| Learning objectives |
- Content:
- Examine the evolution of business strategies in Latin America
and the Caribbean (LAC), with a focus on how local and
international firms adapt to institutional, cultural, and economic
diversity in the region.
- Understand Latin America’s strategic role in the world economy,
and analyse how geopolitical shifts, particularly involving China,
the United States, and the European Union, shape trade, investment,
and internationalization strategies in the region.
- Compare the internationalization strategies of Latin American
firms and foreign multinationals operating in the region,
evaluating how they manage risk, build networks, and respond to
regional and global challenges.
- Formulate an exam topic (in the form of a synopsis) that
articulates a relevant strategic issue or dilemma faced by
businesses in or related to the LAC region, and reflect
analytically on how this issue connects to other themes and
concepts covered in the course.
- Critically analyze entrepreneurship and SME development in
Latin America, including how Indigenous entrepreneurs and
communities develop context-sensitive business practices shaped by
territory, cultural identity, and alternative understandings of
development and sustainability.
- Lenguage:
- Respond fluently and reflectively to the examiner’s questions,
ensuring that the oral examination flows as an academic dialogue in
Spanish.
- Use grammatically correct, well-structured, and clearly
pronounced Spanish, avoiding errors that hinder communication.
- Present and discuss a topic using rich and appropriate
vocabulary and academic terminology, with sensitivity to regional
context and strategic language.
- Demonstrate the ability to recognize and correct errors during
the oral exam, when necessary.
|
| Examination |
The exam in the subject consists of two parts:
| Business
Strategies in Latin America and the Caribbean -
Content: | | Sub exam weight | 50% | | Examination form | Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance, see also the rules about
examination forms in the programme regulations. | | Individual or group exam | Individual exam | | Size of written product | Max. 3 pages | | Assignment type | Synopsis | | Release of assignment | Subject chosen by students themselves, see
guidelines if any | | Duration | Written product to be submitted on specified date and
time.
30 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade | | Grading scale | 7-point grading scale | | Examiner(s) | Internal examiner and second internal
examiner | | Exam period | Summer | | Make-up exam/re-exam | Same examination form as the ordinary exam | Description of the exam
procedure
The course has only one exam, consisting of two parts: a 3-page
maximum synopsis and an oral exam. The grade is given for the
content of the synopsis and the oral
presentation. |
| Business
Strategies in Latin America and the Caribbean -
Language: | | Sub exam weight | 50% | | Examination form | Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance, see also the rules about
examination forms in the programme regulations. | | Individual or group exam | Individual exam | | Size of written product | Max. 3 pages | | Assignment type | Synopsis | | Release of assignment | Subject chosen by students themselves, see
guidelines if any | | Duration | Written product to be submitted on specified date and
time.
30 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade | | Grading scale | 7-point grading scale | | Examiner(s) | Internal examiner and second internal
examiner | | Exam period | Summer | | Make-up exam/re-exam | Same examination form as the ordinary exam | Description of the exam
procedure
The course has only one exam, consisting of two parts: a 3-page
maximum synopsis and an oral exam. The grade is given for the
content of the synopsis and the oral
presentation. |
|
| 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.
-
Block 1: Examines the internationalization
strategies of Latin American and European firms, analyzing how they
adapt to institutional diversity, leverage regional networks, and
engage with evolving market conditions.
-
Block 2: Investigates Latin America's
positioning in the global economy, considering how geopolitical
trends and trade relations with China, the U.S., and the EU
influence strategic decision-making and regional
integration.
-
Block 3: Focuses on entrepreneurship and
the role of small and medium-sized enterprises (SMEs) in driving
business development and innovation in the region, including how
these firms scale, internationalize, and compete. Particular
attention is also given to Indigenous entrepreneurship and
pluriversal forms of economic organization, examining how
Indigenous peoples develop entrepreneurial practices grounded in
community, territory, cultural identity, and alternative
understandings of value, development, and
sustainability.
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.
|
| 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
- Classic and basic theory
- New theory
- Teacher’s own research
Research-like activities
- Discussion, critical reflection, modelling
- Students conduct independent research-like activities under
supervision
|
| 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. |
| 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 |
| Lectures |
30 hours |
| Exam |
0.5 hours |
| Preparation |
175.5 hours |
| Total |
206 hours |
|
| Expected literature |
|
Please note that the complete literature list will be
available on Canvas
-
Delgado, R. G. M. (2019). Instituciones Políticas y Desigualdad
de Ingresos en América Latina: Desde la Independencia hasta la
Actualidad. Asian Journal of Latin American Studies, 32(2),
1-24.
-
Bernal-Meza, Raúl (2016). China y América Latina: de la
oportunidad al desafío, Revista tempo do mundo, Vol. 2, no. 2, p.
63-78.
-
MCDonald et al. 2022. La influencia del conflicto social y
la licencia social para operar sobre el valor de la
empresa. Estudios Gerenciales,
38(165), 406-423.
|
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