2022/2023 KAN-CCBLO2006U Business Strategies in Latin America and the Caribbean
English Title | |
Business Strategies in Latin America and the Caribbean |
Course information |
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Language | Spanish |
Course ECTS | 7.5 ECTS |
Type | Mandatory |
Level | Full Degree Master |
Duration | One Semester |
Start time of the course | Spring |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for BSc and MSc in Business, Language and Culture,
MSc
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 29-06-2022 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||||||||||||||||||||||||||
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Examination | ||||||||||||||||||||||||||||||||||||||||||||||||
The exam in the subject consists of two parts:
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||||||||||||||||||||||||||
Globalisation has led to new dynamics and new organisational adjustments in the management of public and private sectors as well as in civil society organisations in the Latin America and the Caribbean (LAC) region.
In order to discuss the implications of the LAC region, in the private and public sectors, of the need to move from a traditional organisational model based on the extraction of nature and impacted by patronage and corruption, In order to achieve a different, more inclusive management model based on deliberate democracy and indigenous knowledge with the aim of enacting more responsible and sustainable management. These tendencies promote the adaptation of new management models, which are based on market ideologies and the notions of information society, as well as the social responsibility of economic and political actors in a hyper-informed world.
This course is divided into three blocks, which combine specific cases (meso and micro levels), considering theoretical perspectives and critiques to explore the "translation" of "new" management practises in the LAC region in the private sector. In the first block, we present the business strategies of local (LAC) and European firms in LAC. The second block presents the new public management and its implications for democracy in the LAC region. In the third block, we analysed sustainable development and human rights and their organisational implications on the transformation of organisational practices.
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Description of the teaching methods | ||||||||||||||||||||||||||||||||||||||||||||||||
This course aims to develop the students’ skills
through individual and collaborative activities, which are designed
to promote students’ participation in sharing their opinions,
experiences, views, thoughts and knowledge. The case study
approach/method is the principal learning strategy for the
teaching-learning process.
Through the case study method, the students will practice and apply theory and knowledge to real-world problems. The students, collaboratively (in teams), will identify and clarify the problems presented, analyse the information found on each case, formulate and evaluate options, present and defend their recommendations. The case study method involves the development of critical thinking, information analysis, and problem-solving skills. One of the principal objectives of this learning strategy is that the students assume a key role in the learning process. Note: The students are responsible to buy the case studies for this course. Please follow the instructions posted at CBS' Canvas. |
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Feedback during the teaching period | ||||||||||||||||||||||||||||||||||||||||||||||||
Students will make oral presentations of case study and academic readings. The students will receive feedback on two areas: 1) Content -discussion of the assigned questions for the case study/ readings in relation to the theoretical background of the course, and 2) Language -oral communication in relation to vocabulary, pronunciation and grammar in Spanish. Students are encouraged to make use of those to enhance their learning experience, of course in addition to regular participation and two-way communication in lectures. The lecturer will also strive to be readily available for a one-to-one dialogue in both lecture breaks and following each lecture session. | ||||||||||||||||||||||||||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||||||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||||||||||||||||||||||||||||
Please note that the complete literature list will be available on Canvas
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