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Course Profile   Introduction to International Business (BBB4E), Grade 12, Workplace Preparation, Catholic

 

Course Overview

Policy Document:  The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.

Prerequisites:  None

Course Description

This course provides an introduction to international business, including an investigation of the economic relationships that Canadian governments and Canadian businesses have developed with other nations and the effects on productivity, prices, and variety of goods. Students learn about the requirements for competing in international markets, conducting business in other countries, and pursuing careers in the field of international business.

How This Course Supports the Ontario Catholic School Graduate Expectations

“Christians should cooperate willingly and wholeheartedly in establishing an international order that includes a genuine respect for all freedoms and amicable brotherhood between all.” (Pastoral Constitution: On The Church In The Modern World, Gaudium et Spes, no.88.)

The global marketplace is very much a part of today’s society. Through the use of technology, students have greater access to international markets and business trade than ever before. It is the understanding of cultural, economic, and political differences that allows students to develop attitudes and values founded on Catholic social teaching and to promote social responsibility, human solidarity, and the common good. In this course, students investigate how international businesses must carefully validate our own Christian values when operating in a foreign country and honour our Catholic faith. Above all, human dignity must not be compromised for the sake of capital gain and prosperity. Students are able to compare their own work opportunities in a domestic environment to those internationally. Through the study of a country’s international business activities, trade agreements, and labour practices, students acquire a more in-depth understanding of influencing factors that might challenge companies involved in international business. Catholic students are encouraged to develop their consciences in light of Gospel values as they develop critical analysis skills. Applying these skills to the business practices discussed in this course will be a valuable asset for those seeking employment with international companies.

Course Notes

Students who plan to enter the workplace upon graduating from high school can now broaden their career choices when considering employment, both locally and internationally. Students explore current and emerging technology and develop a better understanding of the skills required for international business. Students become more familiar with global concepts by using the Internet to gather information about the operations and opportunities of international and domestic companies. A very ‘hands-on’ approach is encouraged at all times in the delivery of the international business curriculum. In each unit, students explore a new facet of international business, cultural diversity, implications that affect the operations of business, marketing of products and services, and employment opportunities. For the purpose of this profile, the ‘International Job Fair’ is presented fully developed in Unit 4. However, teachers may wish to introduce a culminating activity such as the ‘International Job Fair’ at the beginning of the course. By providing a summary sheet of the culminating activity at the beginning of the course, students are better able to see how each unit relates to their final presentation. Students can add relevant information to the culminating activity as the course progresses. At the end of each unit, students could complete another panel of their culminating project. In the final unit, time should be allocated to include setting up the ‘International Job Fair’ project, sending out invitations to attend the fair, and time to display and discuss student work with the school and invited industry guests. In the culminating activity, students demonstrate a practical and creative application of their knowledge, where they can present what they have learned in a business-like setting.

The Ontario Curriculum, Grades 11 and 12, Business Studies document clusters learning expectations in a cohesive fashion. For simplicity, expectations are included sequentially, as each unit presents a related but different topic. However, teachers are encouraged to review the expectations of the course and cluster as they deem appropriate.

Units:  Titles and Times

Unit 1

Canada in the Global Marketplace

30 hours

Unit 2

International Markets

25 hours

** Unit 3

Conducting International Business

30 hours

* Unit 4

International Careers and Skills

25 hours

* This unit is fully developed in this Course Profile.

** This unit is fully developed in the Public Course Profile.

(The ‘International Job Fair’ culminating activity can be integrated throughout the course or introduced at the beginning of a unit where the teacher feels it is appropriate.)

Unit Overviews

Unit 1:  Canada in the Global Marketplace

Time:  30 hours

Unit Description

Students evaluate the importance of international business in the global marketplace. They learn about the reasons that Canadian companies and industries have become involved in international business. Students analyse the changes that have occurred in Canada’s international business activities and business relationships over time. Furthermore, students have the opportunity to determine the various ways that Canadian lives have been and are affected by international business activity.

Unit Overview Chart

Activity

Learning Expectations

Assessment Categories

Focus

1

CGV.01, CG1.01, CG1.02, CG1.03
CGE 1d, 2b, 3e, 4e, c, f, 5a, e, f, h, 7f

Knowledge/Understanding Thinking/Inquiry Communication
Application

The Importance of International Business

2

CGV.02, CG2.01, CG2.02, CG2.03
CGE 2b, c, e, 3e, f, 4e, c, g, 5a, e, f 7b, f

Knowledge/Understanding Thinking/Inquiry Communication
Application

Reasons for Involvement in International Business

3

CGV.03, CG3.01, CG3.02, CG3.03
CGE 2b, c, 3e, 4e, f, 5a, e, f, h, g, 7e, f, g

Knowledge/Understanding Thinking/Inquiry Communication
Application

Changes in Canada’s International Business Activity

4

CGV.04, CG4.01, CG4.02, CG4.03, CG4.04, CG4.05
CGE 1d, 2c, 3f, 5b, e, g, 6c, 7e, f, j

Knowledge/Understanding Thinking/Inquiry Communication
Application

The Effects of International Business on Canada

Unit 2:  International Markets

Time:  25 hours

Unit Description

Students investigate the ways in which a company explores opportunities in domestic and international markets. Students compare the challenges confronting the operation of international and domestic businesses. They examine factors that influence a company’s decision to establish a business in another country and determine whether a potential market exists for an identified product. Students analyse successful importing and exporting strategies for Canada and other countries. Students determine how different cultures have an impact on the operations of international business and reflect on the moral and legal responsibilities that challenge companies when they enter an international market.

Unit Overview Chart

Activity

Learning Expectation

Assessment Categories

Focus

1

IMV.01, IM1.01, IM1.02, IM1.03, IM1.04
CGE 2b, a, c, 3e, 4e, c, d, 6c, 7a, b, e, f, i, j

Knowledge/Understanding Thinking/Inquiry Communication
Application

Business Opportunities

2

IMV.02, IM2.01, IM2.02, IM2.03
CGE 2a,b, c, 3b,d, e 4e, c, f, 5a, b, c, e, f, h, 7a,j

Knowledge/Understanding Thinking/Inquiry Communication
Application

Operational Challenges

3

IMV.03, IM3.01, IM3.02, IM3.03, IM3.04, IM3.05, IM3.06
CGE 1d, 2a, b, c, e, 3c, e, f, h 7a, i, j

Knowledge/Understanding Thinking/Inquiry Communication
Application

Considerations

 Import and Export

Unit 3:  Conducting International Business

Time:  30 hours

Unit Description

Students develop an understanding of how cultural differences affect international business practices and success. They recognize the effects and challenges of marketing internationally as well as the ways in which technology, including information and communication technology, has affected international business. Students compare the challenges of marketing and exporting a good with those of marketing and exporting a service. Students develop a marketing plan (for the export of a product) that gives consideration to cultural sensitivity.

Unit Overview Chart

Activity

Learning Expectations

Assessment Categories

Focus

1

IBV.01, IB1.01, IB1.02, IB1.03, IB1.04
CGE 1d, h 2a, c, 3f, 4f, 6c, 7b, f, g

Knowledge/Understanding Thinking/Inquiry Communication
Application

Culture and Customs

2

IBV.02, IB2.01, IB2.02, IB2.03, IB2.04, IB2.05, IB2.06, IB2.07
CGE 1d, h 2a, b, c, e, 3e, 4e, c, f, 5a, e, f, h 7e

Knowledge/Understanding Thinking/Inquiry Communication
Application

International Marketing

3

IBV.03, IB3.01, IB3.02, IB3.03, IB3.04, IB3.05, IB3.06, IB3.07
CGE 2a, c, e, 3c, d, f, 4f, 6c

Knowledge/Understanding Communication
Application

Effects of Technology

Unit 4:  International Careers and Skills

Time:  25 hours

Unit Description

Students summarize a wide range of career opportunities available in international business. They investigate how quality of work life and working conditions can influence an individual’s decision to explore international careers. Students research forecasted trends in international labour markets. They demonstrate an understanding of the skills that are necessary for employment success internationally, including working with and having a respect for people of different religions and cultures. Specifically, students investigate how current and emerging technologies apply to international business. They analyse the effects of international business activity on jobs and the workplace in Canada. Furthermore, they identify occupations that have recently experienced increased or decreased employment due to the expansion of global business.

Unit Overview Chart

Activity

Learning Expectations

Assessment Categories

Focus

1

CSV.01, CS1.01, CS1.02, CS1.03
CGE 1d, 2a, b, c, 3e, 4e, c, f, 5a, b, c, d, e, f, h, 6c, 7f

Knowledge/Understanding Thinking/Inquiry Communication Application

Career Opportunities

2

CSV.03, CS3.01, CS3.02, CS3.03, CS3.04, CS3.05
CGE 1d, 2a, b, c, e, 3e, 4e, c, f, g, 5a, b, c, d, e, f, g, h, 6c, 7f

Knowledge/Understanding Thinking/Inquiry Communication Application

Skills for Success

3

CSV.02, CS2.01, CS2.02, CS2.03
CGE 1d, 2a, b, c, 3e, 4e,c, f, 5a, b, c, d, e, f, g, h, 6c, 7f, g

Knowledge/Understanding Communication Thinking/Inquiry Application

Career-Related Effects of International Business

 

Teaching/Learning Strategies

Due to the diverse learning styles in a class, the teacher should use a wide variety of teaching strategies. These strategies fall into three categories: teacher-centred, learner-centred, and self-directed.

Teacher-centred Strategies

Teacher-centred strategies are those in which the teacher directs the learning, e.g., teacher-led review, work/task sheet, Socratic lesson, or mnemonic (trigger recall). Teacher-centred strategies have a definite place in this course as students learn how to handle a broad range of topics. Teachers may find these strategies useful as ways to model how to set up notebooks or databases, how to present complex concepts, or how to make the best use of time in some parts of the course.

Learner-centred Strategies

Learner-centred strategies, which are activity-based, provide students with opportunities to apply what they have learned through text referencing, jigsaws, audio/visual or computer lab work, field trips, group projects, and role-playing. The expectations for the use of these teaching strategies are that students develop problem-solving as well as collaborative skills.

Self-directed Strategies

Self-directed strategies may be used to promote independence and self-reliance, e.g., displays, electronic media research, and computer-assisted learning. The benefits of these strategies are that students learn to take responsibility for and manage their own learning.

Course Evaluation

The success and effectiveness of this program requires that teachers collect information about what does and does not work. Reflective practice should be formative, and summative, include an assessment of the intended and actual products, and involve the students. Some tools the teacher might consider are: personal reflection (diaries or journals), research (experimental tasks), checklists, student questionnaires, audio/video recording, the development of a course portfolio, and peer observation and feedback. The teacher should modify and update the course content and process of evaluation on an annual basis.

Assessment & Evaluation of Student Achievement

The teacher should employ a variety of assessment strategies regularly throughout the course in order to communicate the expectations of the course to students, make appropriate adjustments to teaching/learning strategies as required, and accommodate the special needs of students. Student input to the assessment process should be welcomed and valued. Several of the strategies listed below can be constructed for diagnostic, formative, or summative purposes.

·         Brainstorming

·         Interviews

·         Products

·         Word Clustering

·         Role Play

·         Quizzes

·         Graphic Organizers

 

·         Tests

·         Presentations

 

·         Models

Evaluation

Seventy per cent of the grade is based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade is based on a final evaluation in the form of an examination and the development of a culminating ‘International Business and Job Fair’ presentation.

Accommodations

The teacher should consult individual student IEPs for specific direction on accommodation for individuals. This allows teachers to effectively implement prescribed accommodations and modifications. The following are some suggested strategies that could be applied throughout the various activities.

 

Reading

·         Read questions and instructions first

·         Adjust reading requirements

·         Use reading partners

·         Pre-teach concepts/vocabulary

·         Highlight notes

·         Use visuals

·         Use videos

Math

·         Check work after each example

·         Relate problems to real life

·         Adjust complexity of examples

·         Use diagrams

·         Allow use of calculator

·         Use manipulatives

·         Adjust number of problems

Memory

·         Teach students to verbalize concepts

·         Check that daily assignments are recorded in a daily planner

·         Teach strategies to enable recall

·         Have students write notes

·         Provide lists and/or flow charts

·         Give visual clues

·         Give demonstrations

·         Teach mnemonics

Oral Language

·         Provide non-threatening environments

·         Do not ask the students to respond to questions without forewarning

·         Work one-to-one

·         Provide choices

·         Use electronic medium

·         Permit small groups.

Motivation

·         Provide a variety of types of assignments

·         Create personalized assignments

·         Set realistic goals and expectations

·         Provide praise and positive feedback

·         Be flexible with timelines

·         Conference on a one-to-one basis

·         Maintain contact with home

Written Language

·         Vary assignments

·         Give explicit instructions

·         Provide photocopied notes

·         Allow point-form notes

·         Use peer editing

·         Teach use of spell check

Attention

·         Provide a variety of activities and teaching techniques

·         Give blocks of information and vary the activities frequently

·         Use cooperative learning strategies

·         Ask students to repeat instructions

·         Provide immediate feedback

·         Move around room

·         Use visuals

·         Ensure students see an end in sight

Enrichment

·         Independent study

·         Cooperative education

·         E-commerce simulations

·         Business simulations

·         Distributive Education Clubs of America (DECA) and Ontario Business Educators Association (OBEA) contests

·         Business club/school store

·         Mentorship programs

ESL/ELD

·         Pair or group students with English speakers

·         Provide note-making guide

·         Promote peer tutoring

·         Encourage use of first language English dictionaries for assignments and assessment

·         Pair written instructions with verbal instructions

·         Provide visual and auditory clues

·         Allow extra time for reading or writing assignments

·         English-speaking students can help their ESL classmates by repeating, rephrasing, and writing words down

·         Use bilingual peer tutors, if available, or use classroom groups to facilitate clarification in native language

·         Avoid “all ESL” groupings

·         Encourage ESL students to use their own language to explain terms in their private notes if it helps them remember

·         Label concrete items so that every time students sit at the workstation they are reminded of the terms

·         Allow speaking in native languages for clarification and explanation

·         Help students decide on the skills and competencies that need work

·         Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson

·         Make overheads of handouts on which teacher highlights important terms, explains words, clarifies instructions, etc. while students do the same on their copy

·         Provide students with articles if they are unable to do their own research

·         Provide a glossary of terms for the readings

 

Resources

There is an almost limitless number of general business resources available. The list is intended to assist both the student and the teacher but is not definitive. Resources required for specific unit activities are provided but are presented in generic subcategories to encourage the teacher and students to creatively pursue additional resources when appropriate. Internet sites are not segregated into a list of their own but are included in each subcategory. Very brief annotated descriptions are included for some resources, but teachers should check all of the information to determine what references are most appropriate for their students.

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.

Note: The writers prior to publication have verified The URLs for the websites. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Church Documents

Kosior, S., P. Petrasek, C. Smyth, B. Smyth, and L. Trafford. One World to Share: When Faith and Economics Meet. Toronto, ON: Metropolitan Separate School Board (TCDSB), 1990.

Pope John Paul II. On Human Work. Encyclical Letter, 1981. – http://www.catholic.net/RCC/documents/

Pope John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical Letter, 1991.
– http://www.catholic.net/RCC/documents/

Pope Leo XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
– http://www.catholic.net/RCC/documents/

Development and Peace – http://www.devp.org/testA/mission.htm
An organization devoted to improve living and working conditions in 70 countries around the globe.

Career Resources

Career Bookmarks – http://careerbookmarks.tpl.toronto.on.ca/
A site that allows students to assess their marketability and identify career choices.

Career Cruising – http://www.careercruising.com/
This site is a comprehensive and interactive career guidance resource.

Career Path – http://10steps.careerpathson-line.com/skills.asp
This site allows students to identify career paths by analysing their values, skills, interests, and learning styles.

Choices – http://www.careerware.com/
This site allows students to self-assess, and participate in job-search activities.

Dice.com – http://Dice.com/
Specializes in information technology job listings.

Global Career Center – http://www.globalcareercenter.com/
Provides job listings and resume posting for international positions.

HotJobs – http://www.hotjobs.com/
Large source of international job listings.

International Business Certificate - http://www.bpa.arizona.edu/programs/ibp.html
Education Program – University of Arizona

International Job Center – http://www.jerryeden.com/ijc/index.html
This site lists job opportunities in the US, Canada, Mexico, Australia, Europe, Asia, Middle East and Latin America.

Job Bank – http://jb-ge.hrdc-drhc.gc.ca/
This site is an electronic listing of jobs, work, or business opportunities provided by employers from everywhere across Canada.

Jobs Canada – http://www.canada.plusjobs.com/

Job Futures – http://www.hrdc-drhc.gc.ca/JobFutures/
This site offers students the latest information available about the world of work.

JobUniverse.ca – http://jobuniverse.ca/ (an on-line international recruitment resource)

Monster International Board – http://international.monster.com/
Extensive international job searches

Ontario Ministry of Education – http://www.edu.gov.on.ca/eng/career/explore.html
Provides career search resources, current labour market information and occupational descriptions.

Associations

Asean, Association of Southeast Asian Nations – http://www.asean.or.id/800x600.html
The association provides political, economic, and social information relating to the specific region.

Canadian Association for Business and Economics – http://www.cabe.ca/
This site provides information on business and economic outlook in Canada.

Canadian Foundation for Economic Education – http://www.cfee.org/en/
An economic education site containing teaching materials and strategies.

European Union – http://europa.eu.int/index_en.htm
The official site of the European Union that offers information relating to news, activities, policies and institutions surrounding the amalgamation of countries.

International Business Forum – http://www.ibf.com/
The International Business Forum provides information about business opportunities in the international marketplace. It is intended for companies wishing to export or expand into foreign markets as well as for those interested in acquiring products and services from other countries.

The Federation of International Trade Associations – http://www.fita.org/index.html
The association offers various trading information such as a job bank, trade events, trade resources, and updated world trade news.

Marketing Associations and Institutes – http://cwis.kub.nl/~few/few/be/marketin/associat.htm
A marketing site containing journals, magazines, and associations.

The Summit of the Americas – http://www.americascanada.org/
The organization offers information about the social, cultural, political and economic issues and events that bind the 34 democratic countries of the western hemisphere.

United Nations Economic and Social Development – http://www.un.org/esa/
The site offers information on population statistics, regional information on certain areas within the globe, and specifically offers a link to trade resources and current directives.

World Trade Organization – http://www.wto.org/
The World Trade Organization deals with rules of trading between nations and offers information related to International Business.

Government

Department of Foreign Affairs and International Trade – http://www.dfait-maeci.gc.ca/
Canadian government site which offers various information and resources that relate to international trade and business.

Economy and Trade – http://canada.gc.ca/canadiana/faitc/fa17_e.html/
This site provides information from the government of Canada on the economy and trade.

Government of Canada – http://businessgateway.ca/
Offers information on Canadian business, relating to importing and exporting regulations, and a Canadian company directory.

Government of Canada Entrepreneurs and the Self Employed
– http://canada.gc.ca/infocentre/pc/categories/link4_e.html

Government of Ontario – http://www.gov.on.ca/MBS/english/new/

Government of Ontario’s central site focusing on government and economic issues.

International Trade Administration – http://www.ita.doc.gov/
Offers information relating to trade events, statistics, tariffs, taxes, research, NAFTA and documents relating to exporting.

Ontario Ministry of Education – http://www.edu.gov.on.ca/eng/career/explore.html
Provides career search resources, current labour market information, and occupational descriptions.

Statistics Canada – http://statcan.ca/start.html
This government site contains census information on Canadians.

The Canada Student Employment Guide – http://www.cseg.cfee.org/
This site brings more than 900 employers in all industry areas to help students locate jobs.

The Department of Foreign Affairs and International Trade – http://www.dfait-maeci.gc.ca/menu-e.asp/
This government site provides information on foreign policy and trade.

Sedar – http://www.sedar.com/homepage.htm
Sedar offers information on thousands of public companies across the country.

US Department of Labour – http://www.dol.gov/
The site offers information on such topics as laws and regulations, statistics, research, employment rates and current topics related to American labour.

United States International Trade Commission – http://www.usitc.gov/tr/region3.htm
The site provides an international guide to cities, countries, and regions around the world (including information on travel, entertainment, local business, and community services).

Print

Appleyard, Dennis. International Economics. Toronto: McGraw Hill, 2001. ISBN 0072315148

Balaam, David. Global Political Economy. Toronto: Prentice Hall, 1995. ISBN 0131495925

Barnes, J., M. Etzel, M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing, 8th Canadian edition. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN 0-07-560436-1

Basanez, M., N. Nevitte, and R. Inglehart. The North American Trajectory: Cultural, Economic, and Political Ties Among the United States and Mexico. Aldine de Gruyter. 1996. ISBN 0202305562

Bearden, W. Marketing W/Powerweb Package, 3rd ed. Toronto, ON: McGraw-Hill Ryerson. 2000.
ISBN 0-07-246128-4

Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto, ON: Harper Collins Publishers Ltd., 1992. ISBN 0006384803

Cobb, John. Sustaining The Common Good: A Christian Perspective On The Global Economy. Toronto, Pilgrim Press. 1994

Cooper, Sherry. Ride the Wave: Taking Control in a Turbulent Financial Age. Financial Times Prentice Hall. ISBN: 0130670863

Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for the Socially Responsible Investor. Toronto, ON: Dutton, Penguin Group, 1998.

Curry, Jeffrey and Putzi Sibylla. Global Road Warrior: 95-Country Handbook for the International Business Traveler and Communicator. World Trade Press, 2001. ISBN: 1885073860

Dakin, Shaun and Candance Deans. The Thunderbird Guide to International Business Resources on the World Wide Web. John Wiley & Sons Canada, Limited, 1996. ISBN: 0471160164

Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, ON: Oxford University Press, 1998.

Eldridge, William and Fred Maidment. Business, Government & Society: Ethical International Decision-Making. Prentice Hall, 1999. ISBN: 013769217x

Ferraro, Gary. Cultural Dimensions of International Business. Prentice Hall, 2001. ISBN: 1885073860

Friedman, Thomas L. The Lexus and the Olive Tree: Understanding Globalization. New York, NY: Farrar, Straus & Giroux, 1999. ISBN 037419203-0

Foley, James. The Global Entrepreneur: Taking Your Business International. Dearborn Trade, 1999.
ISBN: 1574101242

Forum for International Trade Training. An Introduction to International Business. 2000.
ISBN 1-894566-28-9

Foot, David and Daniel Stoffman. Boom Bust and Echo 2000: Profiting from the Demographic Shift in the New Millennium. Toronto, ON: Stoddart, 2000. ISBN 0-7737-6128-4

Halloran, Ed. Careers in International Business. NTC Publishing Group, 1995. ISBN: 0844244937

Kennedy, Paul. Preparing For The Twenty-First Century. New York: Random House Inc., 1993.
ISBN 0-394-58443-0

Krannich, Ronald L., Caryl Rae Krannich (Contributor). International Jobs Directory: A Guide to Over 1001 Employers. Manassas, VA: Impact Publications, 1996. ISBN 1570230862

Mallison, L. and J. Fairfield. School to Work Projects & Applications Learning Soft Skills through Technology. New York, NY: DDC Publishing, 2000. ISBN 156242943-X

Marx, Elisabeth. Breaking Through Culture Shock: What You Need to Succeed in International Business. Nicholas Brealey Publishing, 2001. ISBN 1857882210

Parkin, Michael. Economics: Canada and the Global Environment. Addison Wesley Longman, 1997.
ISBN 02011429551

Peterson. Peterson’s MBA Programs 2000: U.S., Canadian, and International Business Schools. Peterson’s, 1999. ISBN: 0768902622

Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your Business. New York, NY: Harper Collins Publisher, 1996. ISBN 0887306942

Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. New York, NY: Harper Collins, 1997. ISBN 0887308570

Popcorn, Faith. The Popcorn Report. New York, NY: Doubleday, 1991. ISBN 0887305946

Punnett, Betty and David Ricks. International Business. Blackwell Publishers, 1996. ISBN 1577180046

Ricks, David. Blunders in International Business. Blackwell Publishers, 1999. ISBN 0631217762

Sautters Osland, Joyce. The Adventure of Working Abroad: Hero Tales from the Global Frontier, San Francisco, CA: Jossey-Bass, 1995. ISBN 078790108-3

Schermerhorn, Cattaneo, and Templer. Management The Competitive Advantage. Toronto, ON: John Wiley & Sons Canada, Ltd., 1995. ISBN 0-471-64110-3

Stevenson, Nancy. Learning E-Commerce, Business Analysis & Design. New York, NY: DDC Publishing, 2001. ISBN 158577057-4

Schultz, Notman, and Hernder. International Business: Canada and Global Trade. Toronto, ON: Irwin Publishing. ISBN 0772529329

Stewart, Margaret J., D. Johns, D. Notman, and L.L. Vos. Marketing: A Global Perspective. Toronto, ON: John Wiley and Sons Canada Limited, 1991.

Global Websites

Business Travelogue – http://www.businesstravelogue.com/categories.html
This site provides international business etiquette and business protocols, including dos and don'ts.

Canadians in the World – http://www.canschool.org/menu-e.asp/
This educational resource site allows students to learn about Canadian achievement in various areas, including international relations and business.

Digital-Women – http://www.digital-women.com/
An International online community for women in business around the globe. This site provides a variety of resources.

GlobalEdge – http://globaledge.msu.edu/index.asp/
This site contains a comprehensive directory of international business, marketing, and trade features. This site also provides feature articles and international conference announcements.

OANDA – http://www.oanda.com/
This site provides currency exchange rates for 164 world currencies.

Magazines

Canadian Business Magazine – http://www.canadianbusiness.com/
This site is the on-line version of the Canadian Business Magazine.

Evolving Enterprise – International magazine, presents issues-oriented articles on manufacturing topics, online and on paper.

Fast Company Magazine – http://www.fastcompany.com
This site helps people market their job skills in the new economy.

Strategy Magazine – http://www.strategymag.com
This magazine focuses on marketing strategies for companies

Red Herring – one of the main tech/investor publications for entrepreneurs and the venture capital community in Silicon Valley.

Wired – Publishes articles on new and emerging business technologies.

World Trade – International business, news, information and analysis published by the Global Board of Trade Partners, which focuses on industry support for international trade.

Newspapers

Globe and Mail – http://www.globeandmail.com

The Hamilton Spectator – http://www.hamiltonspectator.com/

The Toronto Star – http://www.torstar.com

National Post – http://www.nationalpost.com

Ottawa Business Journal – http://www.ottawabusinessjournal.com/

An on-line newspaper with up-to-the-minute business and news from across the nation.

Videos

Awakening Giant. 1993. 60 minutes. Southern China is booming and looks set to create the greatest economic miracle ever seen, lifting 1.2 billion people from poverty and creating an economy bigger than America’s.

International Trade. D.C. Heath (0171), 1994. 32 minutes. International Trade reviews the reasons why people and nations trade with each other and presents a balanced view of the importance of free and fair trade among all nations. It explains the meaning of comparative advantage, economic rent, balance of payment and Canada’s other trading partners.

The Bomb Under the World. National Film Board of Canada (0388), 1995. 51 minutes. The implications of large developing countries like India adopting full-scale consumer economics is examined.

Sustainable development and the ecosystem approach. National Film Board. 15 minutes. This describes the spectrum of environmental thinking from exploitation of the environment for purely economic reasons to strict environmental protection to the exclusion of economics on the other.

Trading Futures-Living in the Global Economy. CBC Nature of Things, 1993. 120 minutes.

 

OSS Policy Applications

The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.

Choices Into Action, Program Planning and Assessment, Guidance and Career Education Program, 1999.

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Violence Prevention

Expectations relating to violence prevention have been incorporated in the provincial curriculum where relevant. When planning their programs, teachers should base their decisions on the needs of students, taking into consideration their students’ abilities, backgrounds, interests, and learning styles. Learning activities should be designed to help students develop respect for human rights and dignity, and to develop a sense of personal, social, and civic responsibility. Schools are also required to adopt measures to provide a safe environment for learning, free from harassment of all types, violence, and expressions of hate.

For more information, teachers should consult Ontario Secondary Schools, Section 7.13 Anti-discrimination Education.

Safety

Teachers should ensure that the work and learning environments are healthy and safe for all students. Safe and healthy working and learning environments are conducive to efficiency in working and learning.

A safe and healthy environment is required under the Occupational Health and Safety Act.

Cooperative Education

Cooperative Education and Other Forms of Experiential Learning, 2000

Computer Technology

Periodic access to computer technology, including the standard office productivity tools such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, teachers should be able to access a computer lab during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the library/resource centre, or other Internet access points, are available after or before class. If students are able to have access to a computer lab during the delivery of this course, they must be cognizant of the school or board’s policy regarding the ethical and safe use of the Internet.

Guidance

Throughout this course, teachers should make extensive use of the Guidance Department’s resources in the area of career exploration (Choices Into Action). Students should be aware of the dynamic nature of business career paths available to them.

Work Experience

Teachers should encourage students to relate their own personal experience in the workplace to the course content in order to better understand and apply course expectations.

Using the Business Community as a Resource

Teachers identify and gain the participation of local businesses wherever possible through the use of guest speakers, develop an in-class display of community businesses, and highlight existing partnerships. Also, teachers might access a variety of community business links that reflect the diversity of the local school community and complement course content. Links to international and community-based businesses provide an effective learning transition to international business and the global marketplace.

 

Coded Expectations, Introduction to International Business, Grade 12, Workplace Preparation, BBB4E

Canada in the Global Marketplace

Overall Expectations

CGV.01 · evaluate the importance of international business in the global marketplace;

CGV.02 · compare the reasons various Canadian companies and industries have become involved in international business;

CGV.03 · analyse the changes that have occurred in Canada’s international business activities and relationships over time;

CGV.04 · determine the ways in which the lives of Canadians have been and are affected by international business activity.

Specific Expectations

The Importance of International Business

CG1.01 – explain the relationship among international business and global economic development, prosperity, specialization, and stability;

CG1.02 – explain how changes in world markets and international political events may affect a company in Canada;

CG1.03 – analyse the effect of a country’s international business activities on its political environment (e.g., government, policies, legislation).

Reasons for Involvement in International Business

CG2.01 – explain how other nations’ needs, wants, and problems may present business opportunities for Canadian companies;

CG2.02 – explain how the needs and wants of Canadians may present opportunities for foreign companies;

CG2.03 – describe how international business can help companies to achieve goals (e.g., growth, higher profit, access to new technologies, greater economies of scale).

Changes in Canada’s International Business Activity

CG3.01 – describe Canada’s past and current major trading partners and the primary products traded;

CG3.02 – describe the ways (e.g., trade missions, trade agreements, export subsidies) in which Canadian governments have worked to expand international business opportunities for Canadian companies;

CG3.03 – analyse the impact of various trade agreements and trade organizations (e.g., the General Agreement on Tariffs and Trade, the Canada-U.S. Free Trade Agreement, the North American Free Trade Agreement, the World Trade Organization) on Canada’s international business activity.

The Effects of International Business on Canada

CG4.01 – describe the effect of international business activity on economic conditions in Canada (e.g., on employment levels; quality, quantity, and variety of goods and services; productivity; prices; competition; technological development);

CG4.02 – compare the success that various regions in Canada have had in carrying on international business activity;

CG4.03 – describe how Canadian companies that achieve success in international business can have positive effects on the lives of Canadians (e.g., through improved employment opportunities, incomes, product choices, prices, quality);

CG4.04 – describe how international business activity can have negative effects on the lives of Canadians (e.g., through job loss, wage competition, increased vulnerability to global business cycles and events, competitive pressures);

CG4.05 – describe the complex relationships among the many public groups to whom international businesses are accountable.

International Markets

Overall Expectations

IMV.01 · analyse the ways in which a company can explore business opportunities in domestic and international markets;

IMV.02 · compare the challenges confronting the operation of an international business and a domestic business;

IMV.03 · summarize the procedures to be followed and the factors to be considered in the import and export of products and services.

Specific Expectations

Business Opportunities

IM1.01 – define the features of local, regional, national, and international markets;

IM1.02 – describe the factors influencing a company’s exploration of business opportunities in other countries (e.g., trade agreements, language, culture, currency, exchange rates, sources of funds for investment, geography, climate, political and economic systems);

IM1.03 – explain how a company can determine whether a potential market for its product exists in another country;

IM1.04 – identify the sectors or small enterprises that have achieved success internationally.

Operational Challenges

IM2.01 – describe the characteristics and features of a particular product sold in different countries;

IM2.02 – explain why organizations may have trouble maintaining the same product quality when the product is produced in different countries;

IM2.03 – compare successful and unsuccessful attempts by companies to export and market products to countries with different cultures.

Import and Export Considerations

IM3.01 – analyse the factors that can influence a company’s ability to import or export a product;

IM3.02 – describe the characteristics of companies that are successfully importing goods into Canada and the products imported;

IM3.03 – explain how the value of foreign currencies can affect the ability of a company to compete internationally;

IM3.04 – describe an export strategy for a specific product to a specific country;

IM3.05 – describe the factors that influence a company’s ability to compete internationally (e.g., knowledge, skills, cost of labour, availability of appropriate technology, quality of capital, quality of management, production methods, levels of efficiency, marketing skills);

IM3.06 – determine duties and tariffs placed on goods which are imported and exported.

Conducting International Business

Overall Expectations

IBV.01 · describe how cultural differences affect international business practices and success;

IBV.02 · summarize the effects and challenges of marketing internationally;

IBV.03 · summarize the ways in which technology, including information and communication technology, has affected international business.

Specific Expectations

Culture and Customs

IB1.01 – identify the challenges that can arise for leaders of organizations when different branches or functions of an organization operate within different market environments (e.g., markets with different languages, work ethics, attitudes);

IB1.02 – identify key cultural differences (e.g., language, religion, family structure, ethics, political and economic system, attitude towards minorities) and describe how they create both opportunities and challenges for companies involved in international business;

IB1.03 – compare features of Canada’s culture and business protocol with those of another nation;

IB1.04 – describe the influence of culture on the business practices and opportunities of Canadian companies.

International Marketing

IB2.01 – compare the challenges of marketing and exporting a good with those of marketing and exporting a service;

IB2.02 – describe how the exchange of products by buyers and sellers creates a market;

IB2.03 – explain how to determine whether there is a market in Canada for an imported product;

IB2.04 – analyse a marketing plan for the export of a product (e.g., Canadian maple syrup to China);

IB2.05 – explain why products must be marketed in a culturally sensitive manner;

IB2.06 – compare communication preferences (e.g., choice of media, tone, level of sophistication, symbolism, body language, gestures) in Canada with those of other countries;

IB2.07 – compare advertisements for the same product that would be targeted at three different markets (e.g., Canada, the United States, one European country, and one non-European country).

Effects of Technology

IB3.01 – describe how technology has influenced the business practices (e.g., travel, transportation, distribution, marketing, management) of companies competing in international business;

IB3.02 – describe how current technological skills and equipment can help a company to explore international business opportunities and engage in international business activity;

IB3.03 – identify techniques and technologies that can be used by a Canadian business to export a product to another country;

IB3.04 – explain how e-commerce has affected the growth of international business;

IB3.05 – demonstrate their ability to gather information about international business on the Internet;

IB3.06 – create a database of information about the major cities of the world;

IB3.07 – demonstrate the use of information technology to locate information (e.g., regarding modes of transportation, prices, times, passports, visas, vaccinations) required for planning international travel.

International Careers and Skills

Overall Expectations

CSV.01 · summarize a wide range of career opportunities available in international business;

CSV.02 · analyse the effect of international business activity on jobs and the workplace in Canada;

CSV.03 · summarize the key skills necessary for success in a career in international business.

Specific Expectations

Career Opportunities

CS1.01 – describe the factors that influence an individual’s decision to explore work opportunities in another country (e.g., quality of life, work opportunities, working conditions, work habits, political and economic stability, salaries and benefits);

CS1.02 – analyse the jobs in a multinational company that specifically involve international activity;

CS1.03 – summarize work opportunities in international businesses and the characteristics of employment in other nations.

Career-Related Effects of International Business

CS2.01 – identify occupations that have experienced both increased and decreased employment in recent years due to the expansion of global business;

CS2.02 – describe how international business may affect their job opportunities and future employment;

CS2.03 – describe ways in which opportunities for employment in their community may be influenced by international business.

Skills for Success

CS3.01 – describe the criteria (e.g., cultural sensitivity, knowledge of other languages) for effective customer service in a variety of settings;

CS3.02 – investigate how current and emerging technologies (e.g., fax machines, voice recognition and translation software) apply to international business;

CS3.03 – explain the advantages of having technological skills and familiarity with information technology for an individual seeking to explore opportunities in international markets;

CS3.04 – describe skills and knowledge that can enhance a person’s ability to work internationally (e.g., language knowledge, business negotiation skills, cultural awareness, knowledge of international marketing techniques);

CS3.05 – demonstrate the ability to convert currencies.

 

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a    -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d    -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e    -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f     -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g    -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h    -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i     -integrates faith with life;

CGE1j     -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

An Effective Communicator   who

CGE2a    -listens actively and critically to understand and learn in light of gospel values;

CGE2b    -reads, understands and uses written materials effectively;

CGE2c    -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d    -writes and speaks fluently one or both of Canada’s official languages;

CGE2e    -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

CGE3a    -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b    -creates, adapts, evaluates new ideas in light of the common good;

CGE3c    -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d    -makes decisions in light of gospel values with an informed moral conscience;

CGE3e    -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f     -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

CGE4a    -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b    -demonstrates flexibility and adaptability;

CGE4c    -takes initiative and demonstrates Christian leadership;

CGE4d    -responds to, manages and constructively influences change in a discerning manner;

CGE4e    -sets appropriate goals and priorities in school, work and personal life;

CGE4f     -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g    -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h    -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

CGE5a    -works effectively as an interdependent team member;

CGE5b    -thinks critically about the meaning and purpose of work;

CGE5c    -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d    -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e    -respects the rights, responsibilities and contributions of self and others;

CGE5f     -exercises Christian leadership in the achievement of individual and group goals;

CGE5g    -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h    -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

CGE6a    -relates to family members in a loving, compassionate and respectful manner;

CGE6b    -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c    -values and honours the important role of the family in society;

CGE6d    -values and nurtures opportunities for family prayer;

CGE6e    -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

CGE7a    -acts morally and legally as a person formed in Catholic traditions;

CGE7b    -accepts accountability for one’s own actions;

CGE7c    -seeks and grants forgiveness;

CGE7d    -promotes the sacredness of life;

CGE7e    -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f     -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g    -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h    -exercises the rights and responsibilities of Canadian citizenship;

CGE7i     -respects the environment and uses resources wisely;

CGE7j     -contributes to the common good.

 

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