Module description
This module explores the ever-changing role of multinational corporations and their supply chains in the global economy. Taking a contemporary perspective, the course begins by assessing competing attempts at conceptualizing supply chains, and it then examines the origins, present outcomes and the possible future trajectories of key processes shaping multinational corporations – from industrial development in the Global South, to financialization in the Global North, to the rise of automation, artificial intelligence and big data. Having examined these trends, the module considers how they have re-shaped some of the most important sectors of the global economy, including food and agriculture, textiles and apparel, the automotive industry, and information and communications technology. The module ends by reflecting on the durability and adaptability of global supply chains in the contemporary context of trade conflict between the US, Europe and China.
*Please note that module information is indicative and may change from year to year.
Assessment details
One 3,000 word essay (100%)
Educational aims & objectives
At the end of this module students are expected to:
- Have developed a critical understanding of the theoretical debates about the evolution of global supply chains
- Understand debates around the distribution and redistribution of value in global supply chains between different corporations as well as non-corporate actors
- Relate theoretical knowledge developed in the module to key trends in global supply chains including the rise of automation and artificial intelligence
- Have a conceptually and empirically sophisticated understanding of the causes and consequences of trade tensions between the world's largest economies
Learning outcomes
In working towards these aims, students will develop a range of transferable skills suitable for a career in business, consultancy, government, as well as international and non-governmental organizations. These transferable skills range from:
- Cognitive and communication skills, including understanding complex concepts and theories, exercising critical judgement, and problem-solving skills.
- Writing scholarly and grammatically correct papers that are referenced in accordance with established academic practice.
- Better understanding the demands of independent learning
- Gathering, organising and deploying evidence, data and information from a variety of sources.
- Appreciating the key internal functions of multinational corporations, and the ways in which they interface with affected stakeholders.
Teaching pattern
One-hour lecture and one-hour seminar, weekly
Indicative Teaching Schedule
Part I. Conceptual Frameworks
1. Commodity Chains and Global Value Chains
2. Global Production Networks and GPN 2.0
3. The Disarticulations Perspective
Part II. Processes
4. Industrialization and Economic Development
5. Financialization and the Rise of Intellectual Monopolies
6. Trade Conflict: China, the US and Beyond
Part III. Sector Case Studies
7. Primary Commodities and the Agri-Food Industry
8. The Textile and Apparel Industry
9. The Automotive Industry
10. The Tech Sector
Note that this teaching schedule is indicative and subject to change.
Suggested reading list
Introductory reading
- Bair, J. (2009). Frontiers of commodity chain research. Stanford University Press.
- Coe, N. M., & Yeung, H. W. C. (2015). Global production networks: Theorizing economic development in an interconnected world. Oxford University Press.
- Dicken, P. (2015). Global Shift. London: Guildford Press.
- Maswood, S. J. (2017). Revisiting Globalization and the Rise of Global Production Networks. Springer.
- Milberg, W. and Winkler, D. (2013) Outsourcing Economics: Global Value Chains in Capitalist Development. Cambridge: Cambridge University Press
- Neilson, J., Pritchard, B., & Wai-Chung, H. Y. (Eds.). (2017). Global value chains and global production networks: Changes in the international political economy. Routledge.
- Pickles, J., Smith, A., & Pástor, R. (2016). Articulations of capital: global production networks and regional transformations. John Wiley & Sons.
Weekly programme
Students are expected to have read at the very least all the required readings for each seminar (see reading list for each week). The discussion during the seminar will be based on these sources and each student is expected to be able to argue about various arguments presented in each of the readings.
While reading, make notes that try to answer the following questions. This will help you engage in discussions in the seminar and help you organise material and think through your learning review.
- What is the author's purpose in writing this piece?
- What are the author's guiding questions?
- What concepts does the author emphasize? How are these concepts defined?
- How are these concepts related to each other?
- What methodology does the author use?
- What are the strengths and weaknesses of the arguments?
- What are the author's conclusions? Do they seem logical given the evidence provided? Would you draw different conclusions? Why or why not?
The modules run in each academic year are subject to change in line with staff availability and student demand so there is no guarantee every module will run. Module descriptions and information may vary depending between years.