OF
ORGANISATION SCHOOL AND MANANGEMENT
Bachelor of Commerce
MGMT 3102
ASIA-PACIFIC BUSINESS
Course Information
This course outline is general in nature and does not provide
specific details relating to the current semester. More detailed
outlines are available to enrolled students from the Lecturer in
Charge
Please read the contents of this document carefully. It will be assumed that you have obtained complete
familiarity with this document. The course co-ordinator and other staff are not liable for any
oversight on your part regarding obligations and responsibilities set out in this document.
MGMT3102 Asia-Pacific Business
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1.
School of Organisation &Management
The University of New South Wales
COURSE STAFF
Outside these times, students who wish to consult may make an appointment by email.
2.
INFORMATION ABOUT THE COURSE
2.1
Teaching times and Locations
MGMT 3102
Asia Pacific
Business
2.2
Units of Credit: MGMT 3102 is worth 6 UoC.
2.3
Parallel teaching in the course
There is no parallel teaching of this course with any other course.
2.4 Relationship of this course to other course offerings
MGMT 3102 dwells on the institutional characteristics of latecomer Asian firms in newly
industrialising economies (NIEs). It builds on generic concepts learned earlier courses MGMT 1101
(Global Business Environment) and MGMT 2101 (International Business and Multinational
Operations) and applies those concepts in a regional context. It also extends concepts learned in
MGMT 2106 (Comparative Management Systems) to demonstrate how Asian enterprises gain
competitive advantage by managing their learning and innovation process with state support.
2.5 Approach to learning and teaching
The prime aim of this course is to enhance the students capacity to think analytically and creatively.
3. COURSE AIMS AND OUTCOMES
3.1 Course Aims
What explains competitiveness of Asian industries? This course provides conceptual tools for
analyzing the policy-institutions-management dynamics of Asian business systems embedded in
distinctive national settings. It explains the meaning of Asian latecomer industrialization paradigm.
Attention is directed to the institutional context of Asian business and the nature and source of
competitive advantage of domestic enterprises across the region. Performance outcomes are examined
through cases on different companies and industries operating in newly industrializing/emerging
markets. Topics include: understanding national innovation systems; the evolution of Asian firms and
the role of FDI; strategic trade policy; dynamic learning and innovation in Asian business; paradigms
of industrial development; state guided capitalism; the role of networks, markets, and non-market
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The University of New South Wales
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institutions; clusters and inter-firm linkages; lessons from innovations in latemovers and emerging
countries. Area studies include Northeast Asia, Southeast Asia and Indian sub-continent.
3.2 Student Learning Outcomes
This course is designed to provide students with the conceptual tools to understand:
National innovation systems in Japan, Korea, Taiwan, Hong Kong, Singapore and India
The evolution of Asian firms and the role of FDI
Strategic trade policy; dynamic learning and innovation in Asian business
Paradigms of industrial development; state guided capitalism
The role of networks, markets, and non-market institiutions; clusters and inter-firm
linkages
Lessons from innovations in latemovers and emerging countries.
3.3 Teaching Strategies
The learning system in this course consists of lectures and tutorials. Lectures expound the appropriate
theoretical content in the textbook and readings. Tutorials provide a more detailed and nuanced
analysis of both concepts and applied materials. Tutorials are strongly oriented towards interactive
discussion of the text and cases. In order to gain the most from the lectures and tutorial activities, the
assigned text/reading should be read before the lecture to participate in the discussions.
4. LEARNING ASSESSMENT
4.1 Formal Requirements
In order to pass this course, you must:
Achieve a composite mark of at least 50;
Make a satisfactory attempt of all assessment tasks (see below);
Attain a combined pass mark of 50% in your mid-session test plus final exam combined
4.2 Assessment Details
Mid-Session Exam (1 Hour)
Written Assignment
Group Presentation
Class Participation
Final Exam (Two Hours)
Total
20%
20%
10%
5%
45%
100%
Mid-Semester Exam
The mid semester exam consists of multiple choice and short answer questions which will cover the
topics discussed between weeks 1-6. This is a closed book examination. The examination is worth
20% of the total.
Mid-session exam will be held in Week 7 during regular class session. There will be no
alternative exam time under any circumstances and no exceptions will be made in the interest of
fairness. Do not ask course coordinator to arrange an alternate time. Please check with other
course timetables, if you have a timetable clash. It is your responsibility to work out how you will
attend the MGMT 3102 exam, not the course coordinators liability. Part time students should notify
their employer that the attendance at the mid-session exam is compulsory and obtain their time off.
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School of Organisation &Management
The University of New South Wales
Final Exam
The final examination will consist of multiple choice question and essay questions - which will cover
all topics discussed in the course between weeks 1-12. This is a closed book examination. The
examination is worth 45% of the total. Do not ask course coordinator to arrange an alternate
time. Students who anticipate they will not be available to take the final examination (which
may be timetabled anytime during the examination period), should not attempt this course.
There will be no alternative exam time under any circumstances and no exceptions will be made in the
interest of fairness.
Written Assignment
The assignment will entail a written analysis of a case or an article. The case/article will be provided
to you by week 6. This is a group report (maximum of 3 students/group) and you are required to
work with your peers before attempting to write it. This assignment is worth 20% of the total and
is due in Week 11.
Length and Style: 2000 words excluding the executive summary, footnotes, bibliography, figures and
references. Include an executive summary (maximum of 100 words). Use the cover sheet of the
school. For literature citation, use the Harvard style of referencing in text and footnotes for citing
additional information sources (details will follow).
Class participation
A minimum attendance of 80 percent is compulsory. Students will be assessed on the basis of:
a)
b)
Presentation of case and questions
Class attendance and participation
10%
5%
Attending tutorials classes other than the assigned one will not be counted. Absence from more than
three tutorials during the semester will result in a zero participation grade.
Tutorial preparation and discussion
During the second week, you will need to form small discussion groups (2-3 students/group) which
will take turns in discussing the questions and presenting assigned cases each week. Each and every
student is required to take an active role in the discussions that follow.
It is important that you are fully familiar with the material, and are prepared to participate in the
discussions. Preparation should include a learning journal which contains your notes and other
relevant information, which may be used for in-group work, and, class discussions. Your tutor will
periodically inspect this learning journal for the purpose of determining your level of participation in
the subject.
The arrangement of each weeks tutorial will be as follows:
There will be one group that will make a formal presentation of the assigned case (20-25 minutes
maximum)
This will be followed by an informal within-groups discussion;
Thereafter, each individual group will be asked to a) explain how the case matter relates to
theories in the course b) give their own answers; and c) seek clarifications from presenters.
Finally there will be a session led by the tutor on theory questions assigned;
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Presentation of cases in particular should follow the format:
-
Give a brief introduction to the case (tell the story in simple terms)
Identify the main question/issue raised in the case
Explain how the case matter relates to theories discussed in the course
Give a comprehensive analysis of the case using data/information
Conclude the analysis
Note that once assigned, you will have to stick to the tutorial group and the course coordinator
cannot manually change your allocation. Tutors may need to reallocate students for those classes
that have only a few students. If such a case arises you will be informed by the tutor.
Marking criteria for all assessment tasks
Marking Criteria
Quality of arguments: relevance,
logic and cohesion
Use of frameworks to support
analysis
Use of case evidence to support
analysis
Originality and usefulness of the
analysis
Organisation, clarity of expression,
editing etc.
Marks
20
20
Learning outcomes/attributes
Ability to give compelling arguments and reasoning
to support analysis
Ability to structure problems in accordance with
theoretical frameworks and resolve them
Ability to conduct applied research to gather
data/information pertaining to the case
Ability to engage in creative problem solving skills
20
Clarity of vision
20
20
4.3 Assignment Submission Procedure
The assignment must be handed in by Week 11 at your regular tutorial meetings. Please note:
Students must keep copies of all work submitted. In case the assignment is misplaced, you will be
required to submit a duplicate copy of the original.
All work must be original and must not have been submitted for any other subject or course here or
elsewhere.
4.4 Late Submission
Late work will be penalised at the rate of 5 percentage points per week day (per 24 hours of the
weekday or part thereof). Assessed work will not be accepted for the award of a mark if it is more
than five weekdays late.
4.5 Special Consideration and Supplementary examinations
UNSW Policy and information on special consideration, including supplementary exams can be found
at: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html
UNSW
policy
and
process
for
Special
Consideration
https://my.unsw.edu.au/student/atoz/SpecialConsideration.html). Specifically:
applies
(see
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School of Organisation &Management
The University of New South Wales
Applications for special consideration (including supplementary examinations) must go through
UNSW Central administration (within 3 working days of the assessment to which it refers)
applications will not be accepted by teaching staff;
Applying for special consideration does not automatically mean that you
additional assessment or that you will be awarded an amended result;
If you are making an application for special consideration (through UNSW Central
Administration) please notify your Lecturer in Charge;
Please note: a register of applications for Special Consideration is maintained. History of previous
applications for Special Consideration is taken into account when considering each case.
will be granted
5. STUDENT RESPONSIBILITIES AND CONDUCT
5.1 Workload
It is expected that you will spend at least ten hours per week studying this course. This time should
be made up of reading, research, working on exercises and problems, and attending classes. In
periods where you need to complete assignments or prepare for examinations, the workload may be
greater. Over-commitment has been a cause of failure for many students. You should take the
required workload into account when planning how to balance study with employment and other
activities.
5.2 Attendance
Your regular and punctual attendance at lectures and tutorials is expected in this course. University
regulations indicate that if students attend less than eighty per cent of scheduled classes they may be
refused final assessment. Also note that this is not a distance learning course, hence you cannot
expect every material to be available on WEBCT.
5.3 General Conduct and Behaviour
You are expected to conduct yourself with consideration and respect for the needs of your fellow
students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as talking,
passing notes, ringing or talking on mobile phones, is not acceptable and students may be asked to
leave the class. Proper decorum must be followed at all times and disrespect shown to staff or to
fellow students will not be tolerated under any circumstances. This applies to all interactions, whether
face to face or telephone/written/email communications. In case of any complaints/disputes about the
course, lecturing style or assessment, bring it to the attention of your tutor/lecturer. In case the
tutor/lecturer is not able to redress the situation, bring the matter to the attention of the course
coordinator after suitably informing the tutor/lecturer about your next step. In an extreme situation,
the Head of School may be involved in dispute resolution. To complain to other staff members,
bypassing these steps is not encouraged. More information on student conduct is available at:
www.my.unsw.edu.au
5.4 Keeping informed
It is your duty to keep informed. You should take note of all announcements made in lectures,
tutorials and/or on the course web site. From time to time, the University will send important
announcements to your university e-mail address without providing you with a paper copy. You will
be deemed to have received this information. The course coordinator/lecturer/tutor will not be
responsible for any oversight on your part in this regard.
6. ACADEMIC HONESTY AND PLAGIARISM
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School of Organisation &Management
The University of New South Wales
The University regards plagiarism as a form of academic misconduct, and has very strict rules
regarding plagiarism. For full information regarding policies, penalties and information to help you
avoid plagiarism see: http://www.lc.unsw.edu.au/plagiarism/index.html
Plagiarism is the presentation of the thoughts or work of another as ones own.* Examples include:
direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting
it to be copied. This includes copying material, ideas or concepts from a book, article, report or other
written document (whether published or unpublished), composition, artwork, design, drawing, circuitry,
computer program or software, web site, Internet, other electronic resource, or another persons assignment
without appropriate acknowledgement;
paraphrasing another persons work with very minor changes keeping the meaning, form and/or
progression of ideas of the original;
piecing together sections of the work of others into a new whole;
presenting an assessment item as independent work when it has been produced in whole or part in collusion
with other people, for example, another student or a tutor; and,
claiming credit for a proportion a work contributed to a group assessment item that is greater than that
actually contributed.
Submitting an assessment item that has already been submitted for academic credit elsewhere may also be
considered plagiarism.
The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not
amount to plagiarism.
Students are reminded of their Rights and Responsibilities in respect of plagiarism, as set out in the University
Undergraduate and Postgraduate Handbooks, and are encouraged to seek advice from academic staff whenever
necessary to ensure they avoid plagiarism in all its forms.
The Learning Centre website is the central University online resource for staff and student information on
plagiarism and academic honesty. It can be located at:
www.lc.unsw.edu.au/plagiarism
The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid
students, for example, in:
correct referencing summarising, practices;
paraphrasing, essay writing, and time management;
appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts.
Individual assistance is available on request from The Learning Centre.
Students are also reminded that careful time management is an important part of study and one of the identified
causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and
the proper referencing of sources in preparing all assessment items.
* Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of
Newcastle
Adapted with kind permission from the University of Melbourne.
7. STUDENT RESOURCES
7.1 Course Resources
Book of readings
MGMT3102 Asia-Pacific Business
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School of Organisation &Management
The University of New South Wales
MGMT 3102 book of readings available in the bookshop.
Prescribed Case Book
Chow, I., Holbert, N., Kelly, L., and Yu, J. (2004) Business Strategy: An Asia-Pacific Focus,
Pearson Prentice Hall.
N.B. The book of readings and the prescribed casebook will be your reading materials. However,
you may also refer to the following texts:
Reference Book (in library/bookshop)
Lall, Sanjaya and Shujiro Urata (2005), Competitiveness FDI and Technological Activity in East Asia,
Cheltenham, Edward Elgar.
Additional Reference Books:
Lall, Sanjaya (1996), Learning from the Asian Tigers: Studies in Technology and Industrial Policy.
London: Macmillan
Wade Robert (2003) Governing the Market: Economic Theory and the Role of Government in Asian
Industrialisation, Princeton University Press.
Odagiri, Hiroyuki and Akira Goto (1996), Technology and industrial development in Japan: building
capabilities by learning, innovation, and public policy, Oxford: Clarendon.
Fransman, Martin (1990), The market and beyond, Cambridge: Cambridge University Press.
Hobday, M. (1995), Innovation in East Asia. St Martins Press.
Johnson, Chalmers. (1982), MITI and the Japanese miracle. Stanford, CA:Stanford University Press.
Kim, L.S. (1997) Imitation to Innovation: The Dynamics of Koreas Technological Learning. Harvard
Business School Press.
Mathews John A. and Dong-Sung Cho (2000) Tiger Technology: The Creation of a Semiconductor
Industry in East Asia, Cambridge University Press.
El Kahal Sonia (2001), Business in the Asia Pacific: Text and Cases, Oxford, Oxford University
Press.
Haley Usha C.V. (2000), Strategic Management in the Asia Pacific: Harnessing Regional and
Organisational Change for Competitive Advantage, Oxford, Butterworth-Heinmann.
Yip, George (1998), The Asian Advantage: Key Strategies for Winning in the Asia-Pacific Region,
Reading, Addison-Wesley.
Additional materials provided in WebCT
We will attempt to make lecture notes and additional reading available on WebCT. However this is
not an automatic entitlement for students doing this subject. Remember, this is not a distance learning
course. You are expected to attend lectures and take notes. This way, you will get the additional
benefit of class interaction and demonstration.
Recommended Internet sites
Sirius- ABI Inform/Business Source Premier
Business Week
The Economist
Fortune
Useful Journals:
World Development
Economic Geography
Asia Pacific Business Review
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The University of New South Wales
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Transnational Corporations
Harvard International Review
California Management Review
Harvard Business Review
The University and the Faculty provide a wide range of support services for students, including:
Learning and study support
o
o
o
FCE Education Development Unit (http://education.fce.unsw.edu.au )
UNSW Learning Centre (http://www.lc.unsw.edu.au )
EdTec WebCT information (http://www.edtec.unsw.edu.au )
Counselling support - http://www.counselling.unsw.edu.au
Library training and support services - http://info.library.unsw.edu.au
Disability Support Services Those students who have a disability that requires some
adjustment in their teaching or learning environment are encouraged to discuss their study
needs
with
the
Course
Coordinator
or
the
Equity
Officer
(http://www.equity.unsw.edu.au/disabil.html). Early notification is essential to enable any
necessary adjustments to be made.
In addition, it is important that all students are familiar with University policies and procedures in
relation to such issues as:
Examination procedures and advice concerning illness or misadventure
https://my.unsw.edu.au/student/academiclife/assessment/examinations/examinationrules.html
Occupational
Health
and
Safety
policies
and
student
responsibilities;
http://www.riskman.unsw.edu.au/ohs/Policies%20&%20Procedures/UNSW%20OHS%20Ac
countability.pdf
8. CONTINUAL COURSE IMPROVEMENT
Each year feedback is sought from students and other stakeholders about the courses offered in the
School and continual improvements are made based on this feedback. UNSW's Course and Teaching
Evaluation
and
Improvement
(CATEI)
Process
(http://www.ltu.unsw.edu.au/ref4-51_catei_process.cfm) is one of the ways in which student evaluative feedback is gathered. Significant
changes to courses and programs within the School are communicated to subsequent cohorts of
students.
9. COURSE SCHEDULE
9.1 OUTLINE OF LECTURES AND READINGS
WEEK
TOPIC
1
2
Introduction
Globalisation, nation-states, and
industrial competitiveness in
East Asia
The FG model of industrial
development in East Asia
3
READINGS
Reading: Lall and Urata (2005); Lall (1999)
Tutorial: Forming Groups
Reading: Kojima (2003); Hart_Landsberg and
Burkett (1998);
MGMT3102 Asia-Pacific Business
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The University of New South Wales
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4
Asia Institutions 1: Competition
policy, Keiretsus and
internationalization
5
7
National Systems of Innovation
and technology development in
East Asian economies
The role of FDI in export
competitiveness Asia Pacific
MID TERM TEST
8
Industrial policy in East Asia
9
Institutional development in
Asia
10
Lessons from late movers emerging countries and resource
constrained innovation
Asian Institutions 2 : Chaebols
and system of management
6
11
Case: Chow (2004) Legend Group Limited (p.
590)
Reading: Tezuka (1997); Odaigiri (1991); Sen
(1983)
Case: Chow (2004) Samsung Semicoductors (p.
295)
Reading: Freeman (2004); Kim (2004)
Case: Chow (2004) Toyota !994 & 2002 (p 197,
238)
Reading: Lall (2004); Chang and Tsai (2000)
Case: Chow (2004) Hyundai Motors (p. 308)
No classes/tutorials
Reading: Lall (1994); Perkins (1994)
Case: Chow (2004) MD Motors (p. 374)
Reading: Lall (1996); Amsden (1991); Matthews
(1999)
Case: Chow (2004) Singapore Airlines (p. 517)
Reading: Prahalad and Lieberthal (1998); Hart
and Christensen (2002); Saha (2004)
Case: Chow (2004) Motorola in China (p. 606)
Reading: Yoo and Lee (1987); Crawford (1998);
Bae-Gyoon (2003)
Case: Chow (2004) Godrej (p 628)
12
The Future of Asia-Pacific
* = Additional Reading
10. THEORY AND CASES DISCUSSED IN TUTORIALS
Note that your case analysis should demonstrate how the empirical material related to the theories
discussed. For example, your analysis could pay attention to the following dimensions:
The process of learning and technology accumulation in individual firms/industries
The level of government protection through tariffs, subsidies, preferred supplier
procurement policies, creation of technology parks etc
The stages of evolution of government policies in terms of import substitution or export
orientation or both
The role of entrepreneurship
The role of factor markets, local demand and firm structure and rivalry
Whether the industry has sustainable competitive advantage
10.1 CASE STUDIES
Use your time efficiently to prepare before every tutorial meeting. Discuss with your group
members as to the common strategy for sourcing, documenting, analysing and presenting cases
each week - for which a basic minimum interaction will be necessary. Use your discretion to
determine if you have obtained enough information to deal with the topic.
10.2 READINGS
1. Introduction
2. Globalisation, nation-states, and industrial competitiveness in East Asia
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School of Organisation &Management
The University of New South Wales
Lall, Sanjaya and Shujiro Urata (2005), Introduction and overview, in Sanjaya Lall and Shujiro
Urata Editors, Competitiveness FDI and Technological Activity in East Asia, Cheltenham,
Edward Elgar.
Lall, Sanjaya (1999) Competitive success in East Asia: performance and determinants, Promoting
Industrial Competitiveness in Developing Countries: Lessons from Asia. Economic Paper 39,
London, Commonwealth Secretariat.
3. The FG model of industrial development in East Asia
Kojima, Kiyoshi, (2003), The Flying-Geese Theory of Economic Development, Bunshindo,
Tokyo.
Hart_Landsberg, Martin and Burkett, Paul. (1998), Contradictions of capitalist industrialisation in
East Asia: a critique of Flying Geese theories of development. Economic Geography. 74(2):
87-110.
Case: Chow (2004) Legend Group Limited (p. 590)
4. Asia Institutions 1: Competition policy, Keiretsus and internationalization
Tezuka, H. (1997), Success as the Source of Failure? Competition and Cooperation in the
Japanese Economy, Sloan Management Review, Winter: 83-93.
Odagiri, H. (1991), The interaction of growth and competition: the key to understanding
Japanese Management, Business Strategy Review, Autumn: 25-37.
Sen, A (1983), Lessons for development from the Japanese experience Journal of Economic
Issues, 17(2): 415-422.
Case: Chow (2004) Samsung Semicoductors (p. 295)
5. National Systems of Innovation and technology development in late industrialisers in East
Asian Economies
Freeman Chris (1995), The national system of innovation in historical perspective, Cambridge
Journal of Economics, 19: 5-24.
Kim Linsu (2003), The dynamics of technology development: Lessons from the Korean
experience in Sanjaya Lall and Shujiro Urata Editors, Competitiveness FDI and
Technological Activity in East Asia, Cheltenham, Edward Elgar.
Case: Chow (2004) Toyota !994 & 2002 (p 197, 238)
6. The role of FDI in export competitiveness Asia Pacific
Lall Sanjaya (2003), Foreign direct investment, technology development and competitiveness:
issues and evidence in Sanjaya Lall and Shujiro Urata Editors, Competitiveness FDI and
Technological Activity in East Asia, Cheltenham, Edward Elgar.
Chang, Pao-Long and Chien-Tzu Tsai (2000) Evolution of technology development strategies for
Taiwan's semiconductor industry, Industry and Innovation, 7(2): 185-197
Case: Chow (2004) Hyundai Motors (p. 308)
8. Industrial policy in East Asia
Lall, Sanjaya. (1994), The East Asian Miracle: Does the Bell Toll for Industrial Strategy? World
Development, 22(4): 645-654.
Perkins, Dwight H. (1994), There are at Least Three Models of East Asian Development. World
Development, 22(4): 655-661.
Case: Chow (2004) MD Motors (p. 374)
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The University of New South Wales
9. Institutional development in Asia
Lall, Sanjaya. (1996), Paradigm of development: the East Asian debate on industrial policy,
Learning from the Asian Tigers: Studies in Technology and Industrial Policy. London:
Macmillan: 1-26.
Amsden Alice (1991), Diffusion of development: the late industrializing countries and greater
East Asia, AEA Papers and Proceedings 81(2): 282-286.
Matthews J.A. (1999), A Silicon Island of the East: Creating a Semiconductor Industry in
Singapore. California Management Review. 41(3): 55-78.
Case: Chow (2004) Singapore Airlines (p. 517)
10. Lessons from late movers - emerging countries and resource constrained innovation
Prahalad and Lieberthal (1998), The end of corporate imperialism, Harvard Business Review,
July-August: 69-79.
Hart Stewart and Clayton Christensen (2002), The Great Leap: Driving Innovation From the Base
of the Pyramid, MIT Sloan Management Review, 44(1): 51-56.
Saha, B (2004), State Support for Industrial R and D in Developing Economies: Telecom
Equipment Industry in India and China, Economic and Political Weekly, August 28: 1-20.
Case: Chow (2004) Motorola in China (p. 606)
11. Asian Institutions 2 : Chaebols and system of management
Yoo, Sangjin and Sang M Lee (1987) Management style and practice of Korean Chaebols,
California Management Review, 29(4): 95-110.
Crawford, R.J. (1998), Reinterpreting the Japanese economic miracle Harvard Business Review,
Jan-Feb: 179-184.
Park, Bae-Gyoon (2003), Politics of Scale and the Globalisation of the South Korean Automobile
Industry Economic Geography, 79(2): 173-194.
Case: Chow (2004) Godrej (p 628)
12. Revision and unfinished items
Additional readings:
Bernard, Mitchell and John Ravenhill (1995), Beyond product cycles and flying geese. World
Politics. 47: 171-209.
Wade Robert, (1995), Resolving the State Market Dilemma in East Asia. In Ha Joon Chang and
Robert Rowthorn Editors, The Role of State in Economic Change. Oxford, Clarendon Press.
Chang H.J and Robert Rowthorn (1995), Role of the state in economic change: entrepreneurship
and conflict management.
Wade Robert (2003) Governing the Market: Economic Theory and the Role of Government in
Asian Industrialisation, Princeton University Press.
11. ADDITIONAL SUPPORT AND ASSISTANCE
EDUCATION DEVELOPMENT UNIT
Additional learning support, tailored to the needs of FCE students, is available from the Education
Development Unit (EDU) in the Faculty. The EDU offers a range of services for FCE students
including:
Academic skills workshops run throughout the session;
Printed and on-line study skills resources e.g. referencing guide, report writing and exam
preparation;
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School of Organisation &Management
The University of New South Wales
A drop-in resource centre containing books and audio-visual material that can be borrowed;
A limited consultation service for students with individual or small group learning needs.
More information about the EDU services including on-line resources, workshop details and
consultation request forms are available from the EDU website.
Contacts and location:
EDU Web: http://education.fce.unsw.edu.au
EDU Location: Room 2039, Level 2 Quadrangle Building
EDU services are free and confidential and are available to students of the Faculty of Commerce
and Economics.
Other UNSW support
In addition to the EDU services, the UNSW Learning Centre provides academic skills support
services for students. The Learning Centre is located on Level 2 of the Library and can be
contacted by Phone: [phone] or through their website: http://www.lc.unsw.edu.au/. Students
experiencing problems of an academic or personal nature are encouraged to contact the
Counselling Service at UNSW. This service is free and confidential and run by professional
counsellors. The Counselling Service is located on Level 2, Quadrangle East Wing, and can be
contact on 9385 5418.
MGMT3102 Asia-Pacific Business
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The University of New South Wales
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THE UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF ORGANSATION AND MANAGEMENT
ASSIGNMENT COVER SHEET
Surname:
________________________________________________
Given Names: ________________________________________________
Student Nos.: ____________________
Address:
__________________ __________________
________________________________________________
________________________________________________
Subject Name: ________________________________________________
Subject No.:
________________Date Submitted:
Word Count:
_____________
__________
I hereby certify that this assignment is my own work, based on my personal study and/or research,
and that I have acknowledged all material and sources used in the preparation of this assignment
whether they be books, articles, reports, lecture notes, any other kind of document or personal
communication. I also certify that the assignment has not previously been submitted for
assessment in any other subject or at any other time in the same subject and that I have not
copied in part or whole or otherwise plagiarised the work of other students and/or persons.
Signature:
______________________
ASSESSORS COMMENTS:
MARK/GRADE:
_________________
FINAL MARK:______________________
PENALTY: _________________