Please note:
This document is best suited for on-screen use. Some layout may have been altered
during the creation of this web page.
It is recommended that you
download the "pdf" version of this Course Profile for printing and
the "Word, Mac, or WordPerfect" versions for working with or adapting
the Course Profile to meet your instructional needs.
Course
Profile
Introduction to International Business (BBB4E), Grade 12, Workplace,
Public
Course Overview
Prerequisite: None
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 will learn about the requirements for competing in
international markets, conducting business in other countries, and pursuing
careers in the field of international business.
This Course Profile is a support document that
presents only one of many possible ways for teachers to organize their course
so students can acquire and demonstrate the skills and knowledge specified in
the curriculum policy documents through the learning expectations. Teachers
using this profile are encouraged to use the information presented to refine,
revise and develop activities that reflect the various learning styles and
learning preferences of individual students; and respond to local needs.
Throughout this course teachers should refer
to, and make use of, the school’s Guidance and Career Education Program Plan (Choices
Into Action). This plan is available from the Guidance/Student Services
area, the principal’s office, or members of the school’s Program Advisory Team.
Students can utilize career-a
It is advisable for teachers to identify and
gain the assistance of local businesses wherever possible. Teachers are
encouraged to develop an in-class display of community businesses and to
highlight existing school/business partnerships. Also, teachers might a
The teacher should encourage the students to
get feedback from their other teachers about the work: talk to a Geography
teacher about the maps; a history teacher about the historical background; and
interview civic leaders about the impact of international business on the
community.
A
Note: Since many of the activities require students
to conduct research using the Internet, teachers must ensure that students are
aware of, and follow, school and board policies related to Internet use.
Note: Field trips and guest speakers are
suggested in some activities. Teachers must ensure that they follow board and
school policies related to out of school activities and visitors to the school.
|
Unit 1 |
|
30 hours |
|
Unit 2 |
International Markets |
30 hours |
|
* Unit 3 |
Conducting International Business |
30 hours |
|
** Unit 4 |
International Careers and Skills |
20 hours |
* Unit 3 is fully developed in this Course Profile.
** Unit 4 is fully developed in the Catholic
Course Profile.
Time:
30 hours
Unit
Description
This
unit focuses on the development and the increasing importance of trade in
Cluster
1.1 focuses on the
importance of trade for Canadian businesses, consumers and workers. Students
develop a chart that lists, in column one, a variety of categories (automotive,
beverage, food, clothing, footwear, etc.) of products that they use regularly.
In column two, the chart names a specific product that corresponds to the
category and a specific foreign business that produces this product. In column
three students discuss the impact on Canada and the Canadian consumer and
worker if Canada no longer permitted foreign trade with this company. In column
four students describe the impact on the foreign company and the economics of
the foreign country that provides these goods if trade with Canada stopped. The
lists could be posted on a bulletin board or used to conduct a small group
seminar. The class develops a note entitled, “Why Trade is Important,” in their
notebooks.
Cluster
1.2 deals with the
history of Canada’s foreign trade. Teachers should assign a trade agreement or
trade organization to individual students or pairs of students and have them
use the agreement or organization to discuss the development of trade in
Canada. NAFTA (North American Free Trade Agreement), the WTO (World Trade
Organization), ASEAN (Association of Southeast Asians Nations), the EU
(European Union), the G8, the FTAA (Free Trade Area of Americas), APEC (Asia
Pacific Economic Cooperation), and Team Canada are all examples of agreements
or organizations that have an impact on Canadian trade. By tracing Canada’s
relationship with any one of these agreements or organizations (as well as many
other bi-lateral trade agreements), students can explain how the changes in
world markets affect some Canadian businesses and how other nations’ needs may
present business opportunities for Canada. Each student or group of students
should find a creative way of presenting their research to the class, which
will be peer reviewed. Students should summarize each presentation in their
notebooks.
Cluster
1.3 requires that
students examine a variety of company profiles obtained from websites,
magazines, videos, newspapers and company brochures and documents to discuss
the impact of these businesses on the Canadian economy, consumer, environment,
worker and the global political climate. The profiles might be grouped into
“heroes” and “villains” categories, with multinational companies that exploit
child labour, make unsafe products, create political instability to obtain
resources and pollute the environment in the “villain” category, and companies
that have fair trade practices, good employee relationships, provide needed
goods and services to consumers in a safe, environmentally friendly way in the
“hero” category. Students could be asked to select their worst “villain” and
their greatest “hero” to display in class, along with an explanation as to why
the company was selected as a “hero” or “villain”. (The class could create a
Most Wanted list, or a Keep Up The Good Work citation).
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1.1 |
CGV.01,
CGV.02, CG1.01, CG2.01, CG2.02, CG2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Importance
of Trade in Canada |
|
1.2 |
CGV.01,
CGV.03 CG1.02, CG3.01, CG3.02, CG3.03 |
Knowledge/Understanding
Thinking/Inquiry |
History
of Canadian Trade |
|
1.3 |
CGV.01,
CGV.04 CG1.03, CG4.01, CG4.02, CG4.03, CG4.04, CG4.05 |
Knowledge/Understanding
Thinking/Inquiry |
The
Effects of International Business on Canada |
Time:
30 hours
Strand(s): International Markets
Unit
Description
Students
examine businesses, which operate in a domestic as well as in an international
setting. They compare and contrast the procedures and challenges of doing business
within a country and beyond the borders of that country. They examine barriers
to trade for businesses, which have an influence on these opportunities.
In
Cluster 2.1, students need to become familiar with different types of
markets and the features of those markets. Using brainstorming students
describe local, regional, national, and international market segments. Real
life examples from the business world and any unique features that apply to
these businesses should be identified. Also, as part of this activity, groups
of students select a commonplace consumer product that is sold around the
world. Their task is to determine how the business that sells that product
attempts to overcome challenges, such as language, packaging, tastes, and
customs. How is this challenge different from dealing in a domestic
environment?
Cluster
2. 2 focuses on
business opportunities in other countries. Using information from the Internet,
newspapers, and magazines, students select a country to study and a business,
which is interested, or may be interested, in dealing in international markets.
Using a list of factors that influence business decisions to expand, students
identify the factors that a business may find challenging. Factors include:
trade agreements, language, culture, currency, exchange rates, sources of funds
for investment, geography, climate, political and economic systems. Students
explain why each factor would or would not be a challenge for the business and
the country chosen.
Students
look at business su
Cluster
2.3 deals with the
barriers to trade, that is, those things, which get in the way of conducting
business between countries. Using community resources, such as a guest speaker
from the Chamber of Commerce and/or from the Economic Development Corporation,
factors impinging on trade could be presented to the students. Students
summarize the ideas presented by guest speakers. A clear understanding of these
factors, such as the cost of labour and the availability of appropriate
technology, is critical because they will lead into the next unit on Conducting
International Business. Students with the teacher’s guidance identify any
factors not mentioned by guest speakers.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
2.1 |
IMV.01,
IMV.02, IM1.01, IM2.01, IM2.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Opportunities
and Challenges |
|
2.2 |
IMV.01,
IMV.03, IM1.02, IM3.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Factors
influencing business opportunities |
|
2.3 |
IMV.01,
IMV.02, IMV.03, IM1.03, IM1.04, IM2.03, IM3.02, IM3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Su |
|
2.4 |
IMV.03,
IM3.03, IM3.04, IM3.05, IM3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Barriers
to trade |
Time:
30 hours
Strand(s): Conducting International Business
Unit
Description
Students explore the different cultures in
which Canada conducts business, how Canadian companies su
In Cluster 3.1, teachers focus on
Canadian organizations that do business on a global scale and brainstorm some
of the issues that may be present in communicating ideas within cultures that
have different languages, workplace norms, and trade policies. Students analyse
case studies and examples of international businesses that have both su
Cluster 3.2 enables students to research whether there are
markets with unmet needs abroad and within Canada for foreign products.
Teachers may choose to have students undertake market research within the
school for a product that is sold in foreign countries but not as popular in
Canada, e.g., Vegemite is a popular condiment in Australia, yet has few sales
in North America. Students provide examples of the product/service to the
student body to receive their opinion of its popularity and viability in the
Canadian market. As an introduction to this activity, teachers may want to
implement a market economy game that shows how the exchange of goods and
services drives a marketplace. Discussion should take place within the unit of
how insensitivity to cultures could lead to disastrous results in foreign
markets.
Cluster 3.3 has students researching, via the Internet or
library resources, a foreign city, and what a person visiting that city could
do while on vacation. Using electronic presentation or desktop software, the
teacher has students create a presentation or a travel brochure for the city
the student has chosen to research. The information can include transportation
methods to that country, prices of travel, passport and visa information, and
travel tips. Working in groups, students list the attractions of the city and
relate those attractions to business opportunities for entrepreneurs looking to
fulfill the needs of travelers. Depending on the resources available, students
can locate tourist and business and trade organizations for those cities on the
Internet and email those organizations for information relating to travel.
Local travel agencies may be able to provide information. The teacher must
monitor student contact and highlight safety issues including the school and
board policy about Internet use. (See www.tcdsb.org Surf Right.)
In
the culminating activity for Cluster 3.4 students develop a marketing
plan for a Canadian product to be introduced into a foreign nation. Students
learn about the elements of a successful marketing plan. Students choose three
foreign markets for their product and create three separate advertisements each
appropriate for the culture of that nation. Students choose what media to use,
i.e., TV ad, newspaper, radio, flyer and explain why this media form is
appropriate for their choice of nation. The advertisements should clearly
demonstrate how each culture is unique, and how the traditions and values of
that foreign culture will influence that marketing strategy.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
3.1 |
IBV.01,
IBV.02, IB1.01, IB1.02, IB1.03, IB1.04, IB2.06 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Identifying
Challenges and Differences Within Different Cultures and Customers (10 hours) |
|
3.2 |
IBV.02,
IB2.01, IB2.02, IB2.05 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The
Exchange of Goods and Services (5
hours) |
|
3.3 |
IBV.03,
IB3.01, IB3.02, IB3.03, IB3.04, IB3.05, IB3.06, IB3.07 |
Knowledge/Understanding
Thinking/Inquiry Communication |
E-commerce
and the Technology of Communication Within Foreign Markets (5
hours) |
|
3.4 |
IBV.02,
IB2.03, IB2.04, IB2.07 |
Knowledge/Understanding
Thinking/Inquiry |
Marketing
Products and Services in Foreign Markets (10
hours) |
Time:
20 hours
Strand(s): International Careers and Skills
Unit
Description
Students
develop understanding of the necessary skills for career opportunities within
Canada and foreign markets relating to international business. Students
research potential careers relating to exporting and importing of goods and the
roles that these careers play in our market economy. Teachers book necessary
resources well in advance of completing this unit, as much of the research can
be facilitated by use of the Internet. Career activities can be integrated
throughout the course.
Cluster
4.1 focuses
students’ attention on the availability of work in foreign countries and the
factors to be considered in making an informed decision to work there.
Discussions relating to the types of work in foreign countries lead into
research about where certain countries of the world rank in such categories as
quality of life, cost of living, working conditions, work habits, and salaries.
Countries can be compared and contrasted as to their vast differences in worker
rights and attitudes. Teachers may choose to use case studies that analyse
multinational companies within foreign markets and the types of economic
activity related to them. Students can research websites to access information
about countries and their political and economic relations to international
business.
In
Cluster 4.2, the focus turns to the types of occupations that are
popular in today’s economy and how these trends are affecting job opportunities
within our local economy. Students research career websites such as CareerCruising
or Bridges to access information about occupations related to
International Business. Upon completion, students seek out local businesses
that provide that type of career opportunity using the phone book, Internet, or
local Chamber of Commerce to compile a database. This database can be
referenced to assist students in describing ways in which their local community
is affected by international business.
Finally, Cluster 4.3 focuses
on how students can utilize their knowledge of different cultures and customs
to be able to effectively service both local and foreign customer bases.
Teachers may choose to use a case study that deals with students applying for
jobs in a foreign market. Each student develops a résumé and cover letter for a
job application appearing in a newspaper. The job requires the students to
relocate to a foreign country. Students research the country, languages spoken,
currency conversions related to salaries and wages, and the technologies that
are available to that foreign country in order to send the resume electronically.
Teachers may want to ask students to bring in copies of their own résumés to
assist in the creation of one tailored to the details of the foreign jobs they
are applying for.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
4.1 |
CSV.01,
CS1.01, CS1.02, CS1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Career
Opportunities |
|
4.2 |
CSV.02,
CS2.01, CS2.02, CS2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Career
Related Effects of International Business |
|
4.3 |
CSV.03,
CS3.01, CS3.02, CS3.03, CS3.04, CS3.05 |
Knowledge/Understanding
Thinking/Inquiry |
Skills
for Success |
There is
a conscious quest for a balance of traditional modelling of skills and
knowledge, together with a blend of small group and individual practice and individual
exploration in this profile. Concepts and ideas that students discover are
usually internalized more deeply and retained with greater meaning than ideas
that are passively received in didactic fashion. When students report and
discuss discoveries with fellow students and the teacher, the learning is
consolidated and enhanced. Educational research has shown that guided
instruction and interactive learning are cornerstones of efficient teaching
practice.
The
Pedagogy Resources section and The Ontario Curriculum Unit Planner K-12
provide detailed explanations of strategies.
Teachers should employ assessment strategies frequently and throughout the course in order to communicate the expectations of the course to students, to make appropriate adjustments to teaching and learning strategies as required, and to accommodate the special needs of students. Students’ input to the assessment process itself should be welcomed and valued.
Marking schemes and rubrics used for evaluation should be organized to include the four Achievement Chart categories or for as many as are applicable. One student-generated product or process may be evaluated under multiple categories: Knowledge and Skills, Thinking/Inquiry, Communication, and Application categories.
Some
strategies, which are consistent with the assessment techniques referred to in
the activities, are:
·
Share
the rubrics for culminating activities at the beginning of the unit, so
expectations and criteria are clear for students and can be used to support the
learning in all activities in the unit.
·
Develop
rubrics with students, where appropriate and when both teacher and students
understand and are comfortable with the process.
·
Emphasize
the language of assessment and evaluation in your discussions with students.
·
Provide
sample work demonstrating achievement at different levels for students.
·
Provide
different opportunities to assess the achievement of the expectations.
·
Provide
opportunities for self- and peer assessment to be used as formative assessment
to support and improve student learning.
·
Provide
multiple opportunities for students to demonstrate their achievement of
expectations.
·
Provide
opportunities for students to retry assignments until they can demonstrate
their learning.
·
Develop
tests that provide opportunities to demonstrate all categories on the
Achievement Chart (not just knowledge) at all levels.
·
Give
practice tests as an opportunity for formative assessment.
·
Use
assessment tools that are appropriate for the expectations being addressed and
relate to the categories on the Achievement Chart.
·
Provide
prompt feedback so that students can use it to improve their learning.
·
Design
a variety of assessment tasks to address different learning styles.
·
Provide
choice in activities/assessment tasks to accommodate the diverse needs of the
learners in the classroom.
·
Provide
opportunities for students to track their own progress.
Assessment
may be diagnostic, formative, and summative. Diagnostic assessment includes
informal observation checklists, quizzes and in class questions and answers.
The following strategies and tools may be used for both formative and summative
purposes.
|
Method |
Strategy |
Tool |
|
Paper-and-Pencil
Tasks |
Test -
selected response -
true/false -
constructed response |
Marking
Scheme |
|
Performance
Task |
Oral
presentation Scrapbook Brochure Debate |
Rubric Checklist |
|
Personal
Communication |
Student-Teacher
conference Classroom Question
and Answer |
Rating
Scale Anecdotal
record |
Final
Course Evaluation
Thirty
percent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other method of evaluation. The final
evaluation could be a portfolio (see Appendix A) that consists of material that
relates to a specific Canadian trade relationship. Seventy percent of the grade
will be based on assessments and evaluations conducted throughout the course.
Teachers
should review individual students’ IEPs and implement the prescribed
accommodations. The course expectations are set; the methods by which they are
achieved are open. Teachers have a store of good practices they commonly use to
enable the learning for all students in their class. The following are common,
frequently used strategies listed by exceptionalities to reaffirm the good
teaching practices found in Ontario classrooms.
|
Reading ·
Read questions first. ·
Modify reading requirements. ·
Use reading partners. ·
Pre-teach concepts/vocabulary. ·
Highlight notes. ·
Use visuals. |
Math ·
Check work after each example. ·
Modify the complexity of examples. |
|
Written
Language ·
Vary assignments. ·
Give explicit instructions. ·
Allow more time. ·
Provide photocopied notes. ·
Allow point-form notes and graphic organizers. ·
Use peer editing. ·
Teach spell/grammar check. |
Memory ·
Teach students to verbalize concepts. ·
Check that daily assignments are recorded in planner. ·
Insist students write things down; provide lists and flow charts. ·
Give visual clues. |
·
English-speaking
students can help their ESL classmates by repeating, rephrasing, and writing
words down.
·
Bilingual
peer tutors, if available, can facilitate clarification in the first language.
·
Give
recognition to partners for undertaking responsibilities.
·
Avoid
all-ESL groupings.
·
Encourage
ESL students to use their own language for clarification and explanation.
·
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 the teacher highlights important terms, explains
words, and clarifies instructions, etc. while students do the same on their
copy.
·
Provide
a glossary of terms for the reading.
·
Encourage
the use of first-language dictionaries for assignments and assessments.
·
Pair
written instructions with verbal instructions.
·
Provide
visual and auditory clues.
·
Prior
work may be needed to familiarize ESL students with the vocabulary of rubrics
and how they are used.
Note: The
international business classroom presents an opportunity for the ESL students
to shine in class. The students’ cultural and product expertise is a rich
resource.
The teacher can enrich
the learning experience by:
·
requiring
multiple and sophisticated forms of communication;
·
encouraging
and reinforcing the application of abstract thinking skills to complex content,
resulting in a sophisticated product;
·
integrating
cross-curricular activities;
·
fostering
in-depth learning of a self-selected topic within the expectation requirements;
·
being
aware that students may be gifted in one area and not in others;
·
encouraging
and using the DECA™ and Ontario Business Educators Association
(OBEA) contests;
·
allowing
students to demonstrate mastery of content through preferred style of learning,
where appropriate;
·
motivating
students to synthesize course content with their own experiences and ideas.
Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for 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. Teachers are also reminded that much of the material on the Internet is protected by copyrighted. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on 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.
Bennett,
B., Carol Rolheiser-Bennett, and Laurie Stevahn. Cooperative Learning Where
Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-4444-555-6
Gibbs,
Jeanne. Tribes: A Process for Social Development and Cooperative Learning.
Santa Rosa, 1996.
ISBN 0-932762-08-5
OSSTF/FEESO.
Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF
Educational Services Committee, 1999. ISBN 0-920930-47-6.
Innovation
Teaching – http://www.interserf.net/mcken/teacher.htm
Interactive
Curriculum – www.interactivecurriculum.com - the completed profile units,
tests, and appendices.
Pedagonet
– http://www.pedagonet.com/ - This site offers an innovative search engine,
which facilitates the exchange of learning resources.
Premier
Tracks – http://4teachers.org/premier/ - A collection of K-12 web-based lessons
for a variety of subject areas created by SCR*TEC’s TrackStar.
School
Net – http://www.schoolnet.ca - this site is dedicated to serving the interests
of students, parents, and educators regarding every facet of education, from
kindergarten through graduate school.
Teacher
Talk – http://www.mightymedia.com/ttalk/index.asp - This site provides a
discussion area for teachers related to technology instruction.
Canadian site for occupational Health and
safety – www.ccohs.ca/
Live
Safe! Work Smart! Health And Safety Resources for Ontario Secondary School
Teachers. Queen’s
Printer for Ontario, 2000. ISBN 0-7794-0226-X. Ministry of Labour Publications
Department,
phone 1-416-326-7731
Electronic
Canada’s
School Net – http://www.schoolnet.ca
Canadian
Exporter’s Catalogue lists numerous Canadian businesses that are already
exporting and provides links to 100’s of country profiles –
http://www.worldexport.com/
Canoe
- A bilingual, international network of news and information sites is at Canoe
(Canadian Newsstand and Information) – http://www.canoe.com/
Careers
in a Package - An interdisciplinary teaching tool, which provides young people
with a basic understanding of the packaging industry, its potential for career
choice, and its impact on the environment is available from Careers in a
Package – http://www.packagingcareers.org/.
Cities.com
offers a searchable database of 4331 city guides in 150 different countries
– http://www.cities.com/
Country
profiles are plentiful in the CIA World Fact Book
– http://www.cia.gov/cia/publications/factbook/
DECA
is a Business/Marketing Organization site for students and teachers, with
resources available
– http://www.deca.org, or DECA ONTARIO – http://www.deca.on.ca.
Department
of Foreign affairs and International Trade provides 100’s of country profiles
with detailed marketing data. There are two sites maintained by dfait, –
http://www.infoexport.gc.ca/menu-e.asp that provides the profiles and –
http://www.dfait-maeci.gc.ca/menu-e.asp, which is the home page that has a
wealth of information for the international marketer.
Electric
Library Canada provides searches and tools not available anywhere else –
http://www.elibrary.ca
Find
Articles is an on-line article-search service of articles from over 300
reputable magazines and journals – http://www.findarticles.com
Foundation
for Teaching Economics promotes excellence in economic education –
http://www.fte.org
Global
Edge is a site maintained by Michigan State University and is full of
information for the global marketer – http://globaledge.msu.edu/ibrd/ibrd.asp
International
Marketing Links - A site with international marketing information to be found
on the web
– http://www.d.umn.edu/~jvileta/mktg.html
International
Trade Center offers an index to trade information sources by country and region
– http://www.intracen.org/menus/countries.htm
International
Trade Links - A site that offers links to other international business sites
– http://www.itm-usa.com/international.html
Krislyn’s
Strictly Business site provides an extensive list of links to international
business magazines
– http://sites.krislyn.com/internat.htm
Prices
and earnings Around the Globe, a 44-page comparison of international purchasing
power is available in PDF format at: http://www.ubs.com/e/index/about/research/pcc/publications.newdialog.0015.Upload1.pdf/total_publication.pdf
Strategis
- Industry Canada maintains a website, for Canadian businesses wishing to
trade. The site contains links to other secondary sources of important
marketing data – http://strategis.ic.gc.ca/
Statistics
Canada - The Canadian Government’s definitive source of secondary data is
Statistics Canada, and provides information for international marketers as
well. Many of the reports cost money, but there is still a great deal of free
information that a marketer can use here – http://www.statcan.ca/
Study
Web is an extensive research library of annotated links in 25 categories
– http://www.studyweb.com/
Tilburg
University Marketing and Marketing - Links to a list of marketing magazines
from many different countries are available at –
http://marketing.kub.nl/magazine.htm
The
Canadian Foundation for Economic Education site gives information on economics,
enterprise, entrepreneurship, and personal finance – http://www.cfee.org
The
Global Schoolhouse connects to the best online collaborative learning site –
http://www.gsn.org
The
Internationalist is a center for international business and travel
– http://www.internationalist.com/welcome.php3
Tradeport
has information on doing business in other countries
– http://www.tradeport.org/
Travel
Aids is a site that provides country profiles for the business traveller
– http://rcmtravelsite.com/Travel_Aids/
U.S.
Census Bureau provides a separate section on trade statistics
– http://www.census.gov/foreign-trade/www/
U.S.
State Department provides links to country profiles – http://www.state.gov/r/pa/bgn/
Newspapers and Magazines
Ad
Age Global – http://www.adageglobal.com/
Canadian
Business Magazine – http://www.canbus.ca
E-Business
Magazine – http://www.hp.com/Ebusiness
Maclean’s
Magazine – http://www.macleans.ca
Marketing
Magazine – http://www.marketingmag.ca
Report
on Business Magazine – http://robmagazine.com
Strategy
Magazine – http://www.strategymag.com/
The
Globe and Mail – http://www.theglobeandmail.com
The
National Post – http://www.nationalpost.com/
The
New York Times – http://www.nytimes.com
The
Toronto Star – http://www.thestar.com/
Liepner,
Mike, et al. Exploring Business for the 21st Century. McGraw-Hill
Ryerson, Toronto, 2001.
ISBN 0-07-089158-3
Murphy,
Terry G., et al. The World of Business: A Canadian Profile, 4th ed.
Scarborough: Nelson Thomson Publishing, 2001. ISBN 0-17-620140-8
Schultz,
Mike, David Notman, and Ruth Hernder. International Business: Canada and
Global Trade. Toronto, Irwin Publishing, 2002. ISBN 0-7725-2932-9
Videos
Disney
Goes to Haiti. Crowing
Rooster Arts, 1995. Orders can be placed via the National Labour Committee
(NLC) website – http://www.nlc.org or by calling (212) 242-0986.
Economix. Montreal, QC: National Film Board
of Canada and the Kativik School Board in co-operation with the Canadian
Foundation for Economic Education.
Notman,
David and Jack Wilson. The World of Business. Video Series (Teacher’s
Resource). Scarborough, Ontario: ITP Nelson, 1997.
Unit 1 Profile of Business. ISBN 0-17-606584-9
Unit 2 International Business. ISBN 0-17-606585-7
Unit 4 and 5 Money and Financial Institutions, Credit and Personal Finance.
ISBN 0-17-606587-3
Unit 6 You, The Consumer. ISBN 0-17-606588-1
Unit 7 Accounting. ISBN 0-17-606589-X
Unit 8 Marketing ISBN 0-17-606569-5
Unit 9 Canadian Law. ISBN 0-17-606590-3
Electronic
Examine
the General Interest sites first.
A
list of trade barriers by country and market sector –
http://mkaccdb.eu.int/mkdb/mkdb.pl
A
universal currency converter can be found at – http://www.xe.com/ucc/
Canada
Customs and Revenue Agencies Website provides a “tariff wizard” for calculating
international tariffs – http://207.61.56.166/services/servicee.htm
Canadian
Business for Social Responsibility at – www.cbsr.bc.ca.
David
Suzuki Internet site – www.davidsuzuki.org
Ethics
Centre - A list of Canada’s NGOs at www.ethicscentre.com
Hudson’s
Bay Company – http://www.hbc.com
Links
to every global trade organization and major trade agreements
– http://web.idirect.com/~tiger/institu.html
Go-Global
- A site for terminology with links – http://www.go-global.com/globallinks.html
Fraser
Institute redirects public attention to the role markets can play in providing
for the economic and social well-being of Canadians and provides on-line
publications – http://www.fraserinstitute.ca
Print Resources
Canadian
Foundation for Economic Education. International Economic Development.
Examines what is meant by economic development and how it is measured and looks
at Canada’s contribution to the process of economic development in the Third
World.
Canadian
Foundation for Economic Education. Canada’s Charitable Economy.
Publication about the role and contribution of volunteers and charitable
organizations.
Canadian
Foundation for Economic Education. EXPORT CANADA. An introduction to
trade and the major trade issues and questions that confront.
Liepner,
Michael and J. Magnan. Exploring Business: A Global Perspective.
Toronto: McGraw-Hill Ryerson Limited, 1994. ISBN 0-07-089158-3
Pico
Iyer. The Global Soul. New York, Vintage, 2000.
Videos
Breadman,
The World of Business. Video Series, Unit 1
ECO
Chips, The World of Business. Video Series, Unit 7
Liquidators,
The World of Business. Video Series, Unit 7
Vietnam, The
World of Business. Video Series, Unit 2
Electronic
Explore
all the General Interest sites first.
Canadian
Labour Congress – http://www.clc-ctc.ca/eng-index.html - site examines the
impact of rationalization on Canadian business, economics and labour.
Government
of Canada Website highlighting many advantages of investing in Canada.
– http://www.investincanada.gc.ca/
Government
of Canada – http://www.cbsc.org - Each CBSC office in every Canadian province
offers a variety of products, services and expert referrals to help you obtain
quick, accurate and comprehensive business information.
International
Chamber of Commerce (ICC), the Business and Industry Advisory Committee (BIAC),
and the Organization for Economic Cooperation and Development (OECD) –
http://ccib.org
Strategis
– http://strategis.ic.gc.ca - contains export opportunities, foreign market
conditions, trade statistics and key contacts in Canada and abroad
The
Toronto Board of Trade – http://www.bot.com
Trade
Facilitation Office Canada (TFOC) maintains a comprehensive databank of
Canadian importers, buyers and agents, and of foreign companies seeking new
export markets – http://www.tfoc.ca/
World
Trade Centers Association offers access to trade opportunities, its online
catalogue, and links to WTC’s worldwide – http://www.wtca.org
World
Trade Organization home page – http://www.wto.org/ - A site that is a source of
information and videos that opposes the WTO and multi-national trade –
http://www.wtowatch.org/multimedia/
Print Resources
Canadian
Foundation for Economic Education. The BRIDGES Project Teaching Resource Kit.
A teaching kit on Canada’s relationship with the Asia Pacific region.
Canadian
Foundation for Economic Education. The Canadian Economy: Adjusting to Global
Change. An examination of challenges facing the Canadian economy in an
increasingly competitive global marketplace.
McEachin,
R. Reach the Global Marketplace: A Canadian Guide to Researching Foreign
Markets and Online Sources. Toronto: Productive Publications, 1995. ISBN
0-920847-92-7
Seelye,
Ned. Culture Clash: Managing in a Multicultural World. Lincolnwood: NTC
Publishing, 1996. 41 case studies from various countries designed to develop
cultural fluency.
Thomas
L. Friedman. The Lexus and the Olive Tree; Understanding Globalization.
Farrar, Straus & Giroux, 1999.
Video Resources
“Cuban
Trade,” The World of Business. Video Series, Unit 2
“Vulture
Funds,” The World of Business. Video Series, Unit 7
“Luxury
Goods,” The World of Business. Video Series, Unit 6
Electronic
Examine
the General Interest sites first.
Canadian
Council on Social Development’s – http://www.ccsd.ca/main product is
information and its main activity is research.
C.D.
Howe Institute is an independent, non-profit, economic, and social policy
research institution
– http://www.cdhowe.org
CLIENT
TOOLKIT – www.RogersEducation.com - details on electronic searches and other
queries, visit the Teaching Tools section in the Client TOOLKIT
Funny
Translation Errors – http://www.ojohaven.com/fun/translation.funnies.html
Maslow’s
Hierarchy of Needs – http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html
Media
Builder assists in the creation of banners for WebPages –
http://www.mediabuilder.com/abm.html
Surf
Right – http://www.tcdsb.on.ca
The
Media Information Network - The 2001 National List of Advertisers is a
reference book providing over 13 000 brand names, their manufacturer or
distributor, and limited advertising spending data.
– http://www.cardmedia.com./
1000
Travel Tips – http://www.1000traveltips.org
Videos
Doc
Martens. Oakville:
Magic Lantern Communications, 1997. 8 min. Video describes the product life
cycle of the popular boot.
Competing
in a Global Environment. Oakville: Magic Lantern Communications, 1997. 30 min. American video describes
the challenges companies face in the global marketplace.
“Cross-Culture,”
The World of Business. Video Series, Unit 2
International
Marketing.
Mississauga: Marlin Motion Pictures, 1997. 13 min. American video focusing on
international marketing.
Marketing
Products and Services. Oakville: Magic Lantern Communications, 1996. 30 min. American video
explains marketing concepts and the marketing mix.
Terra
Nova Boots, The World of Business. Video Series, Unit 2
The
Lonely Planet Video Series, Volume 1 through 4, Pilot Productions, 1996. Video series that
visits individual countries to explore the culture and travel destinations for
each.
Print Resources
Alfons
Trompenaars, et al. Riding the Waves of Culture: Understanding Diversity in
Global Business, 2nd ed. McGraw-Hill Professional Publishing (December 1,
1997)
Canadian
Cooperative Association. Co-operative Development. Ottawa, 1997. This
resource package investigates the issues facing a small agricultural enterprise
in a developing country.
Canadian
Foundation for Economic Education. Canada/U.S. BORDER Project Teaching
Resource Kit. A teaching kit on the economic relationship between Canada
and the United States.
Czinkota,
Czinkota, and Tarrant. The Global Marketing Imperative. Lincolnwood: NTC
Publishing, 1996. Comprehensive guide to global marketing issues
Guy,
Vincent, et al. The International Business Book. Lincolnwood: NTC
Publishing, 1998. Case studies, checklists, games, and quizzes challenge
assumptions about other cultures and build positive and productive
international business relationships
Kaatz,
Ron. Advertising and Marketing Checklists, 2nd ed. Lincolnwood: NTC
Publishing, 1996.
107
worksheets, forms, and checklists on advertising and marketing.
Judson,
Bruce and Kate Kelly. Hyper Wars 11 Strategies for Survival and Profit in
the Era of Online Business. New York: Scribner, 1999. ISBN 0-684-85564-X
Chapter 7, Market Relentlessly, deals with concepts for Web marketing. It goes
beyond a discussion of banner ads and is appropriate for students.
Marketing
Magazine. A weekly
magazine reviewing various Canadian issues and marketing trends in including
everything from controversial advertising to new product launches
Phillip
R. Harris and Robert T. Moran. Managing Cultural Differences, 3rd ed.
Gulf Publishing, Houston, 1993.
Roger
E. Axtell. Do’s and Taboos Around the World, 2nd ed. John Wiley and
Sons, New York, 1990.
Roger
E. Axtell. Gestures: The Do’s and Taboos of Body Language Around the World.
John Wiley and sons, New York, 1991.
Vincent
Guy and John Mattock. The International Business Book; All the Tools,
Tactics and Tips You Need for Doing Business across Cultures. NTC
Publishing Group, Lincolnwood, 1995.
Williamson,
Ian. Marketing Beyond 2000. Toronto: Productive Publications, 1997. ISBN
1-896210-66-X
Electronic
Examine
the General Interest sites first.
Career
Cruising – http://www.careercruising.com/home/index/html
Career
Explorer – http://cdn.cx.bridges.com/, www.on.cx.bridges.com
Curriculum
Vitae Tips – http://www.cvtips.com
International
opportunities program offers country specific links for students wishing to
work or study abroad – http://www.cie.uci.edu/iop/work2.html
Jobsabroad
site for students wishing to work or study in another country
– http://www.jobsabroad.com/search.cfm
Job
Shark – http://www.jobshark.ca/caeng/index.cfm
Resume
Dot Com – http://www.pcrservices.com/
The
Career Services Centre of Western Washington University maintains a website,
which provides a wide assortment of links to sites of interest to students
wishing to work and study abroad
– http://www.careers.wwu.edu/intlinks4.asp
Print Resources
Canadian
Crossroads International, 31 Madison Ave. Toronto, ON M5R 2S2, Tel: 416-967-0801 Opportunities
to live and work in developing countries.
International
Employment Gazette
More than 400 current overseas jobs, published 26 times per year
International
Directory of Voluntary Work, David Woodworth, Vacation Work, Oxford, UK.
Jeffrey
Heilbrunn, ed. Marketing Encyclopaedia. Chicago: NTC Business Books,
1995. Essays by professional and academic marketing experts on issues and
trends shaping the future of marketing.
Live and Work Series published by Vacation Work, Oxford, UK. Each book on specific country or region.
The
Canadian Guide to Working and Living Overseas, 3rd ed. Jean-Marc Hachey, University of
Toronto Press, 2000.
The
Complete Guide to International Jobs and Careers: Your Passport to a World of
Exciting and Exotic Employment, 2nd ed. Ronald and Caryl Krannich 1992.
Transitions
Abroad is a
bimonthly full-color magazine guide to practical information on affordable
alternatives to mass tourism: living, working, studying, or vacationing
alongside the people of the host country. Work Abroad, the guide for working
and studying in a foreign country, published by Travel Abroad Magazine (see
above) is available through their
Website – https://ssl.ahnet.net/transa/forms/ordernew.html
What
in the World is Going On? A guide for Canadians wishing to work, volunteer or
study in other countries, 5th ed. Canadian Bureau for International Education, 1996.
Work
Your Way Around the World, 7th ed. Vacation Work, Oxford, UK
Video Resources
Future
Work, Labour Market Trends and Opportunities. Human Resource Development Canada, 2000. 50
minutes. Describes labour market opportunities and the globalization of the
Canadian economy.
Canadian
Retail and Service Business Websites
Air
Canada – http://www.aircanada.ca
Aldo
Shoes – http://www.aldoshoes.com
Altamira
Financial Services – http://www.altamira.com
Bell
Canada Enterprises – http://www.bce.ca
Bootlegger
– http://www.bootlegger.com
Canadian
Tire – http://www.canadiantire.ca
Chapters.ca
– http://www.chapters.ca
Club
Monaco – http://www.clubmonaco.com
Daimler
Chrysler Canada – http://www.chryslercanada.ca
Danier
Leather – http://www.danier.com
Ford
of Canada – http://www.ford.ca
Four
Seasons Hotels and Resorts – http://www.fourseasons.com
Gap
– http://www.gapinc.com
Legalhome.com
Inc. – http://www.legalhome.com
McDonald’s
Corporation – http://www.mcdonalds.com
Nevada
Bob’s Golf – http://www.nevadabobs.ca
Rent
A Goalie – http://www.rentagoalie.com
Retail
Council of Canada – http://www.retailcouncil.org
Roots
– http://www.roots.com
Staples/Business
Depot – http://www.staples.ca
Tommy
Hilfiger Inc. – http://www.tommy.com
Safety
is a very important issue that should be emphasized by the teacher. The fields
trips suggested in the activities are governed by the local board policy on
trips. Discussions should include the environment, trip safety, online safety,
ethics and legal requirements of working online, and interview safety. Special
emphasis should be placed on part-time and summer jobs, as many students are
either employed or looking for employment. An enthusiastic student/employee can
also be a safe and informed one. A safety resource produced by The Ontario
Ministry of Labour is found in the Overview Resources. This course may be
counted as an optional credit or as additional compulsory credit for diploma
purposes.
The
Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
The
Ontario Curriculum, Grades 9 to 12, Choices Into Action: Guidance and Career
Education Program Policy For Ontario Elementary And Secondary Schools, 1999.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Teachers
who are using the Portfolio Assessment should introduce the Portfolio
requirements at the beginning of the course.
The
Working Portfolio
The
working portfolio is not just a collection of the student’s work. The portfolio
has a clear purpose: to hold student work for subsequent units or the Culminating
Project. The portfolio is a tool to store and organize student work. Students
need teacher direction on which pieces of work will be stored or used in future
units. The teacher and students establish the form the portfolio will take and
select the contents for the portfolio (rough drafts, best work or work that
needs revisions, school material or material from outside the school). The
rubrics or assessment tools used for assessment and evaluation should be given
to the students at the start of the activity to allow for formative assessment
and maintained in the portfolio. At the end of each unit the teacher/students
determine the work to be placed in the portfolio. Students attach the following
cover sheet to each item.
|
Portfolio Item Cover Sheet Date: Item: Why I
chose this item for my portfolio: Strengths
shown: How I
could Improve: Assessed
by: Assessment
Tool Used: |
Other
options are a working portfolio that progresses to either a showcase portfolio to
display the best work or an assessment portfolio used to document achievement
of learning expectations.
Portfolio Checklist
(The
checklist becomes a formative assessment tool for the student).
|
Superior
Portfolio Performance |
|
q Extensions
of assigned activities are done. q Applications
of concepts are enhanced wherever possible. q Portfolio
is stored in more than one medium. |
|
Proficient
Portfolio Performance |
|
q Extensions
of assigned activities are done with assistance. q All
errors are corrected. q Applications
of concepts are occasionally enhanced. |
|
Adequate
Portfolio Performance |
|
q Assigned
activities are completed. q Initial
errors have been corrected. q Applications
of concepts are evident. |
|
Limited
Portfolio Performance |
|
q Assigned
activities are not completed. q Initial
errors, which have been pointed out are not corrected. q Gaps
exist in the applications of concepts. |
Portfolio
inspection/assessment is an ongoing process. The assessment tools are kept in an
archive that reflects the student progress. The Portfolio Archive is used to
track the on-going portfolio assessment.
Portfolio Inspection/Assessment Tool starts
with the highest category. The hope is that the student will aspire to the
first set of criteria. The tool can be used for both formative and summative
assessment, but the items do not tie to expectations, rather they apply only to
learning skills.
|
Superior
Portfolio Performance |
|
|
|
The
portfolio is clearly organized and exciting to look through. |
|
|
The
work demonstrates creative and insightful mastery of concepts and tools. |
|
|
Unique
techniques are used to store the portfolio. |
|
|
Makes elegant
and precise correction of all errors. |
|
|
Self-evaluation
reflects a desire to excel in the subject. |
|
Proficient
Portfolio Performance |
|
|
|
The
portfolio is organized and easy to look through. |
|
|
The work
demonstrates perceptive use and comprehensive mastery of concepts and tools. |
|
|
Storage
method is clean and attractive. |
|
|
All
errors are corrected. |
|
|
Self-evaluation
reflects a desire to succeed in the subject. |
|
Adequate
Portfolio Performance |
|
|
|
The
portfolio is complete and organized. |
|
|
The
work demonstrates appropriate use of concepts and tools. |
|
|
Basic
requirements are met for the storage method. |
|
|
Most of
the errors are corrected. |
|
|
Self-evaluation
reflects a desire to succeed some of the time. |
|
Limited
Portfolio Performance |
|
|
|
The
portfolio is unorganized, messy, or hard to look through. |
|
|
The
work demonstrates limited mastery of concepts and tools. |
|
|
Storage
method problems are not solved. |
|
|
Few
errors are corrected. |
|
|
Self-evaluation
does not reflect a desire to improve in the subject. |
|
|
Total
Mark |
Comments:
Assessed by:
Date:
Coded Expectations, Introduction to International Business, Grade 12, Workplace Preparation, BBB4E
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.
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.
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.
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.
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.
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.
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.
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.
Unit 3 | Course Profiles Main
Menu