Syllabus

SCHOOL OF BUSINESS AND MANAGEMENT

MBA 511: Law for Global Business
3 Credits
Effective: Fall 2014/2015

Access to the Internet is required.

All written assignments must be in Microsoft-Word-compatible formats.
See the library’s APA Style Guide tutorial for a list of resources that can help you use APA style.
FACULTY
Faculty Name: FACULTY NAME

Contact Information: CONTACT INFORMATION

[INSTRUCTOR MAY INSERT PERSONAL MESSAGE IF DESIRED]

COURSE DESCRIPTION
The shift to a global economic environment has created a variety of challenges for modern organizations.
As competition increases in established markets, developing new markets overseas has become a strategic
alternative for many organizations. The challenges of such a strategy are many, not the least of which are
legal challenges. Law for Global Business is a course designed to explore the legal content of
multinational business operations, comparative law and regulation as established in the United States and
selected Asian and European nations, and the legal liability in global commerce.

COURSE RESOURCES
Required and recommended resources to complete coursework and assignments are available from the
Course Document Lookup.

CITYU LEARNING GOALS

This course supports the following City University learning goals:

 Diverse and global perspectives

COURSE OUTCOMES
In this course, learners:
 Assess current international law by applying it to common business problems
 Appraise the roles of significant contractual clauses, documents and parties
 Advocate innovative methods of communication to avoid litigation
 Interpret the role of national institutions and international organizations in international law
 Create alternative courses of action for the parties to international sales transactions in order to
avoid litigation
 Evaluate the various risks associated with international transactions
 Assess methods of risk assignment and transfer
 Analyze the strengths and weaknesses of various methods available for resolving trade disputes

CORE CONCEPTS, KNOWLEDGE, AND SKILLS

 Advertising law
 Agency law
 Arbitration/mediation
 Choice of law/forum
 Comparative law

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 Convention on contracts for the international sale of goods
 Currency risk
 Customs entry
 Determining the dutiable status of goods
 Documentary letter of credit
 Documentary sales
 Dumping
 Economic integration
 Enforcement of foreign judgments
 European legal integration
 Export control
 Foreign Corrupt Practices Act
 Foreign direct investment
 Free trade areas
 GATT dispute settlement
 GATT Government Procurement
 GATT Technical Barriers to Trade
 Intellectual property transfer
 International codes of conduct
 International Court of Justice
 Jurisdiction/venue
 Labor law
 Law of treaties
 Liability for carriage of goods
 Methods of export
 NAFTA
 National treatment
 Non-discrimination/MFN
 Private international organizations influencing international law
 Risks of international business
 Safeguards against injury
 Section 301
 Shipping terms
 Subsidies
 Tariffication
 Tariffs/non-tariff barriers to trade
 Tax issues

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OVERVIEW OF COURSE GRADING
The grades earned for the course will be derived using City University of Seattle’s decimal grading
system, based on the following:

Overview of Required Assignments % of Final Grade

Instructor Determined Activities 20%
Problem Set 20%
Case Analysis- Ethical issue 20%
Case Analysis- Intellectual Property 20%
Comprehensive Final Examination 20%
TOTAL 100%

SPECIFICS OF COURSE ASSIGNMENTS

The instructor will provide grading rubrics that will provide more detail as to how this assignment will be
graded.

Instructor Determined Activities

Instructor-determined activities provide instructors the option to include additional assessments of their
own choice. In online courses, this must include participation in online activities (the rubric is for online
participation).

Students will find a discussion question or other task from the instructor in the Discussion Forum.
Sometimes these will be questions to discuss based on the readings, sometimes students may be asked to
post real-life examples that relate to the course, or sometimes they may post their written work and be
required to give feedback on classmates’ work. Students are to post their answer as well as responses to
two other students’ answers by the end of each session.

After posting the first response, students should read what others have written and add at least two more
postings responding to others’ ideas. That means there will be at least 3 postings per topic.

The forum is to help promote student-to-student discussion. The instructor may not respond to every
individual post, but may enter the discussions with comments, corrections, and additional questions, and
will close each topic. If students have a question or comment that is specifically for the instructor, they
should email the instructor directly or use the Question and Answer forum.

After the topic is closed, students’ participation will be evaluated. Although the tone of the discussion
board postings can be informal, the instructor will expect them to be on a professional level. Students are
evaluated on participating regularly, with attention to issues from the reading, clear expression and
support of ideas, a respectful and inoffensive tone, thoughtfully reaction to others' ideas, and use of clear
and appropriate English.

Components % of Grade
Contribution Quantity 30%
Contribution Quality 70%

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 TOTAL 100%

Problem Set

The process of legal analysis, i.e. the Issue-Rule-Analysis-Conclusion (I-R-A-C) format, is the analysis
which all lawyers will doubtless feel comfortable with. It should be emphasized that this type of analysis
is not limited solely to legal analysis. It can (and should) be applied in any situation in which a
knowledgeable person attempts to apply that knowledge to a specific life experience.

The following description of the I-R-A-C process may be helpful: In the I-R-A-C process the student is
required to do the following:

 Issue: Identify the question which best addresses the problem posed by the facts presented (There
should be a direct link between the question raised in the Issue and the general “rule” set out in the
Rule. For example, if the facts presented raise a question whether one party made an “offer” to the
other party, the Issue could be stated, “Did X make an offer to Y?”)
 Rule: Identify and state the legal rule(s) verbatim (word-for-word) from the text which apply in the
situation or fact pattern given. (Again, there should be a direct link between the question raised in the
Issue and the general “rule” set out in the Rule. For example, if the issue is “Did X make an offer to
Y?”, then the Rule would be a definition of an offer: “Under the common law, three elements are
necessary for an offer to be effective: “1. The offeror must have a serious intention to become bound
by the offer. “2. The terms of the offer must be reasonably certain, or definite so that the parties and
the court can ascertain the terms of the contract. “3. The offer must be communicated by the offeror
to the offeree, resulting in the offeree’s knowledge of the offer.”)
 Application: Apply the legal rule(s) identified to the given fact pattern. The analysis should proceed
in a step-by-step logical fashion and connect each point raised in the rule to the facts given in the fact
pattern. Students should use the words in the Rule to shape the discussion in the Application. They
should identify who in the facts presented is: the “offeror”, “terms of the offer”, “parties”, and
“offeree”. Those connections are relatively easy to do. In addition, however, they should explain why:
the offeror had “serious intention to become bound”; the terms are “reasonably certain, or definite so
that the parties and the court can ascertain the terms of the contract”; and the “offer” was
communicated. These connections require developing the habit of explaining their thinking fully and
clearly.
 Conclusion Make a conclusion based upon the analysis. Be sure that the conclusion is logically
supported by the analysis. There is no need to repeat what was said in the Application.

Components % of Grade
Identification of Issue 20%
Identification of Appropriate Rule 20%
Application of Rule to Facts 40%
Make a conclusion based upon preceding analysis 10%
Grammar, spelling & syntax 10%
TOTAL 100%

Case Analysis- Ethical issue

A case analysis is designed to help students sharpen their analytical skills. The strongest way to analyze a
case is to apply a variation of the scientific method. This method of analysis is simply a logical approach
that usually includes seven steps:

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Step 1: Problem Definition. A case seldom involves one clear cut problem. The task is to: • determine the
symptoms which require immediate attention. • identify the fundamental issues and causal factors giving
rise to these symptoms. It is important to separate the immediate problems from their more basic sources.
For example, immediate problems may be a high rate of absenteeism, while the more fundamental issue
may be a poor motivational climate. How students define a problem determines how they go about
solving it. A short term solution for absenteeism is likely to be different from solutions which attempt to
deal with motivational climate. Clearly define the problem in a short phrase.

Step 2: Justification for Problem Definition. In this step students should review what information they
have. Students will need to make some inferences to fill in gaps. Clearly label what is inference and what
is factual. Do not be afraid to assume, but clearly state the assumptions are being making. Students should
make assumptions on the basis of their knowledge of what typical managerial practices are like, and they
should be consistent with the fact’s students have about the case. Managerial decisions are always based
on limited information. In fact, practicing managers find that many of their decisions must be made
quickly on the basis of limited information. Explicitly address the following four information factors: a)
what information is known, b) what information is unknown, c) what assumptions will the student make
because of the missing information, and d) why those assumptions are reasonable at the time of writing
the analysis.

Step 3: List Alternative Courses of Action. Be creative. Students should jot down ideas as they occur.
Students should list as many ideas as are possible, without evaluating them or censoring anything. They
can always be deleted later. The point is to let students’ imagination take over. Each alternative should be
numbered and get its own separate paragraph.

Step 4: Evaluate Alternatives. Students should look critically at the alternatives they came up with in Step
3. Analyze the alternatives regarding their costs, potential benefits and risks. The more examples of costs,
potential benefits and risks per each alternative, the higher the grade will be. The benefits must be
described as “potential benefits”. Address the quantity level (e.g., high, medium or low) of each cost,
potential benefit and risk.

Step 5: Review. Students should reread their notes and think. This may be a good time to let the case sit
for a while. Students should go back to it later when they have had a chance to digest all the data.

Step 6: Draw Conclusions, Make Recommendations/Decisions. Students should select the alternative or
alternatives they would recommend and fully explain/justify the logic behind the choice. Include
specifics about the implementation of the recommendation: who should do what, when, and how.
Source: Myers, T. & Myers, G. (1982). Managing by communication: An organizational approach. New
York: McGraw Hill.

Components % of Grade
Problem definition 10%
Writing Mechanics 10%
Justification for problem definition 10%
List of alternative courses of action 15%
Evaluation of alternatives 30%
Recommendations 255
TOTAL 100%

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Case Analysis- Intellectual Property

A case analysis is designed to help students sharpen their analytical skills. The strongest way to analyze a
case is to apply a variation of the scientific method. This method of analysis is simply a logical approach
that usually includes seven steps:

Step 1: Problem Definition. A case seldom involves one clear cut problem. The task is to: • determine the
symptoms which require immediate attention. • identify the fundamental issues and causal factors giving
rise to these symptoms. It is important to separate the immediate problems from their more basic sources.
For example, immediate problems may be a high rate of absenteeism, while the more fundamental issue
may be a poor motivational climate. How students define a problem determines how they go about
solving it. A short term solution for absenteeism is likely to be different from solutions which attempt to
deal with motivational climate. Clearly define the problem in a short phrase.

Step 2: Justification for Problem Definition. In this step students should review what information they
have. Students will need to make some inferences to fill in gaps. Clearly label what is inference and what
is factual. Do not be afraid to assume, but clearly state the assumptions are being making. Students should
make assumptions on the basis of their knowledge of what typical managerial practices are like, and they
should be consistent with the fact students have about the case. Managerial decisions are always based on
limited information. In fact, practicing managers find that many of their decisions must be made quickly
on the basis of limited information. Explicitly address the following four information factors: a) what
information is known, b) what information is unknown, c) what assumptions will the student make
because of the missing information, and d) why those assumptions are reasonable at the time of writing
the analysis.

Step 3: List Alternative Courses of Action. Be creative. Students should jot down ideas as they occur.
Students should list as many ideas as are possible, without evaluating them or censoring anything. They
can always be deleted later. The point is to let students’ imagination take over. Each alternative should be
numbered and get its own separate paragraph.

Step 4: Evaluate Alternatives. Students should look critically at the alternatives they came up with in Step
3. Analyze the alternatives regarding their costs, potential benefits and risks. The more examples of costs,
potential benefits and risks per each alternative, the higher the grade will be. The benefits must be
described as “potential benefits”. Address the quantity level (e.g., high, medium or low) of each cost,
potential benefit and risk.

Step 5: Review. Students should reread their notes and think. This may be a good time to let the case sit
for a while. Students should go back to it later when they have had a chance to digest all the data.

Step 6: Draw Conclusions, Make Recommendations/Decisions. Students should select the alternative or
alternatives they would recommend and fully explain/justify the logic behind the choice. Include
specifics about the implementation of the recommendation: who should do what, when, and how.
Source: Myers, T. & Myers, G. (1982). Managing by communication: An organizational approach. New
York: McGraw Hill.

Components % of Grade
Problem definition 10%
Writing Mechanics 10%
Justification for problem definition 10%
List of alternative courses of action 15%
Evaluation of alternatives 30%

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 Recommendations 25%
TOTAL 100%

Comprehensive Final Examination

Students will take a comprehensive final examination. The instructor will determine the content and
format of the exam. The rubric provides guidance in evaluating essay answers in the examination. The
rubric provides guidance in evaluating essay answers in the examination.

Components % of Grade
Demonstrated ability to employ terms, concepts, and frames of 40%
reference from texts, lectures, and other course materials
Appropriate analysis, evaluation, and synthesis 30%
Clear grasp of major issues posed by the questions 30%
TOTAL 100%

COURSE POLICIES
Late Assignments

A critical aspect of management is to meet predefined deadlines. Therefore, all assignments are expected
to be submitted when due. No late assignments are accepted. Life-situations do occur. When an issue
arises coordinate with the instructor PRIOR TO the assignment’s due date and the due date may be
adjusted. It is in the best interest of the student to ensure that all assignments are submitted on time.

Participation

Class participation will be evaluated during class. Participation includes being prepared for class
discussions and contributing meaningful content when appropriate. It also includes individual effort
contributed to team projects.

Professional Writing

Assignments require error-free writing that uses standard English conventions and logical flow of
organization to address topics clearly, completely, and concisely. CityU requires the use of APA style.

UNIVERSITY POLICIES
You are responsible for understanding and adhering to all of City University of Seattle’s academic
policies. The most current versions of these policies can be found in the University Catalog that is linked
from the CityU Web site.

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Title IX Statement

Non-Discrimination & Prohibition of Sexual Misconduct

City University of Seattle adheres to all federal, state, and local civil rights laws prohibiting
discrimination in employment and education. The University is committed to ensuring that the education
environment is bounded by standards of mutual respect and safety and is free from discriminatory
practices.

In the U.S., the University is required by Title IX of the Education Amendments of 1972 to ensure that all
of its education programs and activities do not discriminate on the basis of sex/gender. Sex include sex,
sex stereotypes, gender identity, gender expression, sexual orientation, and pregnancy or parenting status.
Sexual harassment, sexual assault, dating and domestic violence, and stalking are forms of sex
discrimination, which are prohibited under Title IX and by City University of Seattle policy. City
University of Seattle also prohibits retaliation against any person opposing discrimination or participating
in any discrimination investigation or complaint process internal or external to the institution. Questions
regarding Title IX, including its application and/or concerns about noncompliance, should be directed to
the Title IX Coordinator. For a complete copy of the policy or for more information, visit
https://my.cityu.edu/titleix  or contact the Title IX Coordinator.

In Canada, in compliance with the British Columbia Human Rights Code, the Alberta Human Rights Act,
WorksafeBC, and the Workers’ Compensation Board of Alberta, the University believes that its
environment should at all times be supportive and respectful of the dignity and self-esteem of individuals.
Discrimination, harassment and bullying conduct, whether through person to person behaviour or via
electronic communications such as email or social media is not acceptable and will not be tolerated. As an
educational institution, it is our responsibility to cultivate an environment of excellence, equity, mutual
respect and to recognize the value and potential of every individual. The University will take all necessary
steps to meet or exceed the requirements of the law to prevent discrimination, harassment and bullying.
The Respectful Workplace Policy for the prevention of discrimination, harassment and bullying policy
and procedure can be found at https://www.cityu.edu/discover-cityu/about-cityu/  under the Policies
section or at https://www.cityuniversity.ca/about/ .

Religious Accommodations

City University of Seattle has a policy for accommodation of student absences or significant hardship due
to reasons of faith or conscience, or for organized religious activities. The University’s policy, including
more information about how to request an accommodation, is available in the University Catalog and on
the my.cityu.edu student portal. Accommodations must be requested by the 20% mark of this course (e.g.
day 14 of a ten-week course, day 7 of a 5-week course) using the Religious Accommodations Request
Form found on the student dashboard in the my.cityu.edu student portal.

Academic Integrity

Academic integrity in students requires the pursuit of scholarly activity that is free from fraud, deception
and unauthorized collaboration with other individuals. You are responsible for understanding CityU’s
policy on academic integrity and adhering to its standards in meeting all course requirements. A complete
copy of this policy can be found in the University Catalog in the section titled Scholastic Honesty under
Student Rights & Responsibilities.

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Attendance

Students taking courses in any format at the University are expected to be diligent in their studies and to
attend class regularly.

Regular class attendance is important in achieving learning outcomes in the course and may be a valid
consideration in determining the final grade. For classes where a physical presence is required, a student
has attended if s/he is present at any time during the class session.  For online classes, a student has
attended if s/he has posted or submitted an assignment. A complete copy of this policy can be found in
the University Catalog in the section titled Attendance Policy for Mixed Mode, Online and
Correspondence Courses.

SUPPORT SERVICES
Disability Services Accommodations Statement

Students with a documented disability who wish to request academic accommodations are encouraged to
contact Disability Support Services to discuss accommodation requests and eligibility requirements.
Please contact Disability Support Services at disability@cityu.edu or 206.239.4752 or visit the Disability
Support Services page in the my.cityu.edu portal. Confidentiality will be observed in all inquiries. Once
approved, information about academic accommodations will be shared with course instructors.

Library Services

CityU librarians are available to help you find the resources and information you need to succeed in this
course. Contact a CityU librarian through the Ask a Librarian service, or access library resources and
services online, 24 hours a day, seven days a week.

Smarthinking

As a CityU student, you have access to 10 free hours of online tutoring offered through Smarthinking,
including writing support, from certified tutors 24 hours a day, seven days a week. Contact CityU’s
Student Support Center at help@cityu.edu to request your username and password.

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