2025/2026 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 Global Business and
Politics
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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 23-05-2025 |
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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Understanding the dynamics of business strategy is essential in a globalized world for effectively managing organizations across both public and private sectors. This is particularly relevant in the Latin America and Caribbean (LAC) region, where diverse economic, political, and cultural contexts shape how firms define and implement their strategies. Latin America has historically been integrated into the global economy as a supplier of raw materials and agricultural commodities. However, the region is undergoing a significant transformation. Local and international firms alike are navigating a more complex landscape marked by industrial diversification, regional integration efforts, and increased geopolitical competition—especially involving China, the United States, and the European Union. This course is structured into three thematic blocks, each addressing the strategic challenges and opportunities faced by firms operating in or engaging with the LAC region. Students will explore case studies and theoretical frameworks across macro (global/regional), meso (sectoral), and micro (firm-level) perspectives.
Throughout the course, students will be encouraged to reflect on how firms formulate strategies that respond to global pressures while remaining attuned to local realities. Emphasis is placed on critical thinking, contextual analysis, and the development of original, well-founded strategic proposals relevant to the LAC region. |
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Research-based teaching | ||||||||||||||||||||||||||||||||||||||||||||||||||||
CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
Research-like activities
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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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