business & international development
TRANSCRIPT
ESC-M5-STR-26-E-L-BOD#3
BUSINESS & INTERNATIONAL DEVELOPMENT
Semester 1, 2016 – 2017
COORDINATOR Dr Ralf Barkemeyer
PROFESSORS Dr Ralf Barkemeyer
OFFICE 1428
TELEPHONE 055684 6312
E-MAIL [email protected]
OFFICE HOURS By appointment
COURSE DELIVERABLE DUE DATE WEIGHT ON
FINAL GRADE
Two multiple-choice tests
(individual) Sessions #5 and #9 10%
Student presentation (group
work) Sessions #2 to #9 40%
Participation in class
(individual) - 10%
Final Examination
(individual written exam) Session #10 40%
Kedge Business School and its professors, encourage you to use your Pro-Acts,
company projects and internships as privileged opportunities to apply the reflexions,
theories, concepts and tools presented during this course
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Business & International Development
INTRODUCTION AND OBJECTIVES
Course Purpose & Objectives
In recent years, businesses have increasingly become influential actors in the
context of international development. Unilever help to generate rural entrepreneurs in
India; Pfizer have improved access to prescription medicine in Sub-Saharan Africa;
Daimler actively support the fight against HIV/AIDS in Sub-Saharan Africa; and
numerous companies publicly address the widespread problem of corruption throughout
their operations.
In this module, we will explore why and how companies have started to address
international development objectives as part of their CSR activities, and critically discuss
strengths and limitations of these approaches. The first part of the module will focus on the
state of international development and the nature of some of the key challenges faced in
this context. We will then explore key concepts – such as corporate citizenship and
political CSR – based on the analysis of specific cases in which companies have started to
address challenges such as corruption, human rights violations or HIV/AIDS. Finally, we
will critically discuss strengths and limitations of CSR and international development in
the context of governance for sustainable development.
Courses contribution to program objectives
KM4: Apply high standards of Integrity, Ethics and Social Responsibility
The private sector – and in particular large multinational companies – has become a
major player in international development. Companies are increasingly expected to
contribute to international development goals, either through their corporate social
responsibility and corporate sustainability initiatives or quite simply through their core
business activities. As such, corporate social responsibility and international development
are inextricably linked. This development has attracted considerable amounts of both
praise and criticism. MNCs are often seen as both the cause of and solution for
development challenges such as poverty, corruption or the depletion of environmental
resources.
Participants will get critical insights into how companies affect and are affected by
development challenges. At the same time, participants will learn how about the different
motivations of companies to address international development objectives. Crucially, the
course provides students with the analytical mindset to understand and analyze corporate
social responsibility activities in the context of international development.
KM5: Demonstrate critical thinking and the Ability to Perform in a Culturally
Diverse Environment
CSR, international development and sustainable development are broad, normative
and essentially contested concepts. Both international development and sustainable
development can be characterized as ‘wicked problems’ for which no immediate solutions
are available. A range of good practice and worst practice examples exist in the area of
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Business & International Development
business & development, at times focusing on the same companies that are simultaneously
portrayed as responsible corporate citizen and accused of irresponsible conduct.
The multi-facetted nature of international development and the various ways in
which the private sector is linked to development challenges are to varying degrees
subjective and context-specific. Cultural differences play a crucial role in what constitutes
corporate responsibility in a given national context. The course provides students with the
necessary conceptual basis and mindset to critically analyze corporate contributions to
international development regarding their substance and sincerity. The course is designed
and held in a way to encourage critical analysis and discussion of both conceptual and
practical perspectives on corporate contributions to sustainable development.
Course description
The State of Development; Business & International Development; Poverty
Alleviation; Infectious Diseases; Anti-corruption; Environmental Sustainability; the Role
of Multi-Stakeholder Initiatives; CSR in the Context of Global Governance.
COURSE MATERIAL
Presentations, Cases and Exercises
The slides being used for presentations by both the professor as well as in student
presentations are being provided to the course participants through Campus Virtuel. The
same applies to the necessary background material for exercises and cases.
Core Readings
For each session, a number of papers are required as core readings. These papers
are available for download as PDF files via Campus Virtuel. The presentations, discussions
and applications of each session build on these core readings. The following documents are
required as core readings:
Session 1: The State of Development
1. Hart, S. L. 1997. Beyond greening: Strategies for a sustainable world. Harvard
Business Review, 75(1): 66-76.
2. WCED (Ed.). 1987. Our Common Future: The World Commission on Environment
and Development. Oxford: Oxford University Press.
Session 2: Business & International Development
1. Porter, M. E., & Kramer, M. R. 2011. Creating Shared Value. Harvard Business
Review, 89(1/2), 62-77.
2. Clay, J. 2005. Exploring the Links between International Business and Poverty
Reduction: A Case Study of Unilever in Indonesia. An Oxfam GB, Novib, Unilever,
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Business & International Development
and Unilever-Indonesia joint research project, Oxford: Oxfam GB, Novib Oxfam
Netherlands and Unilever.
3. Barkemeyer, R., & Figge, F. 2011. Fordlândia: Corporate Citizenship or Corporate
Colonialism, Corporate Social Responsibility and Environmental Management 19(2),
69-78.
Session 3: Business & Development – Poverty Alleviation
1. Prahalad, C. K., & Hart, S. 2002. The fortune at the bottom of the pyramid. Strategy +
Business, 26(1): 55-67.
2. Jenkins, R. 2005. Globalization, Corporate Social Responsibility and Poverty.
International Affairs, 81(3): 525-540.
Session 4: Business & Development – Infectious Diseases
1. Matten, D., & Crane, A. 2005. Corporate Citizenship: Toward an Extended Theoretical
Conceptualization. Academy of Management Review, 30(1): 166-179.
2. Arndt, C., & Lewis, J. D. 2000. The macro implications of HIV/AIDS in South Africa:
a preliminary assessment. South African Journal of Economics, 68(5), 380-392.
Session 5: Business & Development: Child Labour
1. Kolk, A., & Van Tulder, R. 2004. Ethics in international business: multinational
approaches to child labor. Journal of World Business, 39(1), 49-60.
2. Lund-Thomsen, P., & Nadvi, K. 2010. Clusters, chains and compliance: corporate
social responsibility and governance in football manufacturing in South Asia. Journal
of Business Ethics, 93(2), 201-222.
Session 6: Business & Development: Anti-Corruption
1. Doh, J. P., Rodriguez, P., Uhlenbruck, K., Collins, J., & Eden, L. 2003. Coping with
corruption in foreign markets. Academy of Management Executive, 17(3): 114-127.
2. Donaldson, T. 1996. Values in Tension: Ethics Away from Home. Harvard Business
Review, 74(5): 48-62.
3. Donaldson, T., & Dunfee, T. W. 1999. When ethics travel: the promise and perils of
global business ethics. California Management Review, 41(4): 45-63.
4. Husted, B. W., & Allen, D. B. 2006. Corporate social responsibility in the
multinational enterprise: strategic and institutional approaches, Journal of International
Business Studies, 37, 838-849.
Session 7: Business & Development: Environmental Sustainability
1. Ruud, A. 2002. Environmental management of transnational corporations in India- are
TNCs creating islands of environmental excellence in a sea of dirt? Business Strategy
and the Environment, 11(2), 103-118.
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Business & International Development
2. Barkemeyer, R., Holt, D., Preuss, L., & Tsang, S. 2014. What happened to the
‘development’ in sustainable development? Business guidelines two decades after
Brundtland. Sustainable Development, 22(1), 15-32.
Session 8: The Role of Multi-Stakeholder Initiatives
1. Kolk, A., & van Tulder, R. 2006. Poverty alleviation as business strategy? Evaluating
commitments of frontrunner Multinational Corporations. World Development, 34(5):
789.
2. Ruggie, J. G. 2002. The theory and practice of learning networks. Journal of Corporate
Citizenship, 2002(5), 27-36.
3. Barkemeyer, R. 2009. Beyond Compliance - Below Expectations? CSR in the Context
of International Development. Business Ethics: A European Review, 18(3): 273-289.
Session 9: CSR in the Context of Global Governance
1. Schepers, D. H. 2006. The Impact of NGO Network Conflict on the Corporate Social
Responsibility Strategies of Multinational Corporations. Business and Society, 45(3):
282.
2. Utting, P. 2005. Corporate responsibility and the movement of business. Development
in practice, 15(3-4), 375-388.
3. Finkelstein, L. S. 1995. What is Global Governance? Global Governance, 1(3): 367-
372.
4. Barkemeyer, R. & Figge, F. 2014. Corporate social responsibility in the context of
multiple environments: The impact of headquartering. Critical Perspectives on
International Business, 10(3), 124-151.
SUPPLEMENTARY READINGS
Supplementary readings for every topic and every session will be provided.
Alongside with a detailed description of the expected contents and topics of the student
presentation and for each section a list of complementary sources and papers are being
made available for the students through Campus Virtuel. However, it is also expected that
students conduct their own research for relevant sources and readings for their
presentations.
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COURSE CONTENTS AND TIMETABLE
SESSIONS TOPIC READINGS AND CASES STUDENT
PRESENTATIONS MCQs
#1, Day1
morning
Introduction to module;
The State of
Development
See list of core readings for
session #1 above. -
#2, Day 1
afternoon
Business &
International
Development
See list of core readings for
session #2 above;
Case: Ford Motors in the
Amazon
Porter & Kramer
(2011)
#3, Day 2
morning
Business &
Development: Poverty
Alleviation
See list of core readings for
session #3 above;
Case: Unilever Project
Shakti
Prahalad & Hart
(2002)
#4, Day 2
afternoon
Business &
Development:
Infectious Diseases
See list of core readings for
session #4 above;
Case: Sleeping Sickness
Matten & Crane
(2005)
#5, Day 3
morning
Business &
Development: Child
Labour
See list of core readings for
session #5 above;
Case: Child Labour in
Sialkot
Lund-Thomsen &
Nadvi (2010)
MCQ on
topics from
sessions 1-4
#6, Day 3
afternoon
Business &
Development: Anti-
Corruption
See list of core readings for
session #6 above;
Case: Corruption in the
Construction Sector
Donaldson (1996)
#7, Day 4
Morning
Business &
Development:
Environmental
Sustainability
See list of core readings for
session #7 above;
Video: Darwin’s Nightmare
Ruud (2002)
#8, Day 4
afternoon
The Role of Multi-
Stakeholder Initiatives
See list of core readings for
session #8 above;
Case: UN Global Compact
Kolk & van Tulder
(2006)
#9, Day 5
morning
CSR in the Context of
Global Governance
See list of core readings for
session #9 above;
Video: Mine Your Own
Business
Schepers (2006)
MCQ on
topics from
sessions 5-8
#10, Day 5
afternoon Final Exam - -
Business & International Development
TEACHING APPROACH/ INSTRUCTIONAL METHODS
A Word of Advice
Reading is an essential exercise in social sciences. The core readings are thus
essential and indispensable for the course. However, reading is only the basis. Only critical
thinking and discussion of the readings, presentations, and exercises will bring students to
a higher level of understanding and skills. Students are thus advised to read the core
sources but also to use their intellectual and critical capacities in order to develop and
substantiate an own point of view.
Organization of the sessions
This course is organised in a 1-week format with two sessions of 3h hours in the
morning and in the afternoon, respectively, on five consecutive days.
In sessions #1 and #2 on Day 1 students will be provided with an overview of
current international development challenges as well as the role of business in addressing
international development goals. Students will be familiarized with key concepts and
theories in this context such as corporate social responsibility, corporate citizenship and
shared value. In addition, we will discuss key drivers for the private sector to get involved
in international development efforts.
Sessions #3 - #9 follow a modular design. In the sessions #3 - #7, students will be
introduced to specific international development challenges and corporate efforts to
contribute to international development goals. Session #8 focuses on the role of multi-
stakeholder initiatives in the context of business & international development. In session
#9 we will explore the link between corporate social responsibility and global governance
more generally. In particular, we will critically discuss strengths and limitations of
voluntary, beyond compliance CSR activities from the perspective of global governance.
In all of these sessions, short lectures introducing the key issues as well as related key
academic concepts will be complemented by a number of case studies, video
documentaries and student presentations.
In session #10, the final written exam will be held. Throughout the module, we will
review the content covered in this module and students will have the chance to ask
questions regarding this final written exam.
Individual Assignments
Class exercises and cases and class participation 10%
Class participation of students in exercises and discussions represents 10% of the
final grade.
Business & International Development
Multiple choice questionnaires (MCQs) 10%
There are two MCQs worth each 5% of the final grade; they have to be answered
individually during 10 minutes. MCQs serve to control learning progress during the course.
No documents are allowed for answering the MCQs.
Final written exam
Each student has to pass an individual final written exam of 180 minutes worth
40% of the final grade. Notes and other material are allowed during the examination.
Exams can cover all topics treated in the course and typically combine questions and
exercises of different styles such as multiple choice questions, short cases and short essay-
style questions.
Group work
In-class group presentation
There will also be a student group presentation accounting for 40% of the final
grade. Each group of students will be asked to present one academic paper (selected from
the key readings). Groups and academic papers will be allocated via Campus Virtuel at the
start of the academic year. Students of each group are expected to collaborate and to
coordinate their joint work. Presentations should take around 15 minutes and will be
followed by a class discussion (10-15 minutes) led by the group of presenting students.
The aim is to provide fellow students with an overview of the academic paper and its key
findings and contribution.
EVALUATION OF STUDENT PERFORMANCE
DELIVERABLE %
Two multiple choice questionnaires (5% each) 10%
Individual participation in class 10%
Group presentation 40%
Final exam 40%
TOTAL 100%
Methods Used to Evaluate Student Performance
Individual Assignments (60%)
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Multiple choice questionnaires (10%)
There are two MCQs (session #5 and session #9) covering topics from sessions 1-4
and 5-8, respectively. Each MCQ consists of five blocks on one particular topic containing
five statements on the respective topic. Students need to indicate for each statement if the
statement is true or false. The grading follows the criteria shown in the table below.
Exceeds expectations Meets expectations Below expectations
1) Multiple choice
questions
All five statements per
topic correctly
answered
Not more than one
error on the five
statements per topic
Two or more errors
on the five statements
per topic
For every block of statements 2 points can be earned so that overall a maximum of
10 points can be reached. If there is one incorrect answer in a block of statements 1 point
will be deducted, if there are two incorrect answers in a block 1.5 point will be deducted.
Three or more incorrect answers yield 0 points. No documents are allowed for answering
the MCQs, and students have 10 minutes time to answer the MCQs. The MCQs are graded
individually.
Individual participation in class exercises, discussions and cases (10%)
Students’ individual participation in practical exercises, cases and discussions in
class will be graded individually. Class participation will be graded according to the
following elements:
Exceeds
expectations
Meets expectations Below expectations
1) Participation in
class discussions
Frequently; mostly
with valuable
comments and
questions
At least
occasionally; some
valuable comments
and questions
Never; no valuable
comments and
questions
2) Participation and
in-class group
work
Active; taking the
lead
Passive; following
others
Counterproductive
3) Presence Skipped no session
without legitimate
excuse
Not more than 2
sessions skipped
without legitimate
excuse
Skipped more than 2
sessions without
legitimate excuse
4) Showing up late Almost never Only occasionally Frequently
5) Disruptive
behaviour
Almost never Only occasionally Frequently
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Final written exam (40%)
Each student has to pass an individual final written exam of 180 minutes worth
40% of the final grade. Notes and other material are allowed during the examination.
Exams can cover all topics treated in the course and typically combine questions and
exercises of different styles such as multiple choice questions, short cases and/or exercises.
The written exams will be graded individually.
The final exam is graded according to the following criteria:
Exceeds expectations Meets expectations Below expectations
1) Multiple choice
questions
All five statements per
topic correctly answered
Not more than one error on
the five statements per
topic
Two or more errors on the five
statements per topic
2) Case questions
Content Balanced and
comprehensive
presentation of relevant
information; fully on topic
of question
Information reasonably
reflects the most important
aspects; no major
omissions; answer mainly
on topic
Information does not support
the question; important
information or aspects
missing; answer not on topic,
confusing
Use of concepts
and theories
Evidence of full
understanding and
thorough use of theories
and concepts
Basic understanding and
valid use of theories and
concepts
Insufficient understanding
and/or erroneous use of
theories and concepts
Transfer of
analytical
concepts to case
Detailed and precise
application of analytical
criteria to the case
Most important analytical
criteria identified and
applied to the case
Absence of transfer or flawed
application of analytical
criteria to the case
Quality of
analysis and
conclusion
Strong evidence of critical
thinking; own conclusions
based on thorough;
thoughtful and balanced
line of argument
Some evidence of critical
reasoning; line of
argument without major
contradictions or flaws;
argument not overly one-
sided, some evidence of
balance
Answer inconclusive; little or
no evidence of critical
thinking; inconsistent line of
argument; one-sided
argument; analysis is vague,
too general or confusing
In-class presentation (40%)
Each student is part of a group that is required to give a presentation on one of the
key readings for this module. Presentations will typically be at the start at each of the
individual sessions (#2 to #9). Presentations should take around 15 minutes and will be
followed by a class discussion (10-15 minutes) led by the group of presenting students.
The aim is to provide fellow students with an overview of the academic paper and its key
findings and contribution. It is expected that the students undertake some additional
research for relevant material. The group presentation in class is worth 40% of the final
grade. All group members receive the same grade on the group work. This reflects the need
and responsibility of each group member to contribute to an efficient functioning and
coordination of the group – a situation that is typical for future professional situations as
managers in teams.
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The group presentations are graded according to the following criteria:
Rubric Exceeds expectations Meets expectations Below expectations
Opening
statement and
overview
Clear opening statement, presenting issues
and the organization of the presentation,
catching audience’s interest and attention
Opening statement presenting the key
issues and structure of the presentation
No opening statement or no overview on
the presentation and topic given
Non-verbal and
verbal delivery
Did not read from notes and/or other
supports; clearly engaged audience
through consistent eye contact and
gestures; responsive to audience reaction;
Voice varied in pitch, volume, rate, and
emphasis; appropriate enthusiasm; free of
fillers (ahs, uhms, ers); highly effective
articulation and pronunciation; innovative
presentation mode or media use
Referred occasionally to notes and/or
audio visual materials; engaged audience
through eye contact and gestures; aware
of audience reaction; some variation in
pitch, volume, rate, and emphasis; some
fillers (ahs, uhms, ers); effective
articulation and pronunciation; adequate
use of media.
Only read directly from notes or other
supports; no or little audience awareness
and interaction; distracting mannerism;
little variation in pitch, volume or rate;
distracting presentation style; insufficient
media support.
Material Content highly specific, credible, relevant,
sufficient, interesting; evidence supported
topic; connection between support and
main points is clear; sources and
references of all materials used in the
presentation are comprehensively
provided in detail, including reference list
with no or very few errors.
Content adequately specific, credible,
relevant, sufficient, interesting; lacked
support for some points; sources and
references of most important materials
used in the presentation are provided.
Content not specific, credible, relevant,
sufficient, or interesting; ideas not
supported; no or very few sources of
materials used in the presentation are
provided.
Completeness of
topic
All aspects treated comprehensively in
great detail; illustration and treatment of
links between different aspects of the
topic
All major aspects of the topic treated in
sufficient detail.
Major omissions in the presentation,
important aspects of the topic missing,
incomplete or superficial treatment of the
problem
Logical
coherence of the
argument
Argument fully coherent and strongly
interlinked; meticulous build-up of the
line of argument; assumptions clearly
stated and reflected
Main line of argument consistent and
logical, no major contradictions; evidence
of a logical build-up of the different parts
of the presentation; no bold or
Argument incoherent or contradictory, no
or little logical flow; different parts of the
presentation did not build on each other;
bold or problematic (implicit)
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problematic (implicit) assumptions assumptions
Rubric Exceeds expectations Meets expectations Below expectations
Organization
and structure of
the argument
Arrangement of ideas clearly related to
topic; well organized with introduction,
body, conclusion; good transitions
Conveyed the central ideas of the topic;
most information presented in logical
structure; adequate introduction, body,
conclusion; adequate transitions.
Had little or no focus on central idea or
topic; no or poorly developed structure;
introduction, body, or conclusion not well
developed and connected; lacked
transitions
Quality of
analysis
Approach and structure highly consistent
with overall purpose; strong evidence of
critical thinking; own conclusions based
on own research, strong evidence of own
ideas
Approach and structure consistent with
overall purpose; some evidence of critical
thinking; own conclusions developed;
some critical reflection of existing
materials
Approach and structure inconsistent with
overall purpose; little or no evidence of
critical thinking; no own conclusions,
pure repetition of existing materials
Professionalism
(double weight)
Presentation prepared very carefully;
exceeds standards; strong evidence of
proper interest in the tasks and topics
based on own research; evidence of in-
depth interaction and collaboration of
group members
Presentation prepared correctly; standards
respected; tasks have been seriously
researched and addressed; evidence of
coordination and collaboration of group
members
Presentation prepared superficially;
standards not respected; tasks have not
been taken serious enough; evident lack of
coordination and collaboration of group
members
Quality of
questions for
discussion
Correct number of questions for
discussion; questions building on
presentation and stimulating critical
debate of the topic with the audience;
questions reflect detailed understanding of
the topic
Correct number of questions for
discussion; questions building on
presentation and offering some further
thought; questions interesting and
adequate for the audience
No or not enough questions for
discussion; questions purely repetitive
compared to the presentation or
completely unrelated to presentation;
questions not interesting or inadequate for
the audience
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BIOGRAPHY
Ralf Barkemeyer is an Associate Professor of Corporate Social Responsibility at
KEDGE Business School (Bordeaux). Ralf joined KEDGE in early 2015 from the
University of Leeds (UK) where he had been lecturing since 2010. Before, he worked as
Research Fellow and Lecturer at Queen’s University Belfast, Northern Ireland, from where
he received his PhD. Ralf received two Master degrees in Environmental Science as well
as Business Administration from the University of Lüneburg (Germany).
Ralf’s research focuses on the interface of business, environment and society. In
particular, he is interested in the link between CSR and development; corporate
sustainability reporting; and corporate sustainability performance assessment. Ralf is a
Fellow of the Higher Education Academy and Associate Editor of the academic journal
Business Ethics: European Review as well as a permanent editorial board member of the
journals Business Strategy & the Environment and Management of Environmental Quality.
In addition, he serves as an ad-hoc reviewer for numerous other academic journals. Ralf
has published widely, among others in journals such as Journal of World Business,
Ecological Economics, Nature Climate Change, Business Ethics Quarterly, Resources
Policy, Business Strategy and the Environment, and Environmental Science and Policy.
His research has been funded by funding bodies such as UN Global Mechanism, the
European Commission or the Swedish Mistra Foundation, but also by companies such as
ASDA and BMW.
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ACADEMIC FRAUD
Definition
Academic fraud is a breach of ethics.
“Is achieved using unfair means or deception, to obtain material or undue moral
advantage, or with the intent to avoid the enforcement of laws”. (Translated from the
original source: Dictionnaire Juridique des Lois, 2010, available at: www.dictionnaire-
juridique.com/definition/fraude/php)
Plagiarism consists of attributing authorship by (partial or total) copying, imitation
or misappropriation.
The act of fraud is committed by one or more students/participants when they:
appropriate written or oral work to themselves when they are not the author (in
whole or in part) of the work, by omitting any references or quotations to the
author or to the owner of the work;
present any data that has been falsified or invented in any way;
use the identity of the author, attributing the contents of and/or a resource to
him/her, but without explicitly mentioning that they are not the author;
appropriate the creative work of someone else and present it as their own;
acquire exerts of texts, images, results etc. from external sources by including
them in their own work without mentioning the origins of the exerts;
summarise the original idea of an author by expressing it in their own words
but omit quoting the source;
cheat in an academic evaluation.
Plagiarism can occur in:
an academic article or book;
an exercise or a case study;
a study or a report;
a dissertation or a thesis;
any document of which the student/participant is not, but purports to be the
author.
Sanctions
Any student/participant having committed academic fraud, or having participated in
it, will be sanctioned by the professor in charge of the course. The professor can apply 1st
and 2nd level sanctions (detailed below). The professor will send a copy of the sanction to
the student’s/participant’s programme. The student/participant will be informed/and or
convoked by the programme director (or his/her representative) to a hearing prior to the
possible convening of the Kedge Business School Disciplinary Council. In the case of a
hearing of the Disciplinary Council, they can decide to apply 3rd and 4th level of sanctions.
Any student/participant guilty of academic fraud will receive one of the following
sanctions:
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Applied by the professor in charge of the course, Kedge Business School
faculty member (1st and 2nd level):
o A grade of zero for the work concerned and a formal warning;
o A grade of zero for the course or module concerned and a formal warning.
Applied by Kedge Business School’s Disciplinary Council (3rd and 4th level):
o Suspension from the programme for one or two semesters;
o Exclusion from the programme.
N.B.: Plagiarism within a partner institution can result in these sanctions being applied by
Kedge Business School, notwithstanding partner’s decision.