Le Grand Syllabus 2017/2018
Prerequisite : English level 4. Pedagogical Format : Workshop Course validation : 60% lecture / 40% class participation and discussion. Workload : Starting with the second session, students will be asked to bring in examples (good and bad) which incorporate learning from the prior session to share and discuss with the group. At the end of the workshop, there will also be a ﬁnal case study required which incorporates the different learning over the course of the program. Pedagogical Method : 6 x 2-hour workshops. Course Description : “Big brands don't have customers, they have fans.” Today we live in a world of choice. One could argue even too much choice. For a brand, the only way to win is to be preferred. In this workshop, we will explore the various ways in which brands create preference from tangible product differences to less tangible tools like “tone of voice” to the use of role models or celebrity icons. Required reading : Burr, (Chandler), The Perfect Scent : A Year Inside the Perfume Industry in Paris and New York. As you are likely to have your ﬁll of advertising manuals, this is a wonderful real-life case study of creating preference in the perfume industry. It reads like a novel.
the class. Case stories of business innovations supporting the SDGs should be 2-4 pages long. Active participation to the class discussion, presence and punctuality are essential. References are provided for each course but readings are not mandatory. Pedagogical Method : A short presentation by the professor (30mn) will set the scene and present key concepts and ideas or operational work relevant to the topic ; two exposés/presentations by students (15mn each) will address speciﬁc questions in an objective/impartial manner ; and two students playing the role of “icebreakers” (5mn each) will defend a given position and launch the discussion with the rest of the class (50mn). Course Description : This course provides a practical and critical perspective on major contemporary economic debates that pertain to international trade and development. Since the 2008-09 crisis, trade and development paradigms have shifted : with the emergence of global value chains, more countries can participate in global production and trade (e.g. iPhone production), but the elasticity and volatility of trade ﬂows have increased ; with the emergence of China and other developing countries, demand and supply started to shift to the South, raising questions about outsourcing/offshoring, trade integration v. protectionism and national preferences (e.g. Brexit and Trump election) ; the refugee crisis or the paradise papers have revealed new interdependences and shared responsibilities. This course puts globalization into perspective, reviewing the role of trade and international business in the achievement of the Sustainable Development Goals (SDGs). It focuses on “trade and…” issues : Are the 4th Industrial revolution, the end of manufacturing and the serviciﬁcation of economies only in the interest of the rich countries ? Are trade rules a threat to public health and access to medicines in the poorest countries ? Is trade part of the problem or the solution to climate change or food security ? Is the cross-border movement of workers a source of brain drain or brain gain ? Are high labor or environmental standards a form of Diktat from the North ? Providing practical insights from over a decade of ﬁeld work with the World Bank, the course should enable students to challenge most preconceived ideas about trade and development that ﬂourish in the media and elsewhere.
TRADE AND DEVELOPMENT IN PRACTICE
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Olivier CATTANEO (Head of Unit OCDE). Pedagogical Format : Seminar Course validation : Student will be expected to complete and present one exposé (50% of the grade), one icebreaker (20 %), one business innovation for development case story (20%), and actively participate in the class (10%). The exposés sh