MSC IN GLOBAL & SUSTAINABLE BUSINESS - 2019-2020 MSc GLOBAL BUSINESS 2018-2019 - EDHEC ...
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MSC IN GLOBAL & SUSTAINABLE
BUSINESS
2019-2020
MSc GLOBAL BUSINESS
2018-2019INDEX ECTS ................................................................................................................................................................... 3 SEMESTER 1 20_M2_LI_GLB_S1_CCO_MGT_1220: RESEARCH METHODS FOR BUSINESS AND CONSULTING..................... 4 20_M2_LI_GLB_S1_CCO_MGT_1216: CORPORATE STRATEGY FOR INTERNATIONAL BUSINESS ....................... 6 20_M2_LI_GLB_S1_CCO_MGT_3945: PROCUREMENT .................................................................................. 10 20_M2_LI_GLB_S1_CCO_LAW_1218: INTERNATIONAL BUSINESS LAW .......................................................... 13 20_M2_LI_GLB_S1_CCO_ACC_3946: NEGOCIATION ...................................................................................... 15 20_M2_LI_GLB_S1_CCO_MGT_3693: MITIGATING ILLICIT BUSINESS ............................................................ 17 20_M2_LI_GLB_S1_SEM_CCS_730: BUSINESS ETHICS .................................................................................... 19 20_M2_LI_GLB_S1_CCO_6151: DRIVING A SUSTAINABLE FOOD REVOLUTION: USING BUSINESS AS A FORCE FOR GOOD ....................................................................................................................................................... 21 20_M2_LI_GLB_S1_CCO_6152: INNOVATION POLICIES FOR A SUSTAINABLE ENERGY SECTOR ................... 23 20_M2_LI_GLB_S1_CCO_6153: GREEN FUTURE FOR REAL ESTATE DEVELOPMENT ...................................... 25 20_P0_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE ...................................................................... 27 20_M2_LI_BM_S1_CCO_FLE_1345: IC - FLE..................................................................................................... 29 SEMESTER 2 20_M2_LI_GLB_S2_CCO_MKG_3553: COUNTRY RISK ANALYSIS ..................................................................... 32 19_M2_LI_GLB_S2_CCO_MKG_1227: GLOBAL MARKETING STRATEGY .......................................................... 34 20_M2_LI_GLB_S2_CCO_FIN_1228: GLOBAL FINANCE ................................................................................... 36 20_M2_LI_GLB_S2_CCO_6155: INTERNATIONAL OPERATIONS ..................................................................... 38 20_M2_LI_GLB_S2_CCA_6156: CIRCULAR FASHION: DESIGN AS A CATALYST FOR TRANSFORMATION ....... 42 20_M2_LI_GLB_S2_CCO_6158: THE FUTURE OF HEALTH(Y) BUSINESS ......................................................... 44 20_M2_NI_GLB_S2_CCO_6157: CREATING SUSTAINABLE TRANSPORT AND MOBILITY ............................... 45 20_M2_LI_BM_S2_CCO_FLE_1345: IC - FLE..................................................................................................... 47
ECTS
IC/INC
HOURS EDHEC INC
DD
Procurement 30 4 4 4
Corporate Strategy for International Business 30 4 4 4
International Business Law 15 2 2 2
Negotiation 15 2 2 2
Research Methods for Business 15 2 2 2
Mitigating Illicit Business 15 2 2 2
Business Ethics 15 2 2 2
Impact of Artificial Intelligence on Business & Society 15 2 2 2
INDUSTRY COURSE (2 out of the 3 following Industry Courses - 15h00 -
2 ECTS each) 30 4 4 4
Driving a Sustainable Food Revolution - Using Business as a force for CHOOSE
Good 15 2 2 TWO OUT
Innovation Policies for a Sustainable Energy Sector 15 2 2 OF THREE
Green Future for Real-Estate Development 15 2 2 MAXIMUM
SPECIALISATION INTERNSHIP 2
TICD 40 6 6
Socio-Cultural France 30 7
French (Language Course) 30 5
French (Language Course) 15 NC*
SEMESTER 1 220 32 30 36
Country Risk Analysis 15 2 2
Global Marketing Strategy 30 4 4
Global Finance 30 4 4
Leadership 15 2 2
International Operations 30 4 4
INDUSTRY COURSE (2 out of the 3 following Industry Courses - 15h00 - 30
2 ECTS each) 4 4
Circular Fashion: Design as a Catalyst for Transformation 15 2 2
Creating Sustainable Transport and Mobility 15 2 2
The Future of Health(y) Business 15 2 2
Global & Sustainable Business Trip 15 2 2
TICD 50 8 8
French (Language Course) 15 NC*
SEMESTRE 2 215 30 30 0
Master Project 30 30
Rapport de stage 13
Internhip / Work Experience 15
YEAR 435 105 105 3620_M2_LI_GLB_S1_CCO_MGT_1220: RESEARCH METHODS FOR BUSINESS AND
CONSULTING
NUMBER OF HOURS: 15 hours
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Raphaël Smals raphael@rsmals.nl
COURSE OBJECTIVES
The research methodology course prepares the students for the master’s thesis project they will undertake
in semester 2. The course comprises the full research cycle, from problem definition to reporting, using
assignments to develop a research proposal that can be used (if so desired by the students) as a starting point
for the students’ thesis project. The topics addressed are also applicable to practical research problems
encountered in a business and consulting work setting.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
1. What steps are involved in an academic research process
2. What kind of quality requirements are applicable to academic research
More specifically, participants should be able to (skill- and competency-based outcomes)
a) Define a research purpose and question (problem statement)
b) Translate a review of relevant theory into a conceptual model, operationalization and theoretical
framework
c) Select appropriate data collection and analysis methods
d) Analyze the data in order to achieve and report on outcomes
e) Integrate the above aspects into a consistent, individual research proposal
PREREQUISITES
(none)
COURSE CONTENT
SESSION TOPIC
1 Types of research and knowledge
Research goal & questions
Conceptual modelling
Literature research, definitions and operationalization
2 Making the most out of existing theory: gaps, deduction and induction
Iterating between theory and research questions
Hypotheses / propositions
Operationalization
3 Data source selection & criteria
Data collection methods; primary & secondary data
Planning a thesis project
Data analysis
Interpreting the results
4 Structure of a report or thesis
Process of writing
Reviewing / commenting
Consistency
Quotes / illustrations / citations
Research qualityTEACHING & LEARNING METHODS
Each session will feature in-class lectures, collaborative learning, individual in-class assignments and
individual feedback.
ASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Written assignment 10% Homework / digital a: Define a research purpose
hand-in and question (problem
statement)
b: Translate a review of
relevant theory into a
theoretical framework,
conceptual model and
operationalization
Written assignment 10% Homework / digital c: Select appropriate data
hand-in collection and analysis
methods
Written assignment 10% Homework / digital d: Analyze the data in order
hand-in to achieve and report on
outcomes
Individual take-home 70% Homework / digital Demonstrated knowledge of:
exam hand-in 1: What steps are involved in
an academic research
process
2: What kind of quality
requirements are applicable
to academic research
Ability to:
e: Integrate the above
aspects into a consistent,
individual research proposal
READING
Suggestions for recommended reading are communicated to the students during the workshops, relying on
online, freely accessible sources.20_M2_LI_GLB_S1_CCO_MGT_1216: CORPORATE STRATEGY FOR INTERNATIONAL
BUSINESS
NUMBER OF HOURS: 30
SEMESTER: 1
INTERNATIONAL PROGRAMME: 4 ECTS
COURSE COORDINATOR + MAIL:
- Prof. Dr. Olivier Furrer / olivier.furrer@unifr.ch
- Dr. Brian Tjemkes / b.v.tjemkes@vu.nl
COURSE OBJECTIVES
Most industrial activity in developed countries is carried out by large corporations which compete globally in
more than one market (product, location, or business). On average these firms engaged in over 10 different
lines of business. Due to the dominant role these global firms play in economic activity, it is likely that most
students, regardless of their chosen career paths, will at some point either work for, advise, or compete with
a multi-product, multi-location, multi-business corporation.
The nature of these global corporations has undergone enormous change in the last sixty years, affecting
both their scope and their structure. The merger and acquisition booms of the sixties and eighties extended
the scope of existing multi-product, multi-location, multi-business corporations. More recently, capital
market pressures forced every corporation to reassess its portfolio of businesses, level of overhead, and the
way it coordinates and controls its multi-market activities. New forms of corporate organization, such has
the LBO partnerships of the eighties, provoked a debate about the efficacy of corporate hierarchies. In
addition, new institutional arrangements, such as joint ventures, alliances and franchising have come to
prominence.
Corporate-level managers of multibusiness, multinational firms are confronted with three sets of issues. First,
the determinant of firm scope: why is it that some companies are highly specialized in what they do whereas
others embrace a wide range of products, markets and activities? Second, what is the linkage between scope
and performance? Clearly, specialized firms will tend to be smaller than diversified firms, but what about
profitability and shareholder returns? Third, what can we say about the management (challenges) of multi-
product, multi-location, and multi-business firms in terms of structure, management systems and leadership?
In this course, we will focus on these sets of issues.
To answer these questions and resolve these issues, this course introduces and employs various analytical
frameworks that help us to identify the sources of corporate advantage from both an industry and firm
perspective. By focusing on what makes some corporate strategies, taking an international perspective,
strong and viable, while others remain weak and vulnerable, we will develop the ability to consider the impact
of change and other important environmental forces on the opportunities for establishing and sustaining
corporate advantage.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
The dominant theoretical perspectives and analytical frameworks on corporate strategy and international
business
More specifically, participants should be able to (skill- and competency-based outcomes)
Apply acquired knowledge to creatively resolve corporate challenges via case-analysis
Communicate their views (verbally and written) in a coherent and systematic mannerPREREQUISITES Foundations of Strategy COURSE CONTENT The emphasis of this corporate strategy course is on pragmatic and action-oriented general management skills. However, a considerable body of theory has evolved within the disciplines of strategy, economics, finance, marketing, organization theory, and international business that have salient implications for management. Therefore, the course will emphasize both cases and lecture sessions. Corporate Strategy, as much as any business course, deals with the world of experience. The world of experience is not a world of certainty. Therefore, within the classroom, reasonable people (with different experiences) will view management differently. This is a healthy tension. Corporate strategy, whether discussed in the classroom or discussed within a firm, involves “making sense together.” The very idea of making sense involves a creative process and is personal (subjective). Conjectures and (subjective) knowledge based on your own personal experiences are highly valued during class discussions. Creativity will be rewarded in your individual papers and group projects. This course also rewards the hard worker who has the ability to listen and think critically. The course will provide a great deal of material and will require that you process the material. The exam will test your ability to understand the material in the textbooks, readings, and class notes. SESSION N° TOPIC 1 Corporate diversification and growth 2 Making an impact I 3 Organizational challenges and headquarters 4 Corporate boundaries and dynamics 5 Making an impact II 6 Corporate social responsibility TEACHING & LEARNING METHODS The greatest value from education is seldom realized immediately upon graduation. Such value is realized over a lifetime, and comes not from having a “bag of tricks” but rather form developing analytical and executive skills. One of the most valuable abilities that you can develop and sharpen in a master course is the ability to think critically and strategically, and to speak and write in a logical and compelling manner. Accordingly, this course will only partially rely on lectures and you will be responsible for a large portion of your own development. You are required not only to attend classes but also to carefully prepare for each class and contribute actively to class discussion of the assignments of each session. To accomplish these objectives, we will use a variety of learning techniques: lectures, reading articles, written reports, class discussion, in class assignments and group work. Two of these are distinctive of the course: case analysis and essay. The emphasis on case analysis, class discussion, and essay and the compressed nature of the course make it crucial that you prepare the assigned material for every class. If you fall behind, it will be very difficult to catch up. Class participation plays an integral part in the learning process and is a strong predictor of your final grade. Case Analysis (group assignment) Strategic thinking and analysis is best learned through practice. The cases we will study are about real world corporate situations; they are an opportunity to apply the concepts we discuss in class as well as further develop our ability to think about and analysis corporate strategy. Cases are unlike most writing. They are not research articles, news articles, or nonfiction books. They do not make an argument or reach a conclusion. THAT’S YOUR JOB! An important source of information on how to conduct a strategic analysis for a case study
is: Boardman, Anthony E., Daniel M. Shapiro, and Aidan R. Vining (2004), “A Framework for Comprehensive
Strategic Analysis,” Journal of Strategic Management Education, 1 (2), 1-36.
Essay (Individual assigment)
Students (individual) are asked to write a provocative essay on a CSIB management topic. The final essay
should be such that it could be published in professional media (e.g. magazine, newspaper, blog, etc). But
for instance, it could also be used to add to a student’s LinkedIn profile. The underlying idea is that you
demonstrate that you can make an impact on practice! To this end, students need to translate academic
knowledge into managerially relevant knowledge.
ASSESSMENT METHODS
ASSESSMENT % OF THE TOTAL MARK DURATION LEARNING OUTCOME
EVALUATED
One-page case report 0%, but compulsory to n/a (desk work) Being able to work under
(team) obtain final grade pressure
Case reports 50% n/a (desk work) Being able to
(team) communicate acquired
and applied knowledge
Essay 50% n/a (desk work) Being able to synthesise
(individual) acquired knowledge and
communicate individual
view
One-page case report: During the CSIB course each group will prepare for in class discussion by writing a one-
page case discussion document.
Group report: During the CSIB course each group will submit case reports containing their analysis and
solutions.
Individual essay: During the CSBI course student pairs will write a managerially impactful essay on a
CBIS topic.
READING
Recommended reading (available in the Library)
Bartlett, Ghoshal & Birkinshaw; Transnational Management: Text, Cases and Readings in Cross-Border
Management; Fourth edition; Mc. Graw-Hill; 2013. (7th edition)
Furrer, Olivier (2016), (2e edition) Corporate Level Strategy: Theory and applications, Routledge: London and New York.
Compulsory reading
Session
Corporate diversification and growth
Case 1: Toys “R” Us Japan : HBS 9-796-077
Porter, M. (1987). From Competitive Advantage to Corporate Strategy. Harvard Business Review, 65(3): 43–
59.
Collis, D. and Montgomery, C. (1998). Creating corporate advantage. Harvard Business Review, 76(3):70–83.
Making an impact I
Not applicable
Organizational challenges and headquarters
Case 2: Philips and Matsushita 1998: Growth of Two Global Companies: HBS 9-302-049
Bartlett, C.A., and S. Ghoshal. (1988). Organizing for worldwide effectiveness: The transnational solution.
California Management Review, 31(1): 54–74Ghemawat, P. (2005). Regional strategies for global leadership. Harvard Business Review, 83(12):98–108 Corporate boundaries and dynamics Case 3: Globalization of CEMEX: HBS- 701017 Kanter, R. M. (1994). Collaborative Advantage: The Art of Alliances." Harvard Business Review, 72(4): 96– 108. Kumar, N (2009) How emerging giants are rewriting the rules of M&A. Harvard Business Review, 87(5): 115– 121. Making an impact II Not applicable Corporate social responsibility Case 4: Nestlé: Divesting Perrier: RUN 308-063-1 (The case centre) Carroll, A. (1991). The pyramid of corporate social responsibility: Toward the moral management of organizational stakeholders. Business Horizons, 34(4): 39–48. Porter, M. and Kramer (2006). Strategy and society: the link between competitive advantage and corporate social responsibility. Harvard Business Review, 84(12):78–92.
20_M2_LI_GLB_S1_CCO_MGT_3945: PROCUREMENT NUMBER OF HOURS: 30 hours SEMESTER 1 INTERNATIONAL PROGRAMME – 4 ECTS COURSE COORDINATOR: Constantin BLOME BACKGROUND Procurement and strategic sourcing expertise is crucial in today‘s competitive landscape. Procurement is one among the jobs in a firm that has completely changed during the last years. Was purchasing understood as a more or less clerical job, the professional today determines the strategic position of manufacturing and service firms the like. The job thus transformed to a function with strategic impact requiring new capabilities. The procurement professional today is the person in a firm managing the interface of internal and external resources. A rather challenging work as the manager has to ensure that corporate strategy, the internal clients’ perspectives and the potential of the supply market are aligned. The procurement function is responsible that the firm is generating the best competitive advantage through interacting with the supply base. Competitive advantage can be generated by having more innovative suppliers and products/ components/materials, jointly exploring new product development, having access to scarce resources when others are short, exploiting cost reduction opportunities thoroughly, having more responsive and fast delivery suppliers, let sourcing & procurement professionals open up new market opportunities in new regions. This is the foundation for our module WHY SHOULD YOU BE INTERESTED IN PROCUREMENT? Procurement professionals manage in most firms the biggest spend due to an increased outsourcing ratio and further reliance on suppliers for generating innovations. The job of procurement professionals is characterized by having high responsibility from the first day in the job on. Moreover, procurement professionals heavily interact with international suppliers, thus being affluent and interest in diverse cultures is an important asset. As procurement professional you would: interact and negotiate with international suppliers analyse cost reduction opportunities with production and engineering ensure sustainability & quality of suppliers (e.g. supplier audits) provide supply market intelligence be involved in new product development and help to improve marketability coordinate global sourcing strategies mitigate supply chain risks. Currently, the job market for procurement professionals in the UK, but also in the rest of the world is very positive. Students educated in procurement are rare. Particularly those professionals are missing who understand procurement as a strategic profession and are thus able to create strategic opportunities. The procurement job market is highly attractive as no other students in Belgium have the chance to qualify with expert skills in this domain. But also internationally procurement professionals with great skills and the right mindset are a scarce resource. Procurement is highly attractive in case you want to pursue an international career. Procurement is probably the profession where you have most access to international management as you have to deal with suppliers throughout the world. If you don‘t want to handle large sums of money and are not interested in getting high responsibility from the first day of your job, procurement might not be the right choice for you. In many other jobs like e.g. marketing you have to wait a long time until you have your own budgets you can work with, in procurement you will face responsibility from the first day on.
In the 1970ies people believed that procurement would be a dead-end in their career, but have a look at the
boards of the automotive, aerospace, manufacturing etc. most of them have an officer for procurement
related topics.
Graduates with procurement expertise qualify themselves for several career opportunities:
- Executives in leading multinational firms especially for large and medium-sized companies
- Special interest and strategy consulting
- Careers in SS&P and related supply chain jobs
- Business analyst
The module opens up careers in almost every industry in manufacturing as well as service industries. Even
though the demand in manufacturing firms is historically higher, the demand of the insurance & banking
sector as well as in consulting have increased tremendously in recent years.
OBJECTIVES
The objective of the module is to provide you with the right skill-set to directly start in strategic procurement
positions. Even though procurement professionals have to learn the markets they particularly manage on the
job, the course provides you with a full tool-set, methods and approaches to generate strategic benefit right
from the start in your job on. Practice examples, case studies, benchmarks, and also simulations will help you
to learn the necessary skills. The course is rather a managerial course, so we will predominantly focus on
application of tools and the right understanding. However, theoretical underpinning is also pivotal as it helps
to better understand phenomena.
LEARNING OUTCOMES
After having taken this course participants will be able to:
Understand the trends of modern procurement
Understand what is the role of procurement and how it creates value for a company
Understand what are the typical strengths and weaknesses of todays` companies
Understand what a good procurement distinguishes from a bad one
PREREQUISITES
Three years of general business courses or Bac + 3 Business Administration.
COURSE CONTENT
Session Workshop
1 1. Defining the role of procurement
2. The procurement process: The specification phase & Supplier selection & assessment
2 1. The procurement process:
Contract management and bidding
2. Category strategies
3 Procurement strategies: Outsourcing & Quality Management & Innovation
4 Procurement strategies:
Global Sourcing & Offshoring
5 Procurement strategies:
Supply Risk Management
6 Procurement strategies:
Green Procurement7 Procurement strategies :
Procurement & CSR
8 Governance & performance measurement & transformation
The course content is indicative and might be adjusted based on pedagogical needs.
TEACHING & LEARNING METHODS
This course will be highly interactive. It will be based on presentations, mini-group workshops and role play
cases that will be handed down to the students during sessions.
ASSESSMENT METHODS
Assessment % of the total mark Duration Learning outcome
evaluated
Participation 20% All sessions 1-4
Individual submission 20% To be submitted 4
approx. 14 days after
last session (tbd in
class)
Team Presentation 1 30% 2-4
Team Presentation 2 30% 2-4
RECOMMENDED READING
Core textbook: Van Weele, A.J (2010 or 2014) ”Purchasing and Supply Chain Management. Analysis, Strategy,
Planning and Practice”, Thomson, ISBN 1-84480-024-5
In addition, you will be provided with case studies and additional reading materials during the delivery of this
module.20_M2_LI_GLB_S1_CCO_LAW_1218: INTERNATIONAL BUSINESS LAW
NUMBER OF HOURS: 15h
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Ian KAYANAKIS ian@kayanakis.net
COURSE OBJECTIVES
In a Global market, companies cannot only rely on the knowledge of their domestic legal environment. The
students will learn how on 3 major aspects of companies’ life, international legal constraints and practices
(soft law):
impacts managerial decision-making process and
drive business decisions accordingly.
This course is not based on a technical approach of legal issues although some legal knowledge will be
transferred, but will teach the students how to assess the complexity of a situation/decision to be made on
the basis of the understanding of the international business law context their companies are evolving into.
LERNING
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
The influence of the international legal environment on business decisions and on various key building blocks
of a companies’ life;
The reasons why companies might choose a specific national legal environment in a multi-national and
competitive globalized environment, and the limits of this “legal shopping”
The way companies can create different kind of value through an enhanced “legal intelligence”;
The way companies can destroy value because of illegal decisions or poor legal management;
More specifically, participants should be able to (skill- and competency-based outcomes)
Demonstrate agility to integrate legal issues into business and strategic decisions
Build constructive and fruitful interactions with lawyers in order to create value
PREREQUISITES
Fundamental notions in law
Good understanding of the global economy issues
International Business culture and curiosity
COURSE CONTENT
SESSION TOPIC
1 International Compliance & Ethics:
Introduction to Ethics & Compliance, understanding the basics, creating reflexes, assess
impact on governance
2 Mergers & Acquisitions:
Key topics for a successful M&A
3 International contracts & Arbitration:
Global understanding of international trade and dispute resolution most efficient
mecanism
TEACHING & LEARNING METHODS
In-class lectures
Class discussions
Feedback-based case studiesThe students will have to prepare each lecture and arrive fully brief based on the studying material sent
beforehand by the teacher. In particular, before the lecture students will have to prepare questions list,
prepared by already organised groups. These lists shall be sent to the teacher 48h before the lecture.
The lecture will be built on a mix between the answers to the list of questions and interactive lecture.SS
ESSMENT METHODS
ASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL MARK DURATION LEARNING OUTCOME
EVALUATED
Oral participation 20% NA Investment of the student in
during the case studies the studied topic.
sessions Undestanding of the explained
concepts
Lecture preparation – 10% Ability to prepare the lecture
questions list and be ready for active
participation
End of Session Q&A (2 70% Understanding of the concepts
Q&A) and content of the course
-Capacity to integrate legal
issues in business and strategic
decision making
READING
Recommended:
For International Compliance & Ethics please, Web navigation at https://www.transparency.org/
For International Law and Arbitration, please, web navigation at https://iccwbo.org20_M2_LI_GLB_S1_CCO_ACC_3946: NEGOCIATION
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Philippe BIANCHI – philippe.bianchi@edhec.edu
COURSE OBJECTIVES
Cultural differences and international context increase dramatically the difficulty level to come to terms with
well-balanced agreements in business negotiation. Only a greater level of mastering of academic methods to
conduct these international negotiations throughout every phases from “contact” to “closing” can help
overcome the intrinsic difficulties of having 2 or more business people securing a valid and profitable
agreement.
LEARNING OUTCOMES
This experiential and practical seminar aims at giving participants several academic methods, practical tools,
and behavioural guidance to "getting to yes" in this challenging environment.
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
To prepare their negotiation with methods and clearly defined steps
Adapt to and take advantage of cultural differences in negotiation
More specifically, participants should be able to (skill- and competency-based outcomes)
Be aware of their cultural biases in negotiation
Be specific with the help of methods to conduct negotiation step by step as expected in complex negotiation.
PREREQUISITES
None
COURSE CONTENT
SESSION TOPIC
1 Situational negotiation
Fundamental concept to negotiate
2 Intercultural differences – how it matter in you negotiation context.
3 Dealing with concession and countertrade
4 Multilateral negotiation with 3 parties
5 Team negotiation on a complex agreement
TEACHING & LEARNING METHODS
The course will involve several teaching and learning methods:
in-class lectures
case studies
class discussions
Role playing games.ASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL MARK DURATION LEARNING OUTCOME
EVALUATED
Participation during 50% 1 hour per session Determination to reach an
the sessions objective and ability to use
recommended tools
Analysis of a 50% 4 to 6 weeks after the Ability to observe and
negociation meeting end of the elective analyse from real
extracted from real negotiation meetings the
case or from movie/tv elements of techniques
serie used.
READING
Compulsory
Getting to Yes: Negotiating an agreement without giving In
by Roger Fisher and William Ury (original edition 1981 but any edition will be fine)
Houghton Mifflin Company
The Culture Map
By Erin Meyer
Public Affairs (2014)
Recommended
How to win friends & influence people
by Dale Carnegie
Vermillion London - 2012 (original edition 1936 but any edition will be fine)20_M2_LI_GLB_S1_CCO_MGT_3693: MITIGATING ILLICIT BUSINESS NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Bertrand MONNET – bertrand.monnet@edhec.edu COURSE OBJECTIVES Financial crime, fraud, corruption, terrorism, counterfeiting, cybercrime…: multinational companies are continuously targeted by mafias and terrorist organizations, as well as by internal fraudsters, corrupted public agents, non-ethical competitors and fraudulent suppliers. Far from being exotic nor trivial, illicit business has become strategic for top managers, since it can impact any company in all of its dimensions: revenues, brand, IP, assets, products, resources, strategy, governance, and of course people. ♦ From mafias to corrupted officials and its own employees: who are the predators of a company? The first objective of the course Economic crime management is to deliver an exhaustive analysis of the major risks generated by economic crime. ♦ From pure security to organizational and strategic solutions: how to manage the risks generated by economic crime? The second objective of the course Economic crime management is to present the multiple risk management solutions that companies set up to cope with such risks. LEARNING OUTCOMES After having taken this course, participants will be able to/are expected to know or understand (knowledge- based outcomes) to detect the exposure of a company to economic crime, and especially to financial crime, fraud, corruption and cybercrime. More specifically, participants should be able to (skill- and competency-based outcomes) identify the efficient risk management solutions to be mobilized by companies exposed to economic crime. PREREQUISITES None COURSE CONTENT SESSION TOPIC 1 Introduction + Risk analysis 1 2 Risk analysis 2 3 Risk analysis 3 4 Risk management 1 5 Risk management 2
TEACHING & LEARNING METHODS
In-class lectures
Case studies
Class discussions
E-learning sessions
SENT METHODS
ASSESSMENT METHODS
ASSESSMENT % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Analysis of the criminal 100% 3 to 5 hours
risks targeting a real
company, using the
Criminal risks analysis
methodology exposed
during the class.
READINGS
♦ The Paradox of Honesty: How Multinationals Contribute to the Spread of Organised Crime, in Milliot, E. &
N. Tournois (eds) The paradoxes of globalisation, Basingstoke (UK): Palgrave-McMillan, 2010 – Véry, Monnet.
♦ M@n@gement: Identification and Economic Analysis of Governance Mechanisms in Legally Registered
Mafia Firms, 2012 - Duplat, Véry, Monnet;
♦ Les nouveaux pirates de l’entreprise – CNRS Editions, 2010 – Monnet, Véry (in French).
♦ Global economic crime survey 2017 – PWC20_M2_LI_GLB_S1_SEM_CCS_730: BUSINESS ETHICS
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: bastiaan.vanderlinden@edhec.edu
COURSE OBJECTIVES
The purpose of this course is to highlight some important dimensions of ethics in business. After an
introduction to ethics and to the main approaches to ethical decision making, we zoom in some more specific
ethics questions related to contexts such as professions in business, globalization, and responsible
leadership.
The students participate in the Lille World Forum and interview and write the best practices of one of the
speakers.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
Kantian and utilitarian approaches to business ethics
Professional ethics
Globalization and ethics
Responsible Leadership
Understand the best practices of one of the speakers at the Lille World Forum
More specifically, participants should be able to (skill- and competency-based outcomes)
Make ethical decision in complicated cases, and articulating the reasons for their decisions in Kantian and
utilitarian terms
Articulate the ethics of various (semi) professions in business
Make decisions in a global business setting
Know their responsible leadership mind set
Interview and write the best practices of one of the speaker at the Lille World Forum
PREREQUISITES
The only important prerequisite is intellectual honesty, i.e. the willingness to be led where the arguments
lead you, even if you feel uncomfortable with the conclusions. Discomfort should sharpen our critical
reflection, but not prevent us from thinking. The underlying optimistic assumption is that an interest for more
fundamental questions is not incompatible with being an efficient executive or manager.
COURSE CONTENT
SESSION TOPIC
1. Utilitarian Business Ethics
2. Kantian Business Ethics
3. Professional Ethics
4. Globalization
5. Responsible Leadership Mind Sets
TEACHING & LEARNING METHODS
You cannot learn ethics by studying theories only. You will have to make ethical decisions yourself to
understand this topic. Each session consists of an alternation of conceptual introductions, group discussions,
case analyses, and practical assignments.ASSESSMENT METHODS
ASSESSMENT TYEE % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Individual Assignment 50% n/a 1, 6
Group assignments 50% n/a 2, 3, 4, 7, 8, 9
Report on World Pass/Fail n/a 5, 10
Forum
READING
You will study and use the meeting slides, and refer to the literature on which these slides are build. The
course also involves reading some cases.20_M2_LI_GLB_S1_CCO_6151: DRIVING A SUSTAINABLE FOOD REVOLUTION:
USING BUSINESS AS A FORCE FOR GOOD
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Eric SOUBEIRAN
COURSE OBJECTIVES
In 2050 the world will have to feed 10bn inhabitants and 70% urban. The agro-food system is the second
largest GHG emitter and the unbalance of human diets is a global public health concern yet 30% of the food
produced is wasted.
How in this context should we think the future food system? What are the necessary disruption to rebalance
our system? How this will change the current business models creating opportunities and threats for key
actors? Is there alternative models to intensification and specialization of supply chain.
As the crosscroads of systemic changes, this course designed around 3 seminars will aims at bringing the MSC
student the ability to analyze, translate and assess potential business solutions. It will help to picture how
sustainability can/should trigger new business responses and solutions and therefore challenge the
traditional wisdom and shade lights on their future role as sustainbility leaders.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to
Analyze a global macro trend in several dimensions (strategy, product, finance, stakeholder
management…)
Land such analysis to formulate concrete strategic options to create potential value
Identify system change triggers
More specifically, participants should be able to :
Apply strategic and system thinking
Envisioned the role of sustainability functions as value creator for the business
Understand the global food system
PREREQUISITES
An understanding of the main organization theory / Strong curiosity for the agro-food system.
COURSE CONTENT
SESSION TOPIC
Seminar 1 The new economy of food - towards a systemic change
Group study
Seminar 2 Transition or disruption ? What are the right answers?
Problem Solving
Seminar 3 Expert Panel : How to drive change at scale ?
Evaluation with Case Sudy restitution
TEACHING & LEARNING METHODS
Case studies, class discussions, group work, expert panel testimonyASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Case Study 50%
Problem Solving 50%20_M2_LI_GLB_S1_CCO_6152: INNOVATION POLICIES FOR A SUSTAINABLE
ENERGY SECTOR
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Dr. Raphaël SMALS (raphael@rsmals.nl)
COURSE OBJECTIVES
Mankind is facing one of its greatest challenges in history: global climate change is no longer an academic
debate, but something we can see reflected in the floods, droughts and severe weather phenomena that
seem to be of increasing frequency. In addition to the environmental situation, we are facing social as well
as economic challenges. One of the areas in which drastic reform seems to be required, is that of energy.
Despite the copious attention to sustainable energy sources, our dependence on fossil fuels is still around
85% and our energy requirements are still growing (BP Statistical Review of World Energy, February 2019).
Changing this situation requires a commitment from all parts of the global society: the general public,
industry, the research community and governments. In this course, students will analyze the choices that
organizations make in terms of sustainability focusing on energy issues, identify the problems and challenges
associated with organizations' energy use and/or production, discover the ways in which energy can be
produced and how these methods differ in terms of sustainability, and will learn about the role public policy
plays in influencing energy use and production. Taken together, these elements provide students with a grasp
on one of the major sustainability challenge mankind currently faces and the ways companies can deal with
this challenge.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
how global issues such as energy can only be understood from a systemic perspective
the sustainability aspects of energy use and production are
the fundamentals of public (energy) policy are
the dynamics of systemic innovation
More specifically, participants should be able to (skill- and competency-based outcomes)
combine basic theoretical concepts associated with innovation, policy and economics into an
integrated framework
apply this integrated framework to specific cases in the energy sector
PREREQUISITES
There are no specific prerequisites to this course. Existing knowledge of innovation, policy rationales and
sustainability are advantageous, but not necessary.
COURSE CONTENT
SESSION TOPIC
1 (3 + 2 hours) Energy use: the relevance of the energy sector, what we use energy for and what
the current associated sustainability challenges are
2 (3 + 2 hours) Energy production: how we currently produce energy and which production
methods are and the dynamics of innovation in the field of energy production,
storage and distribution
3 (3 + 2 hours) Facilitating a matching of supply and demand: the basics of government policy and
how it influences the energy systemTEACHING & LEARNING METHODS
* In-class lectures will be used to introduce relevant theoretical constructs to the students
* Desk research will be used by the students to explore specific cases, relying on online available data sources
* Case study development is used as a means to build theoretical framework and apply them to the practical
context of energy systems
* Group presentations are used to disseminate and test theoretical and applied knowledge
* An individual report will be used as part of the examination and for students to demonstrate their ability
to integrate the knowledge explored during the course.
ASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Group presentation 25 In-class with Knowledge and application
preparation of theory on sustainability
associated with energy use
Group presentation 25 In-class with Knowledge and application
preparation of theory on dynamics of
innovation and innovation
systems associated with
energy production, storage
and distribution
Individual report 50 Take-home Knowledge and application
assignment of theory on public policy in
relation to the matching of
energy supply and demand
READING
(Materials will be presented during the sessions; no compulsory reading required in preparation of the
course)20_M2_LI_GLB_S1_CCO_6153: GREEN FUTURE FOR REAL ESTATE DEVELOPMENT
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR + MAIL: Leo HENDRIKS
COURSE OBJECTIVES
Today's issues such as social developments, climatological change and ecological disruption are hot topics.
To find a clever future for real estate a multi-disciplinary or even trans-disciplinary approach is necessary.
There are many values that must be considered and there are many interests and stakeholders that play a
role. This course uses a broad value approach that comprises social-societal, cultural, economic as well as
nature and ecological values. It is not about buildings, owners and users only; the direct context of a building,
the neighborhood and even the city or the countryside must be considered. The objective of the course is to
create awareness and deliver abilities to cope with transformation and abandoned buildings. For a clever
future and for autonomous further development also a financially viable solution should be developed.
LEARNING OUTCOMES
After having taken this course, participants will be able to/are expected to know or understand (knowledge-
based outcomes)
How to apply a contextual and practical approach for defining scenario's for use, transformation and
integration with physical planning and urban / suburban / rural situations.
Importance of involvement of all stakeholders, including the public (crowdsourcing).
More specifically, participants should be able to (skill- and competency-based outcomes)
Organize an approach and define the knowledge domains that should be involved in a specific
situation of abandoned or to be transformed real estate.
Use the results of a broad value approach as elements in a business case. For the building that is the
setting of the case (conceptual) attention for Designing, Building, Financing, Maintaining and
Operating is necessary.
PREREQUISITES
None
COURSE CONTENT
SESSION TOPIC
Online Short online survey among the students about their opinions on the importance of
different values and observation levels.
1 (day one) Interactive plenary meeting with a presentation that outlines the approach and
where also the outcome of the survey is discussed.
2 (day one) Teamwork: formation of student teams (with individual role for each student). Every
team will have to define an approach and present their first ideas about a viable
future for a building in its context.
Every student will get an individual assignment in the team for further
(field)analysis. Also, the opinions of the public (street interviews) are part of this.
3 (day two) Every team pitches the outcome of the analysis in a plenary session. Part of this is
an exchange of thoughts about a first concept of a business case.
4 (day two) Energy efficiency aspects to include in the business case and an outline for a client's
brief.
5 (round up) Presentation of the different business cases.TEACHING & LEARNING METHODS
In-class lectures
Group work
Field trips
Report
ASSESSMENT METHODS
ASSESSMENT TYPE % OF THE TOTAL DURATION LEARNING OUTCOME
MARK EVALUATED
Participation during 30
the sessions
Evaluation of the 70
approach chosen and
the results.
READING
Materials such as an overview of functional descriptions and performance requirements will be provided
during the course.20_P0_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 7 ECTS COURSE COORDINATOR: Martijn JUNGST (martijn.jungst@edhec.edu) COURSE OBJECTIVES In alignment with the shift from the former socialist president Francois Hollande to left-leaning fiscal conservative president Emmanuel Macron, France is ready for a change. We ‘need a strong France with a sense of its own destiny’ (Macron, 2017). To succeed in the French dynamic knowledge based business environment, individuals need to understand the unique French socio-cultural environment. As a potential future French manager, you will need to understand the French workers’ rights and draw the links between business and political ideals. Hence, the primary objective of the course socio-cultural France is to develop the necessary skills to understand the complexity of French business behaviours. LEARNING OUTCOMES After having taken this course, participants will be able to (knowledge-based outcomes) Describe the historical events that determined contemporary French business (LO 1). Analyze the dynamic and complex socio-cultural environment in which French business takes place (LO 2). More specifically, participants should be able to (skill- and competency-based outcomes) Conduct business within France (LO 3). Discuss contemporary issues within France (LO 4). PREREQUISITES Three years of general business courses or Bac + 3 Business Administration. COURSE CONTENT SESSION TOPIC 1 The French Culture 2 Life in Contemporary France 3 The National Competitive Advantage of France 4 The Political Climate in France 5 France and the EU 6 Social Capital in France 7 Innovation in France 8 Leadership in France 9 Design Thinking in France 10 Country Consultant TEACHING & LEARNING METHODS The course will use a variety of teaching and learning methods: online lectures, online quizzes, in-class discussions, groupwork, and presentations.
ASSESSMENT METHODS
ASSESSMENT % OF THE DURATION LEARNING
TOTAL MARK OUTCOME
EVALUATED
In-class Participation 20% Continuous during the LO 1, LO 2
course.
Country report 30% Presentation and LO 3, LO 4
hand-in report during
the dast session.
Final written exam (2h) 50% At the end of the term. LO 1, LO 2
READING
Matthew Moran (2011) Opposing Exclusion: The Political Significance of the Riots in French Suburbs
(2005–2007), Modern & Contemporary France, 19:3, 297-312.
Porter, M.E. (1990) The Competitive Advantage of Nation, Harvard Business Review, March-April.
Sairoff, A. (1999) Corporatism in 24 industrial democracies : meaning and measurement, European Journal
of Political Research, 36, 175 – 205.
Vivien Schmidt (2003) French capitalism transformed, yet still a third variety of capitalism, Economy and
Society, 32:4, 526-554.
Vivien A. Schmidt (2006) Procedural democracy in the EU: the Europeanization of national and sectoral
policy-making processes, Journal of European Public Policy, 13:5, 670-691.20_M2_LI_BM_S1_CCO_FLE_1345: IC - FLE NB HEURES : 30 SEMESTRE : 1 RESPONSABLE DU COURS : Lucie BENAGROUBA (lucie.benagrouba@edhec.edu) OBJECTIFS DU COURS Acquérir un niveau élémentaire à expérimenté en langue française tels que définis par le CECRL. Pouvoir faire face aux situations quotidiennes de la vie académique, sociale ou professionnelle. En partant d’une analyse du niveau de départ en Français, nous poursuivons ensemble le processus d’apprentissage de la langue cible. OBJECTIFS D’APPRENTISSAGE Après avoir suivi ce cours, les participants devraient être capables de connaître ou de comprendre (résultats fondés sur les connaissances) : Les actes de communication quotidienne dans un contexte professionnel. Présenter l’entreprise, son organisation, son activité, son marché, sa politique commerciale ainsi que sa situation financière, ses résultats ; exprimer des quantités, indiquer l’évolution, faire des comparaisons, interpréter et commenter des tableaux, des graphiques. Parler du cadre et des conditions de travail : le poste de travail, les horaires, les salaires, les congés, les relations avec les collègues, etc. Connaître les principaux acteurs socio-économiques du monde du travail en France. Découvrir les principales institutions et personnages-clés de la vie politique française et comprendre les relations entre ces institutions. Plus précisément, les participants devraient être capables de (résultats fondés sur les compétences) : Exprimer des points de vue personnels sur des thèmes ayant trait aux études ou à des aspects sociaux et culturels. Produire un texte narratif, informatif ou argumenté. Rechercher un emploi, un stage : lire/rédiger une petite annonce, un CV, une lettre de candidature, mener/passer un entretien d’embauche. Acquérir les notions de base pour comprendre la vie sociale en France, les nouvelles tendances et les défis qui attendent le monde du travail en France et dans le monde. PRÉREQUIS Niveau A1 à C1 du CECRL : le contenu des cours est décliné en différents groupes de niveaux. CONTENU DU COURS Niveau beginner SESSION TOPIC 1 Parler de soi (1) / Se présenter 2 Parler de soi (2) / Les loisirs 3 Parler de soi (3) / Parler de son état physique 4 Acheter (1) / L’alimentation 5 Acheter (2) / Les vêtements 6 Acheter (3) / A la banque 7 Se repérer dans le temps / la date et l’heure 8 Se repérer dans l’espace / La géographie en France et les directions
Niveau elementary
SESSION TOPIC
1 Test de placement / Présentation des étudiants, présentation du cours, des outils et
des modalités d’évaluation
2 Comprendre le monde du travail en France (1)/ Moi et mon environnement immédiat
3 Comprendre le monde du travail en France (2)/ Parler de son projet de carrière
4 Comprendre le monde du travail en France (3)/ le courrier électronique en entreprise
5 Communication orale (1) / Echanger dans les commerces, avec les banques,
6 Communication orale (2) / Organiser un voyage.
7 Communication orale (3) Présenter une personnalité
8 A la découverte de la France / La répartition des zones d’activité sur le territoire
Niveau intermediate
SESSION TOPIC
1 Test de placement.
Présentation des étudiants, présentation du cours, des outils et des modalités
d’évaluation
2 La Pub (1) / Analyse d’images, vocabulaire de la photographie et du cinéma.
3 La Pub (2) / Présenter une publicité de son pays
4 La Pub (3) / les expressions idiomatiques et les jeux de mots
5 La ville (1) / Le vocabulaire urbain
6 La ville (2) / Décrire un changement
7 La ville (3) / Les marqueurs temporels
8 L’Art et la Culture (2) / Exprimer ses goûts et ses émotions
Niveau Advanced
SESSION TOPIC
1 Test de placement.
Présentation des étudiants, présentation du cours, des outils et des modalités
d’évaluation
2 Les marques et le marketing (1) / la notion de genre dans la publicité
Commenter, citer, expliquer
3 Les marques et le marketing (2) / Reportage sur Jean Paul Goude
4 Les marques et le marketing (3) / La créativité dans le marketing
5 Le monde du travail (1) / cv et lettre de motivation, préparation de simulation
d’entretiens d’embauche. La nominalisation
6 Le monde du travail (2) / Mini-projet : à la rencontre d’un professionnel
7 Le monde du travail (3) / Avantages et inconvénients du télétravail
8 Thème au choix En fonction des attentes des apprenants (1)
MÉTHODES PÉDAGOGIQUES
Pédagogie de la tâche, telle que définie par le CECRL.
Documents authentiques extraits d’articles, chansons, documents audiovisuels d’actualité ou de fiction.
• Activités issues des méthodes Rond-Point (éd. maison des langues), Tout va Bien (Clé
International) et Echo (Clé International).
• Sites web.
• Documents multimédias disponibles sur le blog : https://pro2fle.wordpress.com/ , Kahoot, Padlet
• Approche inductive de la grammaire (exemples en situation puis identification et théorisation par
l’apprenant).
• Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions.• Alternance de travail individuel et travail en groupe.
J'\E D HEC
Psus1NEss scHooL
20_M2_LI_BM_Sl_CCO_S642: IMPACT OF ARTIFICIAL INTELLIGENCE ON BUSINESS &
SOCIETY
NUMBER OF HOURS: 15
SEMESTER: 1
INTERNATIONAL PROGRAMME: 2 ECTS
COURSE COORDINATOR: Michel PHILIPPART - michel.philippart@edhec.edu
COURSE OBJECTIVES
Artificial Intelligence is one of the most disruptive technologies emerging today. This course will form managers to understand the impacts of
Al, separate the vision from the practical application and structure transformative initiatives.
LEARNING OUTCOMES
After having taken this course, participants are expected to:
• ldentify the potential of Artificial Intelligence (Al) from a managerial rather than a technical point of view (LOl)
• Understand the key concepts of Al (L02)
• Exercise critical thinking when assessing the potential of Al (L03)
• More specifically, participants should be able to
• Assess the impact of Al on current industrial models (L04)
• ldentify the ethical challenges and risks of incorporating Al in a corporate strategy (LOS)
• Articulate recommendations to create value in specific industries (L06)
PREREQUISITES
None.
COURSE CONTENT
SESSION TOPIC PREPARATORY WORK
1 (8h) Introduction to Artificial Intelligence None. Students must corne to the course
(Lecture, lnspirational Speech, Group work) with a mean to access Internet
2 (7h) Answers to contemporary topics in Al Lectures on Blackboard
(Presentation and evaluation of group contributions) Interviews, Group work
TEACHING & LEARNING METHODS
The course will use multiple instructive methods such as:
• Lectures
• Case Study
• Class discussions
• Peer coaching exercise
• Self-learning exercises and self-assessment, peer presentation.
ASSESSMENT METHODS
ASSESSMENT % OF THE DETAILS DURATION LEARNING
TOTAL MARK OUTCOME
EVALUATED
Al Case (in groups) S0% Analyze a current topic in Al based on ln-class presentation LOl, L03, L04, L06
interviews and documentation
lndividual Al 30% Multiple choice quizzes lndividual L02
Assessment Peer review report
lndividual Quality 20% Each participant will have to assess 3 other lndividually assigned LOS, L06
of Peer Evaluation groups and provide a short feedback.
READINGS
Recommended readings will be posted on Blackboard.You can also read
