PMBA-8303: International Business Seminar with Travel to Peru

PMBA-8303: International Business Seminar with Travel to Peru

PMBA-8303: International Business Seminar with Travel to Peru

Spring 2011

Travel: January 5 – 15, 2011

Dr. Susan Denbo, Legal Studies & Business EthicsSWG 263 609-895-5466

Dr. Cynthia Newman, Marketing SWG 352 609-895-5512

Machu Picchu

Course Objectives: This interdisciplinary course seeks to provide a unique educational experience for students to examine the relationships and interactions among various biological, economic, environmental, geological, cultural, and legal issues and concerns. The course will investigate Peru’s unique natural environment and constituent ecosystems and examine ways in which this environment is being both threatened and protected by human activities. Peru contains not only a diverse range of ecosystems, flora, fauna, and geology, but also an equally wide range of environmental problems, including water contamination, illegal logging, over-fishing, extensive hunting and environmentally unsound oil exploitation activities. The country is also experiencing protests by indigenous tribes against new rules enacted by the Peruvian government that facilitate the exploitation of oil, gas, timber and minerals by foreign companies on indigenous land. We will investigate these issues as well. During the visit to Peru, course participants also will visit businesses in Lima and Cusco to see first hand how they balance the competing interests of shareholders, employees, and the communities in which they do business, as well as how, and if, they exercise concern for the natural environment. We will also visit Iquitos, a town on the banks of the Amazon River in Peru’s northeastern jungle, where we will examine cultural and environmental sustainability and explore the surrounding rain forest, one of the most biologically diverse regions on earth. One highlight of the trip will be a visit to Machu Picchu, the “Lost City of the Inca” and the most famous archaeological site in South America.

We will begin our exploration of these topics in four pre-departure classes at Rider during the Fall 2010 semester. We will continue our adventure in Peru in January 2011 and will meet once during the Spring 2011 semester.

Learning Objectives: After completing the course, you will:

  • Be able to describe how environmental, economic, financial, geological, political, cultural, and sustainability elements impact a country’s development.
  • Understand the relationship between environmental, economic, legal, and ecological concerns.
  • Appreciate the significance of sustainable development and be able to identify sustainability issues relevant to local industry and the specific organizations visited.
  • Have an enhanced understanding of national culture and how it affects local business practices and development issues.
  • Have a perspective of these issues different than the one often found in the United States.
  • Have an increased political and cultural awareness of the world and a better understanding of media coverage in the United States of another country.
  • Be better able to clearly, concisely, and professionally communicate orally and in writing.
  • Be better able to perform research and use technology skills to locate, analyze, and evaluate relevant data from multiple Internet and library databases.
  • Gain the stronger sense of self-confidence and independence that comes from international travel, while also developing an awareness and appreciation of the cross-cultural differences that impact different national approaches to environmental issues and global economic development.

Course Requirements:

1. Attendance, Participation and Homework: Attendance is mandatory at all pre-departure classes and at all scheduled activities in Peru. Students who fail to attend these classes and activities without an approved excuse (e.g., documented medical situation) may NOT receive credit for the course. You are expected to have read, and be prepared to discuss, all assigned readings. You must also complete the written homework assignments for each class session. Your attendance and participation in all scheduled classes and activities and your homework will constitute 15% of your course grade.

2. Written Case Analysis and Presentation: To gain a better understanding of the business climate of Peru, with its opportunities and challenges, you will be divided into teams, with each team responsible for conducting a formal case analysis focusing on Peru. Each team must prepare a written case analysis based on the guidelines provided below and make a 20-minute presentation to the entire class, focusing on the team’s analysis and recommendations. The written analysis will constitute 15% and your oral presentation will constitute 5% of your course grade. All team members will receive the same grade on this set of requirements. Written papers are due on November 20—the date when the presentations will occur.

3. Trip Participation Personal Reflection Paper and Journal: While in the Peru, you will keep a daily journal in which you will reflect upon your experiences and respond to directed questions that we will pose (see sample journal guidelines). You will also be expected to participate in all discussions while we are in Peru. At the end of each business/science/cultural site visit, as appropriate, you will complete a Site Visit Questionnaire (see guidelines below). Upon the conclusion of the travel portion of the course, you will complete a Personal Reflection Paper (see guidelines below). Your journal, personal reflection paper and participation will constitute 20% of your course grade. Journals, Site Visit Questionnaires and Personal Reflection Papers are due on February 11.

4. Research Paper: You are responsible for drafting a 15-20 page (typed, double-spaced) thesis-driven research paper on a topic related to the course content. The appropriate instructor must approve all research paper topics prior to departure. Your paper will constitute 35% of your course grade. You also will present your findings to the class during a post-trip class meeting in the spring. Your oral presentation will constitute 10% of your course grade. Research papers or science projects are due on March 18. The oral presentation will occur on April 1.

Course Logistics: While in Peru, we will experience different accommodations and modes of transportation. During our time, we will be traveling by touring bus as well as by train and will stay in local hotels and lodges. A local guide/naturalist will be accompanying us.

Please be aware of a few important characteristics of the travel associated with the class that should be considered in light of each student’s individual medical and physical conditions. During the trip there will be physical activity required on the field excursions. Students will be engaged in walking, hiking, and light climbing.While most of this activity is not strenuous, even the most moderate activity can be significant given high altitude.

SCHEDULE OF CLASSES

First Pre-Departure Session: (Denbo): Friday, September 24th: 5:30-8:00 PM

Introduction to Peru: History, Government, Economy and People; Doing Business in Peru

Reading Assignment:

“Peru,” from Kiss, Bow or Shake Hands (to be distributed in class)

Selected articles posted on Blackboard from The Economist Intelligence Unit.

Doing Business in Peru:

Second Pre-Departure Session: (Newman & Denbo) Saturday, October 9th: 9:00 AM -1:00 PM

Peru as a Tourist Destination; Ecotourism; Environmental Issues in Peru

Reading Assignments (links posted on Blackboard):

Through a New Mirror: Reflections on Tourism and Identity in the Amazon

Amanda Stronza. Human Organization. Washington: Fall 2008. Vol. 67, Iss. 3, p. 244-257 (14 pp.)

The Americas: Rumble in the jungle; Ecotourism in Peru

Anonymous. The Economist. London: Apr 12, 2008. Vol. 387, Iss. 8575, p. 58

Taking the Back Roads to Machu Picchu

Patrick O'gilfoil Healy. New York Times. (Late Edition (east Coast)). New York, N.Y.:Nov. 12, 2006. p. 5.1

GOING GREEN Alicia Gough. Travel Weekly. London: Aug 2008, pp. 28-30

ECO CHIC Katie Weeks. Contract. San Francisco: Mar 2009. Vol. 50, Iss. 3, pp. 36-37

Environmental Issues in Peru:

Peruvian Gold Rush Threatens Environment (posted on Blackboard)

Third Pre-Departure Session: (Husch): Friday, October 29th: 5:30-8:00

Geology, Geography and Climate of Peru; Peruvian Ecosystems: Flora and Fauna

Reading Assignments (links posted on Blackboard):

Geology, Geography and Climate of Peru Readings:

Web Sites:

1) Plate Tectonics, Wikipedia,

2) Andes, Wikipedia;

3) The Andes: Geology, Tectonic Evolution, Geophysics, and Magmatism;

4) Climate of Peru, Wikipedia;

Articles & Books:

Flynn, J.J., 2009, Splendid isolation: South America was an island for millions of years, fostering an evolutionary explosion of unique mammal species, Natural History, June 2009, Vol. 188, No. 5, p. 26-32.

Karakouzian, Moses, Candia, Mario A., Wyman, Richard V., Watkins, Mervyn D. and Hudyma, Nick, Geology of Lima, Peru, Environmental and Engineering Geoscience; February 1997; v. 3; no. 1; p. 55-88

Selley, R.C., Cocks, L.R.M., and Plimer, I.R., Ed., 2005, Encyclopedia of Geology, Elsevier Ltd., Oxford.

Peruvian Ecosystems Readings:

1) Wildlife of Peru, Wikipedia;

2) Flora of Peru, Wikipedia;

Fourth Pre-Departure Session: Saturday, November 20th, 9:00 AM-12:00 PM

Student Presentations of Cases:

Posada Amazonas, Social Enterprise Knowledge Network, SKE002

The Environment, Development and Participation: the Dilemmas of Asociacion Civil Labor,

Social Enterprise Knowledge Network, SKE002

Ecotourism and Conservation: Two Cases from Brazil and Peru, July 2008

POST-TRIP SESSION: April 1, 2011: 6:00-9:00 PM: Dinner and Student Research Presentations

KEEPING A JOURNAL

Below are some guidelines for your journal. Remember that your journal, personal reflection report and site visit questionnaires will comprise 20% of your final grade. Take time each day to write in your journal; otherwise, the task may become too overwhelming.

You will be a participant/observer in three cities: Lima, Cusco, and Iquitos. What do you see going on? How are the people dressed? Are people friendly to strangers? How do people interact? Notice the architecture, the way the streets are laid out, the traffic patterns, and the natural environment. Would you be comfortable as an American studying or working here? What kinds of problems are you having if you don’t know the language?

As we drive and walk around, keep an eye out for evidence of globalization in terms of familiar brands of products and services. What global brands do you observe? Are they presented in a manner that is similar to that with which you are familiar or are they presented differently? Does the presence, or lack thereof, of global brands surprise you – why or why not?

At the end of your visit in each location…

  • How did you spend your free time? Do you feel that you got to know the place?
  • How did being here enrich your understanding of the culture and biodiversity of Peru?
  • What was your opinion of the food, the hotels, and the transportation?
  • Would you like to visit these places again? Why or why not?
  • Analyze our tour operators in terms of their “eco” practices. Were we good “eco-tourists”—why or why not?

At the end of the trip…

  • How do Peruvian citizens view their relationship with their natural environment? Do they have a different perspective than many Americans? Has Peru adopted practices to promote environmental sustainability (for example, recycling)?
  • How did it feel to be an American in another country?

ORGANIZATION/SITE VISIT QUESTIONNAIRE

Please review this Questionnaire prior to our organization/site visits and complete one Questionnaire for each visit. You may use the Questionnaire to help you formulate questions that you would like to have answered during our visit. Not every question will apply to every organization or site. If a question is not applicable, simply answer it “N/A.”

Your Name: ______

Organization/Site Name: ______

Date/Time of Visit: ______

Name(s) of Presenter(s): ______

1. What was your impression of the offices/physical plant/facilities of this organization/site?

2. What did you learn about this organization/site?

3. What were the organization’s/site’s biggest challenges?

4. What was the atmosphere in the organization/site (for example, do the employees/workers seem to work collegially with each other; did the organization/site employ both men and women and, if so, did male and female employees occupy similar positions)?

5. How did supervisors interact with their subordinates?

6. What benefits does the organization/site provide to its employees/visitors?

7. What procedures, if any, has this organization/site instituted to limit its “environmental footprint”?

8. In light of your knowledge and experience with American businesses/organizations/sites of similar type, what similarities and differences did you observe?

PERSONAL REFLECTION PAPER

Upon our return, you will draft a Personal Reflection Paper (no more than 3 typed, double-spaced pages) in which you will respond to the following questions:

  1. What amazed you?
  2. What disappointed you?
  3. What concerned you?
  4. What struck you emotionally?
  5. What did you think of the people you met? Socially? Professionally?
  6. Did you like them?
  7. Trust them?
  8. Feel comfortable with them?
  9. How did your social, moral, religious, and personal values compare with the culture of Peru and with the people that you met?
  10. How did this trip impact your understanding of the trends and forces affecting the world today?
  11. What are the major forces of change in Peru and what do those forces signify for the future? How is the Internet affecting Peru?
  12. Do you think you have an adequate knowledge of history to gauge what is going on in the world today and where the world is headed?
  13. What do you envision your professional role to be over the next 20 years? How has this trip impacted your vision of your career future?
  14. How did the trip and the places you visited change your understanding of, and appreciation for, the natural environment and the geological and biological processes that shape it?

CASE ANALYSIS GUIDE

  • Central Issue

Describe the central issue(s)/problem(s). Also, discuss decision criteria and/or constraints for the analysis and decision making process.

  • Environmental Analysis

Prepare a table that lists the strengths, weaknesses, opportunities and threats confronting the organization. Critically present the relative importance of internal strengths and weaknesses as well as external opportunities and threats to organizational success and goal fulfillment.

  • Alternative Solutions/Strategies

Prepare a detailed description of at least 3 comprehensive alternative solutions/actions for each issue/problem identified for the case. Discussion of each alternative should not only include a description and the primary advantages and disadvantages of the proposed solution but also should include clear linkages to established business concepts and practices as well as references to environmental analysis factors.

  • Recommended Solution(s)/Strategy(ies)

Identify and then justify the alternative solution/strategy recommended by the team for each issue/problem. Justification should include relevancy to key internal and external factors as well as to organizational mission, goals and objectives.

  • Implementation & Evaluation

Discuss how the recommended strategy/solution(s) should be implemented by the organization, including timing, involvement of key stakeholders, and responsibilities of the organizational leadership. Discuss how management will evaluate whether the recommended strategy/solution(s), once implemented, is(are) achieving the desired result(s). Also, present any likely or anticipated effects on leadership, existing policies or practices, organization culture, organization structure and employee behavior.

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