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Course Profile
Introduction to International Business (BBB4M), Grade 12,
University/College Preparation, Catholic
Course Overview
Prerequisites: Any University, University/College, or College Preparation course in
Business
Studies or Canadian and World Studies.
This
course provides an overview of the importance of international business and
trade in the global economy and explores the factors that influence su
“An
outstanding form of international activity on the part of Christians is found
in the joint efforts which, both as individuals and in groups, they contribute
to institutes already established or to be established for the encouragement of
cooperation among nations.” (“Pastoral Constitution: On The Church In The
Modern World,” Gaudium Et Spes, no. 90)
Catholic
students are exposed to international business and world issues through the use
of technology and different media on a daily basis. How international business
operations should be influenced by Christian values and moral decisions is
interwoven throughout this course. A global perspective of international
business and trade that respects and affirms the diversity and interdependence
of cultures is facilitated as students explore virtually every aspect of
economic activity that is influenced by international business.
Students
are challenged to continually examine, evaluate, and apply their knowledge of
interdependent systems (physical, political, ethical, socio-economic and
ecological) to assess and confirm that an international business is operating
in a just and compassionate way and ultimately contributes to society.
By
the end of the course, students have a complete and thorough understanding of
how God’s work and dignity must be validated in all that we do and say. We have
an innate responsibility to conduct ourselves in the image of God, and to
promote the sacredness of life. Through data collection and research, students
evaluate international business operations and globalwork place conditions
which promote and model Catholic values. Students should make informed
decisions about future international career choices, and have a strong rooting
in the ethical and moral aspects required in operating an international
business.
“In the
economic and social realms, too, the dignity and complete vocation of the human
person and the welfare of society as a whole are to be respected and promoted.
For man is the source, the centre, and the purpose of all economic and social
life.” (“Pastoral Constitution: On The Church In The Modern World,” Gaudium
Et Spes, no. 63)
The
world has become a global marketplace. Large volumes of products, services,
ideas, money, and technology are transported throughout the world, affecting
the lives of millions of people in the process. Today, virtually every aspect
of economic activity is influenced by international business. As students
explore the world of business and the opportunities and challenges that it
presents, it is vital that they do so with an appreciation of the impact of the
global marketplace and international trade. Through this course, students will
develop a fundamental understanding of the global economy.
They
will come to appreciate the impact that international business can have on
their lives and communities today, and on the careers and opportunities they
are considering for the future. As students develop a better understanding of
international business, more options become available to them, allowing them
more latitude to apply their business skills and interests.
Global
thinking by students today is an everyday o
To
provide ‘real life’ experience in international business, students will
establish an ‘International Business’ project team during the course. The
purpose of this team is to prepare a consultant’s report on how to take a
business ‘International.’ This ongoing project will serve as the culminating
activity for the course. At the end of the course, the project teams will make
a presentation to the ‘Board of Directors’ (invited industry guests, and school
administration).
As
each unit progresses, students acquire a better understanding of what
international business is, and the factors that affect international business.
At the end of each unit, time is allocated to student project teams to apply
their knowledge as they assess and develop a plan to launch their proposed
international business. They acquire a better understanding of cultural
diversity and how the marketing of a product can be affected by various
cultures. At the conclusion of this course, students develop a broad knowledge
of world markets and are able to appreciate the many career opportunities that
international business can offer. Overall knowledge can be enhanced for
university-bound students through the use of business simulation activities.
The analysis of multinational mergers and understanding of international
agreements and organizations that have influenced global business activity can
be introduced in their project teams for enrichment purposes if desired.
The
Business Studies policy document effectively clusters learning expectations in
a cohesive fashion. For simplicity, expectations are included sequentially in
this course profile, as each unit presents a related but different topic. The
culminating activity will allow for sufficient clustering of expectations
throughout the course. However, teachers are encouraged to review the
expectations of the course and cluster them, as they deem appropriate.
|
Unit 1 |
The
Global Environment for Business |
30
hours |
|
Unit 2 |
Business
Trade |
15
hours |
|
Unit 3 |
Factors
Influencing Su |
20
hours |
|
Unit 4 |
Marketing
Challenges, Approaches, and Distribution |
21
hours |
|
* Unit
5 |
World
Markets and Careers |
24
hours |
* This
unit is fully developed in this Course Profile.
(The
‘International Project Business Team’ culminating activity can be offered throughout
the course or introduced at the beginning of a unit where the teacher feels it
is appropriate.)
Time:
30 hours
Unit
Description
Students develop
an understanding of the ways in which economic activities within international
business affect Canadian people, e-commerce, and interdependence. They evaluate
factors that influence a country’s ability to participate in a global market.
Technology and an understanding of international agreements and organizations
that have the ability to influence global business are emphasized. Students
assess the effects of trends in business. They also research the nature of work
on global business interest and economic conditions. Furthermore, the
examination of the global business environment helps students affirm and hold
witness to the multiplicity and interdependence of the world’s peoples and
cultures.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GEV.01,
GE1.01, GE1.02, GE1.03, GE1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
International
Interdependence |
|
2 |
GEV.02,
GE2.01, GE2.02, GE2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Effects
of International Business |
|
3 |
GEV.03,
GE3.01, GE3.02, GE3.03, GE3.04, GE3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Factors
Influencing Participation in International Business |
|
4 |
GEV.04,
GE4.01, GE4.02, GE4.03, GE4.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Effects
of Trends |
Time:
15 hours
Unit
Description
Students
identify what constitutes international business and become familiar with international
business terminology and key concepts. Students examine the motivating reasons
for companies who engage in international markets. They investigate how
Canada’s gross domestic product and jobs are affected by international business
and globalization. Small student groups can debate how international trade has
an impact on Canada’s economy and how international business activity might
affect various regions of Canada. Students determine how Canada has assisted in
the development of international business in other countries, and the economic
benefits and opportunities that are realized. This unit concludes with students
understanding how ‘rationalization’ applies to business and industry. They
examine how each function of business (management, marketing, finance and a
A detailed report is prepared by
students, summarizing how international businesses are challenged in managing diverse
work forces and identifying appropriate and inappropriate business practices,
and the effects this has on the overall operations of an international
business. Christian values and the important role of family in society can be
linked to the cultural diversity and economic conditions of operating an
international business.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
BTV.01,
BT1.01, BT1.02, BT1.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Terminology
and Concepts |
|
2 |
BTV.02,
BT2.01, BT2.02, BT2.03, BT2.04, BT2.05, BT2.06 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The
Impact of International Business |
|
3 |
BTV.03,
BT3.01, BT3.02, BT3.03, BT3.04, BT3.05, BT3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The
Functions of Business |
Time: 20 hours
Unit
Description
Students
develop an understanding of the ways in which cultural factors and differences in
political, economic, and physical factors influence international business
methods and operations. They identify and describe common mistakes made by
businesses in international markets, and evaluate factors which are currently
affecting the international competitiveness of Canadian businesses.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IMV.01,
IM1.01, IM1.02, IM1.03, IM1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Cultural
Factors |
|
2 |
IMV.02,
IM2.01, IM2.02, IM2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Political,
Economic, and Physical Factors |
|
3 |
IMV.03,
IM3.01, IM3.02, IM3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Common
Mistakes |
|
4 |
IMV.04,
IM4.01, IM4.02, IM4.03, IM4.04, IM4.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
International
Competitiveness |
Time:
21 hours
Unit
Description
Students develop
an understanding of the challenges facing a business that wants to market a
product internationally, and compare approaches taken by various companies to
do so. They compare the logistics of local, national, and international
distribution while analysing the ways in which ethical issues affect that
distribution and service.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MCV.01,
MC1.01, MC1.02, MC1.03, MC1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Marketing
Challenges |
|
2 |
MCV.02,
MC2.01, MC2.02, MC2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Marketing
Approaches |
|
3 |
MCV.03,
MC3.01, MC3.02, MC3.03, MC3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Distribution
and Logistics |
|
4 |
MCV.04,
MC4.01, MC4.02, MC4.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Ethical
Issues |
Time:
24 hours
Unit
Description
Students learn
the implications of the physical, economic, and social conditions in various
countries in order to develop strategies to prepare for working in
international markets. They investigate career opportunities, skills and
competencies, and education and training that relate to international markets.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
WMV.01,
WM1.01, WM1.02, WM1.03, WM1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Physical,
Economic, and Social Conditions |
|
2 |
WMV.02,
WM2.01, WM2.02, WM2.03, WM2.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Working
in International Markets |
|
3 |
WMV.03,
WM3.01, WM3.02, WM3.03, WM3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Career
and Skills |
Due to the
diverse learning styles in a class, it is imperative that the teacher use a
wide variety of teaching strategies. These strategies fall into three
categories: teacher-centred, learner-centred, and self-directed.
Teacher-centred
strategies are those in which the teacher directs the learning, e.g.,
teacher-led review, work/task sheet, Socratic lesson, mnemonic (trigger
recall). Teacher-centred strategies have a definite place in this course as
students learn to handle a broad range of topics. Teachers may find these
strategies useful as ways to model how to set up notebooks or databases, to
present complex concepts, or to make the best use of time in some parts of the
course.
Learner-centred
strategies, which are activity-based, provide students with opportunities to
actively apply what they have learned, e.g., text referencing, jigsaw,
audio/visual, computer lab work, field trip, group project, 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 may be used to promote independence and self-reliance, e.g.,
displays, electronic media research, computer-assisted learning. The benefits
of these strategies are that students learn to take responsibility for and
manage their own learning.
The su
Teachers
should employ a variety of assessment strategies frequently throughout the
course in order to communicate the expectations of the course to students, make
appropriate adjustments to teaching/learning strategies as required, and a
|
·
Informal Observation |
·
Teacher-student conferences |
·
Quizzes |
|
·
Checklists |
·
Verbal Feedback |
·
Tests |
|
·
Presentations |
·
Written Feedback |
|
|
·
Formal Observation |
·
Rubrics |
|
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 development of a culminating ‘International Business Team’ project.
This project can be assigned at the beginning of the course, or within a unit
that the teacher deems appropriate.
Teachers
should address exceptional students’ Individual Educational Plans (IEPs) and
consult with the student, parents and colleagues as appropriate. This allows
teachers to effectively implement prescribed a
|
Reading
Needs ·
Read questions first. ·
Modify reading requirements. ·
Use reading partners. ·
Pre-teach concepts/vocabulary. ·
Highlight notes. ·
Use visuals. ·
Use videos. ·
Read instructions. |
Mathematics
needs ·
Check work after each example. ·
Modify complexity of examples. ·
Teach use of diagrams. ·
Teach use of calculator. ·
Use hands-on manipulatives. ·
Adjust number of problems. |
|
Memory
Needs ·
Teach students to verbalize concepts. ·
Check that daily assignments are recorded in a daily planner. ·
Teach strategies to enable recall. ·
Insist student write things down. ·
Provide lists and/or flow charts. ·
Give visual clues. ·
Teach mnemonics. |
Oral
Language Needs ·
Provide non-threatening environments. ·
Forewarn students before asking for a response. ·
Use cooperative learning. ·
Work one-to-one. ·
Have realistic expectations. ·
Use electronic medium. ·
Permit small groups. |
|
Motivation
Needs ·
Provide a variety of types of assignments. ·
Create personalized assignments. ·
Avoid public confrontation. ·
Provide praise and positive feedback. ·
Be flexible with timelines. ·
Conference on a one-to-one basis. ·
Maintain contact with home. |
Written
Language Needs ·
Vary assignments. ·
Give explicit instructions. ·
Allow more time. ·
Provide photocopied notes. ·
Allow point-form notes. ·
Provide assistance in correcting mechanics. ·
Use peer editing. ·
Teach use of spell checker. |
|
Attention
Needs ·
Give blocks of information and vary the activities frequently. ·
Use cooperative learning. ·
Ask students to repeat instructions to you. ·
Provide immediate feedback. |
Enrichment
Needs ·
Encourage independent study and research. ·
Promote cooperative education. ·
Use e-commerce simulation. ·
Use business simulations. ·
Research Global associations. ·
Support Distributive Education Clubs of America (DECA) and Ontario
Business Educators Association (OBEA) contests. ·
Start up a Business club/school store. ·
Set up mentorship programs. |
|
ESL/ELD
Needs ·
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. ·
Ask an ESL/ELD teacher if available to review questions, assignments,
or assessment instrument. ·
Set the tone for a positive attitude toward helping students with
special needs. ·
Have English-speaking students help their ESL classmates by repeating,
rephrasing, and writing words down. ·
Provide bilingual peer tutors, if available, or use classroom groups
to facilitate clarification in native language (ESL students benefit from
first language help and support). ·
Provide peer tutors and give them specific responsibilities up front. ·
Give recognition to partners for undertaking responsibilities with
students with special needs. ·
Avoid “all ESL” groupings. ·
Encourage ESL students to use their own language to explain terms in
their private notes if it helps them remember. ·
Have all concrete items labelled so that every time students sit at
the workstations they are reminded of the terms. ·
Allow speaking in native languages 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 teacher highlights important
terms, explains words, clarifies instructions, etc. while students do the
same on their copy. ·
Provide students with articles to choose from if they are unable to do
their own research. ·
Assist tutors for ESL students to help with the reading section. ·
Provide a glossary of terms for the reading for students with special
needs. |
|
There
are a wide, almost limitless, number of general business resources available.
The list is intended to assist both the student and 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.
The
writers prior to publication have verified the URLs for the websites. Given the
frequency with which these designations change, however, teachers should always
verify the websites prior to assigning them for student use.
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.
Kosior,
Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry 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.
Jobs
Canada – http://www.canada.plusjobs.com
A nationwide, award-winning Internet job database determined to help make the
connection between Canadian employers and potential employees.
Career
Bookmarks – http://careerbookmarks.tpl.toronto.on.ca/
This site 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 U.S.A., 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 online 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 o
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 to acquire 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
This 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 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.
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, 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, NAFTA
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 o
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).
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 ed. 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. N T C Publishing Group, 1995.
ISBN: 0844244937
Kennedy,
Paul. Preparing For The Twenty-First Century. New York: Random House
Inc., 1993.
ISBN 0-394-58443-0
Mallison,
L., Dr., Fairfield, J. 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 Su
Peterson’s.
Peterson’s MBA Programs 2000: U.S., Canadian, and International Business
Schools. Peterson’s, 1999. ISBN: 0768902622
Parkin,
Michael. Economics: Canada and the Global Environment. Addison Wesley
Longman, 1997. ISBN 02011429551
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
Ronald
L., Phd. Krannich, Caryl Rae Krannich (Contributor). International Jobs
Directory: A guide to Over 1001 Employers. Manassas, VA: Impact
Publications, 1996. ISBN 1570230862
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, Templer. Management: The Competitive Advantage. Toronto, ON:
John
Wiley & Sons Canada, Ltd, 1995. ISBN 0-471-64110-3
Schultz,
Notman, Hernder International Business: Canada and Global Trade.
Toronto, ON: Irwin Publishing. ISBN 0772529329
Stevenson,
Nancy. Learning E-Commerce, Business Analysis & Design. New York,
NY: DDC Publishing, 2001. ISBN 158577057-4
Stewart,
Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing: A Global
Perspective. Toronto, ON: John Wiley and Sons Canada Limited, 1991.
BusinessTravelogue
- http://www.businesstravelogue.com/categories.html
This site provides international business etiquette, business protocols,
including do's 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.
ExecutivePlanet
- http://www.executiveplanet.com/
This site provides business etiquette, culture and profiles about different
countries.
GlobalEdge
- http://globaledge.msu.edu/index.asp/
This site contains a comprehensive directory of international business,
marketing, and trade features.
Oanda
- http://www.oanda.com/
This site provides currency exchange rates for all 164-world currencies.
The
International Business Resource Connection - http://www.ibrc.bschool.ukans.edu/
This site caters toward small and medium-sized businesses interested in
expanding internationally, and provides information on trading gaining
information on international business and trade resources.
The
Worldwide Holiday and Festival Site - http://www.holidayfestival.com/
This site provides a detailed listing of worldwide holidays and festivals.
Canadian
Business Magazine –
http://www.canadianbusiness.com/
This site is the online 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.
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 online newspaper with up-to-the-minute business and news from across the
nation. Canada’s largest job searching newspaper.
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. Comparative advantage,
economic rent, balance of payment and Canada’s other trading partners are
discussed.
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. 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.
The
Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
Choices
Into Action, Program Planning and Assessment, Guidance and Career Education
Program
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Policy
for Ontario Elementary and Secondary Schools, 1999.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Expectations
relating to violence prevention have been incorporated in the provincial
curriculum where relevant. When planning their programs, teachers 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 Section 7.13 Anti-discrimination
Education of the OSS document.
Teachers
are to ensure that the work and learning environment is healthy and safe for
all students. A safe and healthy working and learning environment is conducive
to efficiency in both work and learning. Teachers must take all reasonable
steps to ensure the health and safety of students, helping them understand the
importance of health and safety issues and the need to assume responsibility
for their own safety and the safety of others. A safe and healthy environment
are requirements under the O
Cooperative
Education and Other Forms of Experiential Learning, 2000
Periodic a
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.
Teachers
draw from their own experience as an employee to complement and authenticate
unit activities. Teachers encourage students to relate their own personal
experience in the workplace to the course content in order to better understand
and apply course expectations.
When
teaching adult students, the teacher should draw on their knowledge and
experiences. Some forms of assessment strategies may be more fruitful when
teaching adults, e.g., panel discussion. Prior assessment of computer literacy
skills should be completed prior to using the Internet. Teachers should be
sensitive to the possibility of family-oriented time constraints and make
adjustments, where possible.
Teachers
identify and gain the participation of local businesses wherever possible. This
can be done through the use of guest speakers, and developing an in-class
display of community businesses, and to highlight existing partnerships. Also,
teachers might a
Coded Expectations, Introduction to International Business, Grade 12, University/College Preparation, BBB4M
GEV.01 · determine how international
business and economic activities increase the interdependence of nations;
GEV.02 · analyse ways in which people and
domestic businesses have been and are affected by international business;
GEV.03 · evaluate the factors that influence
a country’s ability to participate in international business;
GEV.04 · summarize the effects of trends
in business, the workforce, and the nature of work on global business activity
and economic conditions.
International
Interdependence
GE1.01 – evaluate ways in which global
business activity affects the links between, and interdependence among,
countries;
GE1.02 – compare the advantages and
disadvantages for a nation as it increases its interdependence with other
nations;
GE1.03 – identify barriers to
international business activity (e.g., tariffs, non-tariff barriers,
restrictions on currency movements and foreign investment, visa and passport
policies, immigration policies) and describe ways in which countries can lower
the barriers;
GE1.04 – identify and explain reasons for
the international business relationships that Canada has established with its
major global partners over time.
Effects
of International Business
GE2.01 – compare the features of a
multinational company participating in global business with those of a company
focused on domestic business activity;
GE2.02 – evaluate the advantages and
disadvantages of Canada’s international business relationships and activities;
GE2.03 – analyse ways in which the
workplace, o
Factors
Influencing Participation in International Business
GE3.01 – describe ways in which technology
(e.g., e-commerce, e-banking, distribution and communication technology) has
had an impact on the global business environment;
GE3.02 – describe how the value of a
country’s currency affects its ability to acquire products from other nations;
GE3.03 – demonstrate an understanding of
international agreements and organizations that have influenced global business
activity (e.g., the General Agreement on Tariffs and Trade, the World Trade
Organization) and of Canada’s involvement in them;
GE3.04 – explain why governments may develop
policies to protect some products or industries from the international
competition that results from global business activity;
GE3.05 – determine the effect on
international business of Canadian government policies (e.g., related to
corporate taxation, tariffs, investment) and initiatives (e.g.,
intergovernmental contacts, embassy and consulate networks, government trade
missions).
Effects
of Trends
GE4.01 – identify Canadian companies and
industries that have benefited from increasing global business activity in the
last few decades;
GE4.02 – describe reasons for the growth
of the number and size of multinational companies over time;
GE4.03 – predict how increases in global
business will affect the strength of businesses, industries, and sectors in
Canada’s economy in the next decade;
GE4.04 – identify growing international
markets and describe the nature of these markets.
BTV.01 · demonstrate an understanding of
international business terminology and concepts;
BTV.02 · analyse the impact of
international business activity on a country’s economy;
BTV.03 · assess how international business
can affect one or more of a company’s business functions.
Terminology
and Concepts
BT1.01 – define the basic terminology of
international business (e.g., international trade, multinational enterprise,
global company, exports, imports, culture);
BT1.02 – demonstrate an understanding of
key concepts related to international business and globalization (e.g., terms
of payment, exchange rate, absolute and comparative advantage);
BT1.03 – explain the factors that motivate
companies to engage in international business.
The
Impact of International Business
BT2.01 – analyse the proportion of Canada’s
gross domestic product and jobs that are directly affected by its international
business activity;
BT2.02 – evaluate arguments for and
against freer international trade for Canada;
BT2.03 – describe how the state of
Canada’s economy and industries can affect international businesses operating
in Canada (e.g., the effect of low production and high unemployment levels);
BT2.04 – describe the effects of
international business activity on economic conditions in Canada (e.g., on
employment levels, quality and quantity of products, prices, competition,
technological development);
BT2.05 – describe the impact of
international business activity on various regions in Canada;
BT2.06 – analyse ways in which Canada has
tried to assist other countries with economic development, international
business capability, and opportunities to benefit from international business.
The
Functions of Business
BT3.01 – define “rationalization” as it
applies to business and industry;
BT3.02 – describe the impact of global
business on rationalization in Canadian business (e.g., its role in downsizing,
mergers, shutdowns, plant transfers, growth opportunities);
BT3.03 – explain how each of the functions
of business (e.g., management, marketing, finance and a
BT3.04 – evaluate the impact of cultural
differences in managing diverse workforces;
BT3.05 – explain why a Canadian-based
business may divide various functions among various countries;
BT3.06 – assess how the global marketplace
has changed the ways in which an individual might run a business, considering
factors such as markets, financing, and labour.
IMV.01 · analyse the ways in which cultural factors
influence international business methods and operations;
IMV.02 · assess the ways in which
differences in political, economic, and physical factors influence
international business methods and operations;
IMV.03 · identify and describe common
mistakes made by businesses in international markets;
IMV.04 · evaluate the factors currently
affecting the international competitiveness of Canadian businesses.
Cultural
Factors
IM1.01 – describe the modifications made
to goods and services to adapt them to the cultures of other countries;
IM1.02 – describe the challenges a company
may encounter when ethics, values, language, and business practices vary among
countries and cultures;
IM1.03 – analyse how differences among
cultures affect consumer needs and wants;
IM1.04 – explain how the global market
(e.g., global distribution and availability of products) has homogenized
consumer demand.
Political,
Economic, and Physical Factors
IM2.01 – explain the factors that make business
opportunities in a more developed country better than those in a less developed
country (e.g., size of consumer base, amount of disposable income, efficiency
of communication and transportation);
IM2.02 – compare different kinds of political
and economic systems in relation to their impact on international business
opportunities;
IM2.03 – summarize ways in which
environmental concerns, policies, and regulations can affect international
business activity.
Common
Mistakes
IM3.01 – identify companies that have made
mistakes when entering foreign markets and describe the most common mistakes;
IM3.02 – identify and describe the
problems that some companies have experienced when exporting or importing goods
and services;
IM3.03 – explain why some products
imported to Canada have not sold well.
International
Competitiveness
IM4.01 – compare the su
IM4.02 – explain how Canada’s cultural
diversity contributes to its competitive su
IM4.03 – demonstrate an understanding of
how changes in the value of the Canadian dollar can affect business
opportunities (e.g., a lower-valued dollar can boost export sales in the short
run);
IM4.04 – demonstrate an understanding of
how Canada’s taxation policies have affected its international business
activities;
IM4.05 – explain why some companies are
much more capable of achieving international business su
MCV.01 · demonstrate an understanding of
the challenges facing a business that wants to market a product
internationally;
MCV.02 · compare the approaches taken by
various companies to market their products internationally;
MCV.03 · compare the logistics of local,
national, and international distribution;
MCV.04 · analyse the ways in which ethical
issues affect international distribution and service.
Marketing
Challenges
MC1.01 – compare categories of products
that move freely into and out of Canada with those that are restricted in their
movement;
MC1.02 – compare the challenges a company
faces in getting a product to different markets;
MC1.03 – determine the importance of
understanding consumer differences when marketing globally (e.g., differences
in cultural, economic, and other characteristics);
MC1.04 – describe the ways in which
technology (e.g., e-commerce, advances in distribution and manufacturing,
electronic communication) is influencing global marketing strategies.
Marketing
Approaches
MC2.01 – describe the adaptations that
have been made to the marketing mix of a product in order to market it
internationally;
MC2.02 – describe the legal, cultural, and
economic factors that must be addressed to market a product internationally;
MC2.03 – determine the types of market
research necessary to prepare businesses for entering foreign markets.
Distribution
and Logistics
MC3.01 – describe the logistics of delivering
a product to a local, a national, and an international market;
MC3.02 – describe the key factors (e.g.,
climatic considerations, topography, cost) that influence the ways in which a
company may deliver its product to an international market;
MC3.03 – compare the advantages and
disadvantages of different modes of transportation as means for distributing a
product to different world markets;
MC3.04 – determine the value of having an
export plan when exploring opportunities for doing global business in a new
international market.
Ethical
Issues
MC4.01 – describe ways in which
multinational companies have both positive and negative effects on the
countries in which they operate;
MC4.02 – evaluate the ethical issues that
arise for companies competing internationally in relation to the following
groups: consumers (e.g., safety, fair pricing, disclosure); stockholders (e.g.,
fair return, controlled risk); employees (e.g., fair wages, good working
conditions, use of child labour); the host country (e.g., effects on the local
economy, laws, cultural preservation); and society (e.g., sustainability of
development, health of environment, conservation of resources);
MC4.03 – describe ways in which more
developed countries such as Canada can help strengthen the international
business potential and capability of less developed countries (e.g., by helping
develop key business infrastructures such as telecommunications networks,
establishing partnerships/alliances between mature and newer companies,
supplying human “capital” to train/educate individuals in businesses).
WMV.01 · analyse the business implications
of the physical, economic, and social conditions in various countries;
WMV.02 · develop strategies to prepare for
working in international markets;
WMV.03 · describe career opportunities,
skills and competencies, and education and training that relate to
international markets.
Physical,
Economic, and Social Conditions
WM1.01 – analyse the physical, economic,
and social factors that have influenced international business relationships
over time;
WM1.02 – compare the sources and
destinations of Canada’s current major imports and exports;
WM1.03 – compare the business and trade
links between Canada and the United States with those between Canada and other
countries;
WM1.04 – demonstrate how the global
marketplace has created business opportunities for small businesses.
Working
in International Markets
WM2.01 – describe a process (e.g.,
interview, survey, Internet research, marketing plan) to prepare individuals
for work in international markets;
WM2.02 – compare working conditions (e.g.,
gender roles, business customs and practices, means of communication, structure
of the work day) in various international markets;
WM2.03 – analyse differences across
cultures of perceptions, interpretations, and attitudes (e.g., in relation to
gender, hierarchical structure, communication, actions, events) that might
affect how individuals work in another country;
WM2.04 – compare conflict-management and
negotiation strategies across cultures.
Careers
and Skills
WM3.01 – identify o
WM3.02 – determine the skills and
competencies required for employment in international business;
WM3.03 – describe education and training
opportunities that are available in other countries;
WM3.04 – determine the educational
requirements for employment in international business.
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 -a
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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