Course 2020-2021 a.y.

The course takes a multi-layered, institutional approach that links firm level strategies in a variety of different organizational forms with the embedding macro-environment and coordination mechanisms at the meso-level. The course consists of three modules:

1. The Macro embeddedness of business in China
2. Market and non-market behavior
3. Firm strategies

• Identify and describe the specific features that set China’s national business environment apart from Western business models;
• Identify and distinguish different characteristics of business management associated with different organizational players;
• Explain the context-specific relationship between local institutions, organizational behavior, and company performance.

• Analyze inter-regional differences in China’s business environment;
• Assess the relative advantages of different types of business ownership and management across local business contexts and industrial sectors;
• Identify and assess critical drivers of company success and failure in business management across different institutional settings in China;
• Organize complex teamwork tasks;
• Communicate theoretical and practical challenges of business management in China in writing and in oral presentations.

• Face-to-face lectures
• Case studies /Incidents (traditional, online)
• Individual assignments
• Group assignments
• Interactive class activities (role playing, business game, simulation, online forum, instant polls)

• The learning experience combines three elements: face-to-face lectures, case discussion of a variety of real company strategies, and classroom debate helping students to explore different perspectives when assessing a variety of management strategies in response to China’s hybrid economy combining elements of a market economy with highly regulatory practice. In this way, students learn from real world examples (successful and unsuccessful), how theoretical concepts such as institutional incentives and constraints shape and influence strategic choices and company performance.
• During the course, students will submit two short individual reflection papers (out of a choice of three) responding to assigned readings and mini cases. These written statements prepare students for active class participation and controversial debates. These assignments also provide students with an opportunity to improve their writing and communication skills and support a continuous learning experience. The assignments are part of the overall student assessment (see next paragraph).
• A final team-project discussing the strategy and performance of a specific Chinese company will make sure that students have the opportunity to work and collaborate in mixed teams. The student cases are presented and discussed in the final class meeting. The purpose is to provide all teams with substantive and productive feedback before finalizing their written case studies. Class presentation and written cases are part of the overall student assessment (see next paragraph).
• Attendance: The course is taught in an interactive style creating an active learning environment. Class participation is therefore highly recommended.

With the purpose of measuring the acquisition of the above-mentioned learning outcomes the student assessment is based on three main components.

1. Reflection papers

Two individual assignments (20% of the final grade – 10% each) designed to present the students with an opportunity to:

• Reflect on specific features that distinguish China’s national business environment from Western contexts;
• Identify and distinguish different characteristics of business management associated with different organizational players;
• Explain the context-specific relationship between local institutions, organizational behavior, and company performance.

2. Team project

The team project (30% of the final grade - 10% for classroom presentation and 20% for final case) will focus on one company case (chosen by the team) to explore and assess the fit between ownership, management and institutional setting. With this project, students demonstrate their ability to:

• Analyze inter-regional differences in China’s business environment;
• Assess the relative advantages of different types of business ownership and management in specific local business contexts and industrial sectors;
• Identify promising business strategies reflecting the specific company environment;
• Organize complex teamwork tasks;
• Communicate theoretical and practical challenges of business management in China in writing and in oral presentations.

3. Written exam

The final written exam (50% of the final grade) is based on a mix of multiple-choice and open (short-answer) questions. The purpose is to verify that the students master the underlying theoretical concepts and methods presented in the textbook and the additional class material. The exam will also show, whether students are able to draw and communicate relevant practical inferences from what they have learned.

Not attending students replace the group project with three additional reflection papers (5 papers, 50% of total grade). It is exepected that each reflection paper is more detailed than papers submitted by participating students. The greater attention to detail aims to make up for the missing in-class experience and active classroom participation.

The final written exam (50% of the final grade) is based on a mix of multiple-choice and open (short-answer) questions. The purpose is to verify that the students master the underlying theoretical concepts and methods presented in the textbook and the additional class material. The exam will also show, whether students are able to draw and communicate relevant practical inferences from what they have learned.

Nee, V., and Opper, S. 2012: Capitalism from below: markets and institutional change in China. Harvard University Press: Cambridge, MA.

Articles and case studies uploaded on the e-learning platform.

Nee, V., and Opper, S. 2012: Capitalism from below: markets and institutional change in China. Harvard University Press: Cambridge, MA.

Articles and case studies uploaded on the e-learning platform. Due to the different examination style (five instead of three reflection papers, not attending students will receive additional assignments and cases).