htm). Please be aware that serious penalties (including
failed assignments) apply for cases of plagiarism and cheating in this and other assessments in this unit.
Submission: This assessment is to be submitted online via Turnitin on Blackboard; hard copies or email
attachments will not be accepted. Submission links are located under the Assessment link in the Navigation
Panel on the left side of the screen. It is your responsibility to submit the correct version of your assignment to
the relevant submission link before the due date.
More than one submission of your assignment is possible on the Revision tab before the due date. You are
required to submit your draft report to the DRAFT Tab (at least once) prior to your final submission so that
you can check the similarity score and associated texts to detect any plagiarism and other academic misconduct
issues. The Revision tab allows multiple submissions, and I would encourage the groups to submit their work to
the Revision tab as early as possible so that there would be sufficient time for revisions. Your very final version is
the one to be submitted to the Final tab by the due date. Please do not wait till the last day of your due date for
submissions if you wish to receive a similarity report from Turnitin as this may take up to 24 hours and even
more when servers are busy. Please also remember to download a copy of your receipt from Turnitin as proof
of the submission.
In rubrics on the blackboard, feedback and comments will be offered directly in the submitted assignments.
Pass requirements
To pass this unit you must:
1. receive an overall grade of 5 or above and a mark greater than or equal to 50%; AND,
2. have attempted all assessment tasks.
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Assessment Moderation
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning
outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation
of assessments are described in the Assessment and Student Progression Manual, available from
policies.curtin.edu.au/findapolicy/
Pre-marking moderation
The following pre-marking moderation strategies could be used to ensure quality assessment practice and
experiences in this unit: peer review of the assessment design for constructive alignment; peer review of
assessment design to ensure sampling across content; peer review of assessment task details (provided to
students); consultative development of marking guide/rubric; peer review of marking guide/rubric, or calibration
of teaching and marking team for shared understanding of the assessment requirements and used to inform
teaching within the study period.
Intra-marking / Post-marking moderation
The following intra-marking / post-marking moderation strategies could be used to ensure quality assessment
practice and experiences in this unit: Calibration of markers prior to marking assessments; Calibration of markers
on a small sample of assessments prior to marking the rest; Moderation of a sample of student work near grade
boundaries; Moderation of all borderline results to confirm standard; Moderation of high and low outliers to
confirm result; Check for consistency using a random sample across markers and the student cohort; Evaluating
content and construct validity of assessment; Teaching team review of marking and moderation processes to
inform improvements.
Late assessment
Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.
Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment
Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1.
2.
3.
For assessment items submitted within the first 24 hours after the due date/time, students will be penalised
by a deduction of 5% of the total marks allocated for the assessment task;
For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated
for the assessment item will be deducted; and
Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.
Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the
Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1.
All assessment items submitted after the due date/time will receive a mark of zero.
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Assessment extension
Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to
the Assessment Schedule table in this Unit Outline):
1.
2.
3.
4.
A student who is unable to complete an assessment item by/on the due date/time as a result of exceptional
circumstances beyond the student’s control, may apply for an assessment extension on the Assessment
Extension Application Form as prescribed by the Academic Registrar. The form is available on the Forms
page at https://students.curtin.edu.au/essentials/forms-documents/forms/ and also within the student’s
OASIS (My Studies tab – Quick Forms) account.
The student will be expected to submit their application for an Assessment Extension with supporting
documentation via the online form.
Timely submission of this information supports the assessment process. For applications that are declined,
delayed submission may have significant ramifications on the possible marks awarded.
An application may be accepted up to five working days after the due date/time of the assessment item
where the student is able to provide a verifiable explanation as to why they were not able to submit the
application prior to the assessment due date/time
Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit
(refer to the Assessment Schedule table in this Unit Outline):
1.
All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of
zero depending on the unit permitting late assessment submissions.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check OASIS for
details.
Further assessment
Further assessments, if granted by the Board of Examiners, will be held between 04/03/2024 and 15/03/2024 .
Notification to students will be made after the Board of Examiners meeting via the Official Communications
Channel in OASIS.
It is the responsibility of the student to be available to complete the requirements of a further assessment. If your
results show that you have been granted a further assessment you should immediately check OASIS for details.
Reasonable adjustments for students with disabilities/health circumstances likely to impact on
studies
A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a
disability or health condition to have equitable access to their studies at Curtin. Carers for people with disability
may also be eligible for support. This support can include alternative exam or test arrangements, study materials
in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from
AccessAbility Services.
Documentation is required from your treating Health Professional to confirm your health circumstances or carer
responsibilities.
If you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please
provide it to the Unit Coordinator in week 1 of each study period.
Referencing style
The referencing style for this unit is Chicago 17th B.
More information can be found on this style from the Library web site:
https://libguides.library.curtin.edu.au/uniskills/referencing/chicago17.
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Privacy
As part of a learning or assessment activity, or class participation, your image or voice may be recorded or
transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on
campus or to others both in Australia and overseas.
Your image or voice may also be recorded by students on personal equipment for individual or group study or
assessment purposes. Such recordings may not be reproduced or uploaded to a publicly accessible web
environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the
permission of those who are impacted by the recording.
Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for
compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of
this may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.
If you wish to discuss this please talk to your Unit Coordinator.
Copyright
The course material for this unit is provided to you for your own research and study only. It is subject to
copyright. It is a copyright infringement to make this material available on third party websites without the express
written consent of Curtin University.
Academic Integrity (including plagiarism and cheating)
Academic Integrity
Curtin’s Student Charter, Academic Integrity Program (AIP), and core Values guide expectations regarding student
behaviour and responsibilities. Information on these topics can be found on the Academic Integrity Website.
Academic Integrity Warnings
An Academic Integrity Warning may be issued to a student in limited circumstances and only where misconduct is
not involved.
Academic Misconduct
Staff members are required to report poor academic practice and suspected misconduct. Academic Misconduct
means conduct by a student that is dishonest or unfair in connection with any academic work. This includes all
types of plagiarism, cheating, collusion, falsification or fabrication of content, and behaviours like falsifying
medical certificates for extension. Contract cheating, the use of file sharing, translation services/apps,
paraphrasing tools (text-spinners), article generators, and assignment help websites also may be considered
academic misconduct.
Check your assessment instructions carefully before using any generative artificial intelligence (Gen-AI) software
(e.g. Chat GPT, Midjourney, GitHub Copilot, etc.). You are not permitted to use Gen-AI software in any assessment
task unless written permission is explicitly granted by the Unit Coordinator (e.g. within Blackboard or the
assignment specifications). If the use of Gen-AI software has been approved, you must document its use, apply
appropriate acknowledgement and attribution rules, and include a statement as to the nature and extent of the
use when submitting the assessment. Unapproved, inappropriate, or undisclosed use may be dishonest or unfair
behaviour, and thus considered misconduct. For further information on the use of Gen-AI software see the
Academic Integrity Website.
The longer term personal, social, and financial consequences of misconduct can be severe, so please ask your
tutors or unit coordinator if you need clarification or are unsure what to do. If your work is the subject of an
inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work
under inquiry will not be graded until the process has concluded. Penalties for misconduct may include a warning,
a reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the
course. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules.
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Information and Communications Technology (ICT) Expectations
Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning
systems such as Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please visit UniSkills and the IT tools and guides
webpage.
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Using Blackboard, the I Drive and Back-Up files
Introduction to PowerPoint, Word and Excel
Additional information
Enrolment
It is your responsibility to ensure that your enrolment is correct – you can check your enrolment through the
eStudent option on OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to
their rights and responsibilities as a student. These include:
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the Student Charter
Values and Signature Behaviours
the University’s policy and statements on plagiarism and academic integrity
copyright principles and responsibilities
the University’s policies on appropriate use of software and computer facilities
Information on all of the above is available through the University’s “Student Rights and Responsibilities” website
at: students.curtin.edu.au/rights.
Note: In Australia and other jurisdictions, students are required to complete a screening check prior to
undertaking any activities that include children (e.g. surveying children at a school as part of a project). If this
applies to you, start by contacting your unit coordinator for advice.
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or
assessments to the best of their ability, under standard conditions. These factors may include a disability or
medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant
caring responsibilities, pregnancy, religious practices, living in a remote location,or another reason. If you believe
you may be unfairly disadvantaged on these or other grounds please contact the appropriate service below. It is
important to note that the staff of the University may not be able to meet your needs if they are not informed of
your individual circumstances, so please get in touch with the appropriate service if you require assistance.
To discuss your needs in relation to:
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Disability or medical conditions, contact AccessAbility Services: https://students.curtin.edu.au/personalsupport/disability/
Elite athletes, contact Elite Athlete Coordinator: https://stadium.curtin.edu.au/sport/academy/elite-athleteprogram/
All other grounds, contact the Student Wellbeing Advisory Service: https://students.curtin.edu.au/personalsupport/counselling-guidance/wellbeing/
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Recent Unit Changes & Response to Student Feedback
Students are encouraged to provide feedback through student surveys (such as Insight (Curtin’s new unit and
teaching survey developed in collaboration with students and staff) and the annual Student Experience Survey) and
interactions with teaching staff.
Listed below are some recent changes to the unit as a result of student feedback.
Assessment 2 (Group Portfolio) has been completely rewritten with a new title and new content.
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Program calendar
Wk
Face-to-face Lectures and Tutorials
Orientation Week
Orientation
Week 1
Due
1 July 2024 We are getting to know each other: the countries we were born and/or came from
– the culture, the lifestyle, the history, what’s like living there, and what’s like living
in Singapore (or another country outside of your country of birth), etc.
General Introduction to the Unit & Formation of Groups
Question & Answer Time
Getting ready: an overview of lecture topics, tutorial activities and expectations;
plagiarism warning; assessments overview
Week 2
8 July 2024 Topic 1: Grand challenges
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Lecture on Topic 1: Grand challenges
Tutorial activities (embedded in the lecture slides)
l With a key focus on UN
SDGs https://www.un.org/sustainabledevelopment/sustainabledevelopment-goals/), students (in groups) to understand and
discuss each goal and start thinking about which goal(s) they might
consider addressing for Assessment 1.
l If time permits, watch and discuss this video To tackle gender
inequality in rural parts of developing countries
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Week 3
15 July
2024
Topic 2: A framework for addressing grand challenges
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Week 4
22 July
2024
Gender Equality: Now – (Retrieved 2nd June 2019)
Review and confirmation of group members and allocation of weeks
Lecture on Topic 2: A Framework for addressing grand challenges
l Especially focusing on the framework for addressing grand
challenges by Georges et al. (in preparation for Assessment 1).
l Tutorial activities (embedded in the lecture slides) focusing on
preparation for Assessment 1. Suggested topics include (but are not
limited to) gender discrimination; poverty; health and education;
climate change; human rights; decent work, and so on)
l Discuss selected topics used by past students for Assessment 1 (see
the file named “Collection for Assessment 1” under the Assessments
folder on the blackboard)
l Check out the rubrics for Assessment 1
l Review and confirmation of group presentations and assessments’
due dates
Topic 3: Corporate-NGO collaboration in emerging markets in Asia
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Lecture on Topic 3: Corporate-NGO collaboration in emerging markets
in Asia
Tutorial activities
l students to get a good handle on what NGOs are – local, national,
and international NGOs- and what they do.
l what NGOs can bring to the collaborative relationships with
corporations.
l One more practice for Assessment 1! Go over again the framework
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Week 5
29 July
2024
Topic 4: Corporate-NGO collaboration (a cross-sector collaboration)
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Week 6
5 Aug
2024
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12 Aug
2024
Lecture on Topic 4: Corporate-NGO collaboration (a cross-sector
collaboration)
Tutorial activities
Read this article on “The Nestle Cocoa Plan”
from https://www.nestle.com.au/en/creating-shared-value/social-impact/thenestl%C3%A9-cocoa-plan (which organisations could you note as NGO
partners for Nestle? What have been the benefits (also challenges) for this
partnership?)
Use the article entitled “Singapore prepares for rising seas; people urged
to join effort (Straits Times,
Singapore) https://www.straitstimes.com/singapore/environment/singaporeprepares-for-rising-seas-people-urged-to-join-effort. It is a governmentled initiative, but the article also mentions a few more actors who are
involved in the case. Good to also follow up on where the program is at.
For a class practice, also brainstorm who else should be involved (at
multilevel) and how to measure the outcomes etc.
One more practice for Assessment 1: Go over again the framework on
addressing grand challenges by Georges at al. (2016), making sure student
groups understand (and be able to apply) their cases to the components in
the framework
One more time checking out the rubrics for Assessment 1 and expectations
One more time checking out the rubrics for Assessment 3 and expectations
Review and confirmation of group presentations and assessments’ due
dates
Topic 5: Corporate social responsibility in Asia
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Week 7
on addressing grand challenges by Georges at al., but this time
student groups come up with their own examples and apply
them to the framework.
Check out the rubrics for Assessment 1 and expectations.
Review Assessment 3 (individual report), expectations, and rubrics
Review and confirmation of group presentations and assessments
due dates
Lecture on Topic 5: Corporate social responsibility in Asia
Tutorial activities (embedded in the lecture slides)
l Take a good look around websites of major MNEs in Germany, U.S,
China and Singapore and Thailand. List the kinds of things they
showcase on. Slide 9 also has loads of links for CSR policies.
l Understanding the differences between “explicit” and “implicit” CSR.
l Look at these examples Tata Steel – A Corporate Citizen (CSR AV) –
TS India (Example of implicit CSR) https://www.youtube.com/watch?
v=vlwMAvNzRfQ
l Samsung Corporate Social Responsibility: Building Libraries in Asia to
Foster appreciation for Arts. (example of explicit
CSR) https://www.youtube.com/watch?v=8v9vr_7-kUk
Topic 6: Business systems
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Lecture on Topic 6: Business systems
Tutorial activities (embedded in the lecture slides)
l Review and discuss the components of the Business System diagram
l After understanding what a business system is, it would be
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Assessment 3
(Individual
Report)
is due Week 6
on Friday 9
Aug 2024
Submission
closes at
23.59pm SGT
Assessment 1
(group
presentations)
commences in
Week 7, 12
Aug 2024,
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Week 8
19 Aug
2024
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26 Aug
2024
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2
September
2024
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Recap on online lecture
Tutorial activities (embedded in the lecture slides)
l Discuss the question, “what is institutional voids? (Lecture slide 2) and
in what areas the institutional differences could occur in your country?
(Lecture slide 3)?
l Review Assessment 2, expectations, and rubrics
9
Topic 10: Institutional Void (part 2)
September
2024
l Lecture on Topic 10: Institutional Void (part 2)
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Week 12
Lecture on Topic 8: Institutional theory and home and host institutions
Tutorial activities (Activity embedded in lecture slide 21)
l Think of an Asian country and culture you are interested in; in your group,
discuss 1. How has it changed over the last two decades; 2. How has
business responded to these changes? And 3. What have been the
institutional complexities faced by businesses in that country?
l Review Assessment 2, expectations and rubrics
Topic 9: Institutional Void (part 1)
l
Week 11
Lecture on Topic 7: Culture and Business Systems of Asia
Tutorial activities (embedded in the lecture slides)
l Numerous examples of the impact of culture on our way of life (see
slide 4 of the lecture on Topic 7); discuss how those examples apply
to you in the country you came from and in Australia.
l Review Assessment 2 (Group Portfolio), expectations and rubrics
Topic 8: Institutional theory and home and host institutions
l
Week 10
Time: During
class
Topic 7: Culture and Business systems of Asia
l
Week 9
interesting to know how you would describe your country’s business
systems, if someone asks you about it.
Remind Assessment 3 (individual report) is due this week.
Tutorial activities (embedded in the lecture slides)
l Watch this video on The Multinational Corporations that Boycott
Campaigns Can’t Reach and discuss the characteristics of these companies
and why it is hard for boycott campaigners to reach them? What could we
do to improve the situation? https://www.youtube.com/watch?
v=2J4sZLcbFqc.
l Review Assessment 2, expectations, and rubrics
16
September
2024
Reflections and feedback
Assessment 2
(Group
Portfolio) is
due in Week:
12, Friday 20
Sept 2024
Submission
closes at
11.59pm SGT
MGMT3016 Responsible Management in Asia
Singapore Campus
25 Jun 2024
School of Management and Marketing, Faculty of Business and Law
Page: 14 of 15
CRICOS Provider Code 00301J
The only authoritative version of this Unit Outline is to be found online in OASIS
Faculty of Business and Law
School of Management and
Marketing
Week 13
23
September
2024
Week 14
30
September
2024
Examinations
Week 15
7 October
2024
Examinations
MGMT3016 Responsible Management in Asia
Singapore Campus
25 Jun 2024
School of Management and Marketing, Faculty of Business and Law
Study review weeks
Page: 15 of 15
CRICOS Provider Code 00301J
The only authoritative version of this Unit Outline is to be found online in OASIS
INSTRUCTIONS FOR STUDENTS – GROUP COLLABORATE
Accessing Collaborate – getting started
Your online tutorial will be held during the same time as your face to face
tutorial. Please follow the steps below to join your online tutorial.
1. Go to My Groups (located in the tool bar on the left hand side panel in
Blackboard).
2. Click on your unit’s workshop (e.g Tues 4pm, Fri 9am etc.)
3. Select “Collaborate”
4. You will arrive at the page below. Click on “Join room” icon
WEEK 4 |
5. Please ensure that you have clicked on “share audio” and “share
video (not necessary)” for others to be able to see and hear you –
these icons are both located at the bottom of the screen.
6. To test audio and video function, please select this icon
located
at the right hand corner of the page. Then select this
.
7. The Audio and Video Settings page will appear. Please select “Set up
your camera and microphone” and follow the prompts.
8. The use of Chrome is recommended.
9. Follow your tutor’s instructions.
WEEK 4 |
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