Course
Profile Introduction
to International Business (BBB4M), Grade 12, University/College Preparation,
Catholic
Unit 5: World Markets and Careers
Time: 24 hours
Activity 5.1 | Activity 5.2 | Activity
5.3
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.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
5.1 |
WMV.01,
WM1.01, WM1.02, WM1.03, WM1.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
- Group
software presentations –Appendix 5.1.2. -
Create a map of the world showing Canada’s major export/import partners. -
Prepare a report which shows the trends in Canada’s exports and sectors that
are growing. -
Introduction to Culminating Activity – International Business Team Project |
|
5.2 |
WMV.02,
WM2.01, WM2.02, WM2.03, WM2.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
-
International Business Team Project Summary Sheet. Appendix 5.1.1 –
Culminating Activity. -
National Holidays and International Careers. Appendix 5.2.1. -
Country Profiles and International Business. Appendix 5.2.2. - Hot
International Business Topics. - The
Great Debate. Appendix 5.2.4. - Part
II – Culminating Activity. Appendix 5.1.1. |
|
5.3 |
WMV.03,
WM3.01, WM3.02, WM3.02, WM3.03, WM3.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
-
International Career Postings Activity – Appendix 5.3.1. -
International Career Exploration Presentation – Appendix 5.3.2 - Part
III – Culminating Activity – Appendix 5.3.3 |
* Time
allocated to the ‘International Business Team Project’ culminating activity
Time:
6 + 2* hours
* Time
allocated to the ‘International Business Team Project’ culminating activity,
which concludes this unit.
Four
groups make presentations to their class on the background research necessary
before companies and/or individuals consider becoming involved in international
business. Students research the physical, economic, and social factors that
have influenced international business relationships. They compare sources and
destinations of Canada’s major imports and exports, and the business and trade
links between Canada and the United States, and demonstrate how the global
marketplace has created business opportunities for small businesses. When
presenting information and ideas they do so clearly and honestly, and with
sensitivity to others.
At the
end of this unit, students prepare for the culminating activity. As a class,
students choose a product or service to market internationally. They divide
into groups (consulting companies) which are responsible for making a
presentation to the Board of Directors in order to secure a contract from the
company to take it international.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE4e -
sets appropriate goals and priorities in school, work, and personal life;
CGE 4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE 5a -
work effectively as an independent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE 5g -
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;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures.
Strand(s):
World
Markets and Careers
Overall
Expectations
WMV.01 -
analyse the business implications of the physical, economic, and social conditions
in various countries.
Specific
Expectations
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.
·
Make
copies of the culminating activity – Appendix 5.1.1.
·
Make
copies of the assignment – Appendix 5.1.2.
·
The
teacher should provide for the use of presentation software or other
appropriate display materials (such as display boards/bulletin boards).
·
Provide
supplies for students, if using display/bulletin boards.
1. Ensure that students are to be familiar with
presentation software. Students will be familiar with the various geographic
features of North America by creating a map which details those major features
– such as mountain ranges, lakes, and bordering oceans.
2. Investigate the various types of economic
activities common in various geographic areas of North America. This
information is available from Statistics Canada and the U.S. Census. Further
information can be obtained from the schools Social Science/Geography
Department.
3. Using online regional
newspapers/magazines/TV/radio stations, students compare and contrast the
social characteristics of different geographic areas of North America.
4. Make students familiar with Canada’s major
trading partners by examining trade statistics to determine which countries are
our major partners.
5. Have students define exports and imports,
balance of trade, and gross domestic product. This information is readily
available in the schools’ resource centre or from economics resources.
6. Using similar resources found above, students
explain the North American Free Trade Agreement (NAFTA), General Agreement on
Tariffs and Trade (GATT), World Trade Organization (WTO), and Most Favoured
Nation (MFN).
7. Have students choose an appropriate
product/service for international markets.
8. The teacher may give a written test on this
activity.
|
Part
I – International Business Team – Physical, Economic, and Social Conditions 1. At the end of this activity students will
be put into groups for the culminating activity – ‘International Business
Team.’ Additional details of the culminating activity are outlined in Part II
of the culminating activity. 2. The culminating activity will involve each
group becoming a ‘consulting company.’ Each company prepares a Management
Consultant’s Report for the Board of Directors at the end of the unit. 3. The Asterisk * indicates the section of the
report that students should complete in Part I of the Culminating Activity. The Management Consultant’s Report includes: i) Title Page* ii) Table of Contents iii) Rationale for Product Selected* iv) Rationale for Country Selected* v) Physical, Economic, and Social Conditions vi) Working in International Markets - Culture/Customs and Concerns vii) Careers and Skills viii) International Business Team Proposal and Recommendation The
class will be required to choose which product/service the company provides
(all groups will deal with the same product/service). Each group will also be
required to choose two project managers. |
Diagnostic
Teachers
may wish to give a geography pre-assessment to determine general student
knowledge level.
Formative
·
Presentation
software (Application)
·
Create
a map of North America (Application)
·
Show
the economic activities that link each area (Application)
·
Students
create a map of world; show the countries that represent our top 10 major
export destinations (Application)
·
Show
what the major imports are from each country (Application)
·
Identify
whether we have a positive or negative balance of trade with each country
(Knowledge/Understanding)
·
Show
the net dollar effects of trade on the Canadian Gross Domestic Product
(Application)
·
List
the major business links (Knowledge/Understanding)
·
Determine
and explain Canada’s major trade links (Knowledge/Understanding/Communication)
·
List
Government Departments/Agencies which promote trade links between Canada and
other nations and describe briefly what assistance those departments/agencies
offer (Knowledge/Understanding/Communication)
Summative
Note: The learning in Unit 5 involves
placing students in a variety of work group settings. Teachers must ensure that
for assessment and evaluation purposes a sufficient number of these result in
individual student production of reports, charts, etc. In this way students
will be assessed individually for those learnings they demonstrate.
· Students individually create a report which shows the trends in Canada’s exports (Knowledge/Understanding) Appendix 5.1.2
·
Create
a chart that shows those sectors in which growth is occurring that are
appropriate for small businesses (Knowledge/Understanding, Communication)
·
Written
test (Knowledge/Understanding, Application, Thinking/Inquiry)
·
Teachers
should be aware of students that require modification to the mandated
expectations for this course. Care must be taken to ensure that the credit is
not in jeopardy.
·
Students
could be asked to mentor peers requiring extra assistance. For an additional
enrichment activity, students could further explore an area of North America
whose cultural distinctiveness they found interesting in the preparation of
their reports.
·
Refer
to Accommodations in the Overview, if required.
Presentation
Software/Overheads/Videos
HotJobs
– http://www.hotjobs.com/
International
Business Certificate – http://www.bpa.arizona.edu/programs/ibp.html
International
Job Center – http://www.jerryeden.com/ijc/index.html
Job
Bank – http://jb-ge.hrdc-drhc.gc.ca/
Jobs
Canada – http://www.canada.plusjobs.com/
Job
Futures – http://www.hrdc-drhc.gc.ca/JobFutures/
Appendix
5.1.1 – Culminating Activity
Appendix
5.1.2 – World Markets and Careers Assignment
Time:
7 hours
Preparing
to work in an international environment requires a lot of work! Students
research working conditions in different countries. They report on the many
differences in culture, customs, and business practices when working in an
International company.
At all
times, when discussing the many international differences amongst countries,
students are encouraged to demonstrate respect and affirm the diversity and
interdependence of the world’s peoples and cultures.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE4c -
takes initiative and demonstrates Christian leadership;
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;
CGE5a -
works effectively as an interdependent team member;
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;
CGE6c -
values and honours the important role of the family in society;
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.
Strand(s):
World
Markets and Careers
Overall
Expectations
WM1.02 -
compare the sources and destinations of Canada’s current major imports and
exports.
Specific
Expectations
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.
·
Remind
students of school/board policy prior to using computers and the use of the
Internet.
·
The
teacher oversees and confirms International Business Team Checklist for final
presentation.
1. To introduce students to international
careers, students research work conditions in different countries and report on
the many differences, culture, customs, and business practices that can have an
impact on an employee when working for an international company. To begin, the
teacher leads an informal discussion with the class as to what students
perceive culture to be and how this affects working in an international
environment. Teachers may wish to obtain different definitions of both
‘corporate culture’ and ‘culture.’ After the informal class discussion, the teacher
can provide some definitions to provide clarification, structure, and guidance,
if necessary. The term ‘corporate culture’ should be introduced early in the
unit, so that students understand the link between values, beliefs, and
objectives of employees and international companies.
2. Further appreciation of cultural differences
can be reinforced by students using the Internet or library/resource centre.
Students, in pairs or individually, are to access a website or source
information that identifies national holidays of Canada and at least two other
selected countries and provide a quick summary about the holiday. Hand out
Appendix 5.2.1 (National Holidays and International Careers).
This activity is a very quick and concise way in which students learn about
other countries and the days that are of national importance. The national
importance summary helps students look at a snapshot of a country’s identity,
and those holidays which are observed based on the cultural and historical
roots of the country. It also acts as a starting point for a dialogue for
students when preparing to work in international markets.
3. As an extension, the teacher may wish to have
students share their findings in groups and add other country holidays to their
current list.
4. Further investigation of international
markets can be obtained by conducting a country profile on three different
countries. This can be done either by accessing a website, or research in a
local or school library. It is recommended that students, either individually
or in pairs, conduct this research to generate a sufficient number of country
profiles. The teacher may wish to use a guide sheet to obtain profile
information, hand out Appendix 5.2.2 – Country Profiles and International
Business. However, students are encouraged to include additional country
profile information that helps provide the rationale for their International
Business Team.
5. Now that students better understand some of
the international differences that exist through the previous activities, the
teacher can launch into more controversial issues that relate to work in an
international market. The focus of this activity will be to examine work
conditions, gender roles and other business customs and practices. The teacher
distributes a list of Hot International Business Topics – Appendix 5.2.3. This
is only a sample of Hot International Topics. The teacher is encouraged to
provide an even more extensive list so that students can assimilate the
information within their culminating activity report. The teacher should select
teams to participate as the ‘for’ and ‘against’ teams to ensure that the same
topic can be debated.
6. Students are to use the Internet, library,
magazines, or other media to research their selected topics from the Hot International
Topics to prepare for The Great Debate – Appendix 5.2.4. The purpose of this
activity is to analyse differences across cultures and to ensure that ‘the
common good’ is respected when preparing to work in international markets. This
activity also provides greater ownership for the International Business Teams
when taking their company ‘international.’ The Hot Topics provide an excellent
opportunity for the teacher to promote Catholic social teaching by promoting
equality, democracy, and solidarity for a just, peaceful, and compassionate
society. When conducting the debate, the teacher may wish to use the debate as
part of their assessment of this unit. A rubric or rating scale could be
developed as part of the assessment as the debate takes place.
7. At the end of this unit, the teacher directs
students to use the information they researched in this unit for their
culminating project.
8. The teacher introduces Part II of the
culminating project.
|
Part
II – Working in International Markets - (International Business Team - Culminating
Activity) Time: 2 hours 1. Students get into their ‘International
Business Project Teams.’ 2. The teacher directs students in their
groups that the Human Resource department of their company must prepare a job
description for a position that might be potentially offered as employment
with their international company (Appendix 5.2.3.). Based on the Hot
International Topics debated (Appendix 5.2.3), students now discuss some of
the ‘sensitive’ issues that must be addressed and detail them on a summary
sheet when preparing details about the job. 3. Students are to include this summary as
part of the Management Consultant’s Report and presentation to the Board of
Directors in Part III. 4. Part II of the Management Consultant’s
Report is prepared for the Board of Directors by each group. 5. This section will focus on ‘Working in
International Markets - Culture/Customs and Concerns.’ 6. Students reflect on the material covered in
this unit in their management teams and discuss how this may have an impact
on their decision to work in a certain country, and may influence their
team’s decision to locate in a particular country when they take their
company ‘international.’ Based on their Country Profile Information –
Appendix 5.2.2 and Hot International Topics 7. A written/software presentation draft copy
is produced of Part II - International Career Opportunities - Culture/Customs
and Concerns for assessment and evaluation is submitted at the end of this
unit in preparation for Part III of the culminating activity. 8. Students may also use Presentation Software
in preparation of the presentation to the Board of Directors in Part III. 9. The teacher distributes International
Business Team Preparation Checklist |
Diagnostic
·
Informal
Observation
·
Verbal
Feedback
Formative
·
Appendix
5.2.1 – National Holidays and International Careers (Knowledge/Understanding)
·
Appendix
5.2.4 – The Great Debate - In-class exercise (Knowledge/Understanding,
Thinking/Inquiry, Application)
·
Appendix
5.2.5 – The International Business Team Preparation Checklist
Summative
Note: The learning in Unit 5 involves
placing students in a variety of work group settings. Teachers must ensure that
for assessment and evaluation purposes a sufficient number of these result in
individual student production of reports, charts, etc. In this way students will
be assessed individually for those learnings they demonstrate.
·
Appendix
5.1.1 – International Business Team Project Summative Assignment – Culminating
Activity (all four categories of assessment can be evaluated through the
completion of the Culminating Activity)
·
Appendix
5.2.2 – Country Profiles and International Business (Knowledge/Understanding,
Thinking/Inquiry, Application)
·
Appendix
5.2.3 – Hot International Business Topics (Knowledge/Understanding,
Communication, Application)
·
Draft
of written proposal submitted for Part II of Management Consultant’s Report
submitted
·
Teachers
should be aware of students’ Individual Education Plans (IEPs) and make
specific accommodations to meet each student’s learning needs, taking steps to
ensure that the credit is not in jeopardy.
·
Extensive
suggestions can be found in the Ontario Curriculum Unit Planner K-12.
·
For
enrichment purposes, students can further research how globilization has
affected the culture of a selected country.
Computer
Lab
Internet
Career
Resources (see detailed websites)
Executive
Planet – http://www.executiveplanet.com/
Business
Travelogue – http://www.businesstravelogue.com/categories.html
The
International Business Resource Connection – http://www.ibrc.bschool.ukans.edu/
The
Worldwide Holiday and Festival Site – http://www.holidayfestival.com/
Print
Ferraro,
Gary. Cultural Dimensions of International Business. Prentice Hall, 2001.ISBN:
1885073860
Forum for
International Trade Training. An Introduction to International Business.
2000.
ISBN 1-894566-28-9
Appendix
5.1.1 – International Business Team Project Summative Assignment – Culminating
Activity
(Knowledge/Understanding,
Application)
Appendix
5.2.1– National Holidays and International Careers (Thinking/Inquiry,
Application)
Appendix
5.2.2 – Country Profiles and International Business (Thinking/Inquiry,
Application)
Appendix
5.2.3 – Hot International Business Topics (Thinking/Inquiry, Application)
Appendix
5.2.4 – The Great Debate (Thinking/Inquiry, Application, Communication)
Appendix
5.2.5 – International Business Team Preparation Checklist (Application)
Time: 5 + 2*
hours
Students
explore occupations that require an understanding of international markets.
They identify skills, competencies, educational requirements, and opportunities
necessary for employment in international business. With use of video (film),
Internet, and published materials, students research occupations relevant to
the course material. Furthermore, students apply effective communication,
decision-making, problem-solving, time, and resource management skills in
production of a career-exploration presentation.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE4c -
takes initiative and demonstrates Christian leadership;
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;
CGE5a -
works effectively as an interdependent team member;
CGE5e -
respects the rights, responsibilities and contributions of self and others;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE5h -
applies skills for employability, self-employment, and entrepreneurship
relative to Christian vocation;
CGE6c -
values and honours the important role of the family in society.
Strand(s):
Careers
and Skills
Overall
Expectations
WMV.03 -
describe career opportunities, skills and competencies, and education and
training that relate to international markets.
Specific
Expectations
WM3.01 -
identify occupations that require an understanding of international markets;
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.
·
Provide
chart paper, markers, magazines, and newspapers.
·
Students
may wish to purchase or create a three-panel display.
·
Arrange
access to computers and the Internet.
·
Remind
students of board policies regarding Internet usage.
·
Compile
information on international business career opportunities, skills,
competencies, and educational requirements (see Resources in the Overview).
·
Preview
the video, Business Matters – Borderless World.
·
Teacher
ensures that during the final aspects of the culminating activity, teams are
working on the ‘International Business Team Preparation Checklist’ activities
see Appendix 5.2.6.
·
Teacher
allows one day for international business teams presentations.
1. Have students complete International Business
Career Postings activity sheet with reference to careers within international
business organizations, see Appendix 5.3.1.
2. Allow students time to complete activity and
then discuss their answers/findings.
3. Show the video Business Matters –
Borderless World, and discuss the ever-increasing career opportunities
found in international business. Also, have students identify appropriate goals
and priorities in school, work, and personal life in relation to success in an
international business career.
4. As a whole class, students generate a list of
skills and competencies required for individuals to be successful in an
international business market place (reading/writing a foreign language, understanding
cultural diversity, communicating between cultures, etc).
5. The teacher identifies expectations of the
upcoming International Business Career Exploration Presentation, see Appendix
5.3.2. At this moment the teacher should ensure that students are completing
the International Business Team Preparation Checklist items, see Appendix
5.2.5.
6. The teacher posts a list of careers relating
to international business. Students select and investigate one specific career
opportunity. Students access the Internet and print resources to research
specific objectives for their oral presentation, see Appendix 5.3.2.
7. Students communicate their international
business career exploration findings to the class. The teacher assesses the
oral presentation utilizing an oral presentation rubric.
8. A written test ought to be prepared to
ascertain students’ learning of specific objectives outlined in this activity.
|
Part
III – Careers and Skills – (International Business Team – Culminating Activity) |
|
Time: 1 hour |
|
1. Students get into their ‘International
Business Teams.’ |
|
2. The teacher instructs students on the next
component of the culminating activity. The international business team is
directed to begin recruiting recent graduates from various postsecondary
institutions across the globe. These graduates will require specific skills
and competencies that will enable them to perform competently in the global
market. Acting as a Human Resource Department, what specific job positions do
you wish to fill? What skills and competencies are you going to look for as
an employer? What specific domestic/international postsecondary institutions
will you go to, in order to recruit? The specific number of postsecondary
institutions, skills and job positions asked for in the summary will be
decided upon by each individual classroom teacher. |
|
3. Students are to include this summary as
part of the Management Consultant’s Report and presentation to the Board of
Directors. |
|
4. A draft copy of Part III – Careers and
Skills will be handed in for assessment and evaluation. |
|
5. The final component of the culminating
activity expects the students to prepare for the international business team
presentation to the Board of Directors. |
Diagnostic
·
Informal
Observation
·
Verbal
Feedback
Formative
·
Appendix
5.3.1 – International Business Career Postings Activity (Thinking/Inquiry,
Application)
Summative
Note: The learning in Unit 5 involves
placing students in a variety of work group settings. Teachers must ensure that
for assessment and evaluation purposes a sufficient number of these result in
individual student production of reports, charts, etc. In this way students
will be assessed individually for those learnings they demonstrate.
·
Part –
III (International Business Team Culminating Rubric)
·
Written
Test (Knowledge/Understanding, Thinking/Inquiry, Communication)
·
International
Business Team Project Summary Sheet – Culminating Activity (all four categories
of assessment can be evaluated through the completion of the Culminating
Activity)
·
Final
Written Management Consultant’s Report (Parts I, II, III) submitted
(Thinking/Inquiry, Communication, Application)
·
Appendix
5.3.3 – Final Presentation of International Business Team Management
Consultant’s Report to Board of Directors (Knowledge/Understanding,
Thinking/Inquiry, Communication, Application)
·
Students
should be placed in groups that provide peer support.
·
Students
requiring an enrichment activity could explore the careers of people who have succeeded
in those international careers for which they have identified the greatest
personal aptitude.
·
For
specific accommodations, see student’s IEP.
Computer
Lab
See
detailed list of Career Resources – websites
Newspapers:
Globe
and Mail – http://www.globeandmail.com
The
Hamilton Spectator
– http://www.hamiltonspectator.com/
National
Post –
http://www.nationalpost.com
Magazines:
Canadian
Business Magazine –
http://www.canadianbusiness.com/
Fast
Company Magazine –
http://www.fastcompany.com
Three-panel
display board
Print
Arpan,
Jeffrey S. Opportunities in International Business Careers. Lincolnwood
Illinois: NTC Publishing Group, 1995. ISBN: 0844244244
Dakin,
Shaun and Candance Deans. The Thunderbird Guide to International Business
Resources on the World Wide Web. Canada: John Wiley & Sons Limited,
1996. ISBN: 0471160164
Halloran,
Ed. Careers in International Business. NTC Publishing Group, 1995. ISBN:
0844244937
Peterson’s.
Peterson’s MBA Programs 2000: U.S., Canadian, and International Business
Schools. Peterson’s, 1999. ISBN: 0768902622
Video
Business Matters – Borderless World. British Broadcasting Company,
1992. 30 minutes. The film examines the various stages global corporations go
through in order to compete successfully in an international market place.
Websites
International
Business Careers –
http://www.uncwil.edu/stuaff/career/Majors/internationalbusiness.htm
Journal
of International Business Studies – http://www.jibs.net/
Workopolis
– http://workopolis.com
Monster
International Board – http://www.international.monster.com
Appendix
5.3.1 – International Business Career Postings Activity
Appendix
5.3.2 – International Business Career Exploration Presentation Checklist
Appendix
5.3.3 – Final Presentation Management Consultant’s Report Rubric
Appendix
5.2.5 – International Business Team Preparation Checklist
Note: The learning in Unit 5 involves placing
students in a variety of work group settings. Teachers must ensure that for
assessment and evaluation purposes a sufficient number of these result in
individual student production of reports, charts, etc. In this way students
will be assessed individually for those learnings they demonstrate.
|
Part
I – Physical, Economic and Social Conditions - Time: 2 hours Choose
Groups Students
are to choose groups for the culminating activity – ‘International Business
Team.’ Each group is to select two project managers. The function of the
project managers will be to delegate specific duties to group members and to
liaise with other group managers throughout the culminating activity. Choose
a Product The
class is to choose a good or service. Each group should make two
recommendations to the class on goods/services. The class chooses, by secret
ballot, which product will be sold. Choose
a Country The
class is to choose a country to sell their good or service to. Each group
makes one recommendation to the class on their preferred country. The class
chooses, by secret ballot, which country they are to expand their business
to. Remember that the product must not be currently available or at least not
widely available in the country selected. Begin
the Management Consultant’s Report i) Title Page* ii) Table of Contents iii) Rationale for Product Selected* iv) Rationale for Country Selected* v) Physical, Economic, and Social Conditions vi) Working in International Markets-
Culture/Customs & Concerns vii) Careers and Skills viii)
International Business Team Proposal & Recommendation * These are to be completed by the end of Activity 1. |
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Part
II – Working in International Markets - (International Business Team - Culminating
Activity) Time: 2 hours International
Job Description Prepare
a job description for a Marketing Manager of an international company. Keep
in mind any of the sensitive issues that may have arisen from the Hot Topics
debate. Add this job description to Part II of your Management Consultant’s
Report. Culture
Customs and Concerns What
did you discover about other countries when researching National Holidays
that might have an impact on a company’s decision to ‘Go International?’
Using the Country Profile information, identify how a characteristic affects
conducting business in another country. Add a short summary of this
information to Part II of your Management Consultant’s Report. The
Presentation With
your group, discuss how you will present your research in an effective and
professional format to the Board of Directors. Your teacher will assign
duties to each group to be completed in order to prepare for the
presentation, such as preparing banners, posters, invitations etc… |
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Part
III – Careers and Skills – (International Business Team – Culminating Activity) |
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Time: 1 hour |
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1. You are to get into your International
Business Teams. |
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2. Your job as the international business team
is to begin recruiting recent graduates from various postsecondary
institutions across the globe. These graduates will require specific skills
and competencies that will enable them to perform competently in the global
market. Acting as a Human Resource department, what specific job positions do
you wish to fill? What skills and competencies are you going to look for as
an employer? What specific domestic/international postsecondary institutions
will you go to, in order to recruit the best and brightest? The specific
number of postsecondary institutions, skills and job positions asked for in
the summary will be decided upon by your classroom teacher. |
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3. You are to include a summary of your
recruiting experience/details as part of your executive summary and
presentation to the Board of Directors. |
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4. A draft copy of Part III – Careers and
Skills will be handed in for assessment and evaluation. |
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5. The final component of the culminating
activity is the expectation that your international business team will
prepare for the international business team presentation to the Board of
Directors. See Appendix 5.2.6 for required duties and expectations. |
The class
is divided into four groups. Using presentation software or another appropriate
form of presentation such as a bulletin/display board, a report is created and
presented to the class. At the end of this activity, students form consulting
groups of four or five for the culminating activity. Each company is to make a
presentation to the Board of Directors of a major (fictitious) Canadian
corporation which is interested in exporting its product/service
internationally. Students choose a product/service the company will provide.
Each group chooses two project managers.
Group 1
Students
create a report outlining the physical, economic, and social factors that have
influenced international business relationships over time:
1. Students create a map of North America
showing the development of trade patterns between Canada and the United States.
They identify the relationships between the Maritime Provinces and New England;
Ontario/Quebec and the Ohio Valley; the Prairies and the Mid-West and finally
British Columbia and the West Coast. Students present the geographic
characteristics that link each area, i.e., the Atlantic Ocean, the prairies,
etc.
2. Students show the economic activities that
link each area, i.e., manufacturing in the Ohio valley, forestry along the
Rocky Mountains.
3. Students use regional
newspapers/magazines/TV/radio stations to list the top 10 movies, etc.
Group 2
Students
create a report comparing the sources and destinations of Canada’s current
imports and exports:
1. Students create a map of world.
2. Using arrows, students identify countries
that represent our top 10 major export destinations. Students identify the top
five exports of each country and the total dollar value of those exports.
3. Using arrows of another colour, students
identify the top 10 countries that provide Canada imports. Students identify
the top five imports from each country and the total dollar value of those
imports.
4. Students indicate whether we have a positive
or negative balance of trade with each country.
5. Students show the net dollar effects of trade
(exports – imports) on the Canadian Gross Domestic Product.
Group 3
Students
compare business and trade links between Canada, the United States and other
countries:
1. Students list the major business links such
as Chambers of Commerce, which provide support for businesses that trade with
the US, and operate companies in both countries.
2. Students identify the major trade links
between Canada and our major trading partners such as the North American Free
Trade Agreement (NAFTA), General Agreement on Tariffs and Trade (GATT), World
Trade Organization (WTO), and those countries who have Most Favoured Nation
(MFN) trading status with us.
3. Students list Government Departments/Agencies
which promote trade links between Canada and other nations, and describe
briefly what assistance those departments/agencies offer.
Group 4
Students
examine how the global marketplace has created business opportunities for small
businesses.
1. Students create a report which shows the
trends in Canada’s exports. Using either a bar or line graph, they show which
goods/services are increasing and which are decreasing.
2. Students incorporate into their report a
definition of small, medium and large business.
3. Students create a chart showing those sectors
in which growth is occurring that are appropriate for small businesses.
4. Students find, and highlight in their
reports, five examples of small businesses that are succeeding in the global
marketplace.
Student
Name: ________________________________ Date:
__________________
Using the
Internet or library resources, research three countries’ national holidays.
Record the Country, Source, Holiday, Date and Brief Summary in the appropriate
columns below. You may wish to look up Canadian holidays first to be familiar
with our own national holidays. If so, use two of these sheets; one for Canadian
holidays, and one for other countries. Select National Holidays from other
countries that we do not recognise in Canada.
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Country |
Website/Source |
Holiday |
Date |
Brief Summary |
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e.g. |
Japan |
www. |
Coming of Age Day |
January 15 |
This holiday represents… |
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1. |
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6. |
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9. |
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10. |
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Name:
____________________________
Using the
Internet or library, students research and develop a Country Profile. This
profile is used by the International Business Teams as part of the
decision-making process in taking their company international. Research Canada
and at least two other countries. You are not limited to the information
identified on this sheet and are encouraged to provide additional profile
information about the country on the back of this sheet.
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Country
Profile Characteristic |
Country 1 |
Country 2 |
Country 3 |
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1. |
Languages
Spoken |
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2. |
Business
Practices |
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3. |
Dress/Attire |
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4. |
Religion |
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5. |
Currency |
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6. |
Population |
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7. |
Government |
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8. |
Political
Parties |
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9. |
Common
Greetings |
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10. |
Source
of your Information: |
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Name:
__________________________________
Your
International Business Team is to sign up for a Hot Topic listed below. Your
group is to research the ‘hot international topic’ and present their findings
in the debate format outlined in Appendix 5.2.5.
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Hot Topic |
International Team Name 1 (For) |
International Team Name 2
(Against) |
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1. |
Do
International Companies Need To Observe Employment Standards In A Foreign
Country? For example, Sweat Shops/Age/Child labour. |
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2. |
Politically
Corrupt Countries – A Way Of Conducting Business? (Bribes) |
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3. |
Gender
Roles – Is It Acceptable To Discriminate Based On Sex? (Employment Geared To
Male/Females) |
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4. |
Implementation
of Tariffs and Trades – Are They Necessary To Conduct International Business? |
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5. |
Working
Conditions – Do International Businesses Have To Ensure The Safety Of Their
Employees Even If The Laws Do Not Require Them To Do So? |
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6.* |
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7.* |
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* Students are encouraged to add
their own International Business ‘Hot Topics.’
Sequence
and Procedures
Note the
order in which each side presents. No group member may present two consecutive
statements. Three judges are appointed to assess each round of the debate. For
each round of the debate, a check mark is placed in the ‘for’ or ‘against’
column for the team that the judges thought presented the most effective
argument. In the event of a tie, judges are to allocate one mark to the ‘for’
or ‘against’ side as a tiebreaker.
Please
clearly print the topic below.
Hot
Topic Selected:
________________________________________________
Names (please print first initial and
last name clearly)
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Team |
Member 1 |
Member 2 |
Member 3 |
Member 4 |
Member 5 |
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For |
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Against |
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Order |
For |
Time |
For 3 |
Order |
Against |
Time |
Against 3 |
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1 |
Opening
Statement |
1 min. |
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2 |
Opening
Statement |
1 min. |
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3 |
First
Point |
2 min. |
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4 |
First
Rebuttal |
2 min. |
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6 |
First
Rebuttal |
1 min. |
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5 |
First
Point |
1 min. |
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8 |
Second
Rebuttal |
1 min. |
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7 |
Second
Point |
1 min. |
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9 |
Second
Point |
2 min. |
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10 |
Second
Rebuttal |
2 min. |
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11 |
Closing |
1 min. |
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12 |
Closing |
1 min. |
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8 min. Total |
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Total
For Ties; Add 1 |
8 min. Total |
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In order
to ensure a successful presentation to the Board of Directors, use the
following checklist in setting up your presentation to the Board of Directors.
Your teacher will assign the duties below and other tasks that may be required.
It is your team’s responsibility to delegate and complete the necessary
preparations prior to your presentation date.
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Advertisements: Make Sure To
Indicate Location Date and Time |
Physical Layout for International
Business Team Presentation: |
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Banners/Posters/Signs |
3 |
Set-Up |
3 |
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School
Newsletter |
3 |
Location,
classroom, cafeteria |
3 |
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School
Website |
3 |
Refreshments,
juice, coffee, tea |
3 |
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Invitations,
who to invite? |
3 |
Resource,
laptop, overheads, etc… |
3 |
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International
Account Executive |
International
Media Planner |
International
Restaurant Manager |
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International
Bank Manager |
International
Stock Broker |
International
Job Analyst |
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International
Consultant |
International
Purchasing Agent |
International
Product Manager |
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International
Real Estate Agent/Broker |
International
Financial Analyst |
International
Quality Control Auditor |
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International
Commodities Trader |
International
Buyer |
International
Economist |
Instructions
Utilizing
the Internet websites www.monster.com or www.workopolis.com (suggested), select
five occupations from the chart and complete the following questions for each
occupation.
q How
many job advertisements can you find on the web per selected occupation?
q List
the Company/Employer’s name for two job advertisements.
q List
the specific skills/competencies mentioned in the advertisements.
q Is
experience required in the job advertisements? If yes, what is specifically
mentioned?
q Is
salary indicated, or perhaps a range offered to a potential employee?
q Where
is the location of the potential job placements?
q Any
other relevant information mentioned in the job advertisements.
International Business Career Exploration Presentations
Utilizing
the Internet and various print resources, research the following aspects of
your selected international business career:
Presentation
Specifics
q Identify
specific career selected
q Knowledge
and skills required/valued by employer
q Working
conditions, locations, and environment
q Educational
requirements for your specific career
q Educational
institutions that provide specific training/education related to your selected
career
q List
both domestic and international opportunities for training/education
q Employment
prospects, future outlook, growth
Possible
websites to visit for your selected international business career:
International
Business Careers –
http://www.uncwil.edu/stuaff/career/Majors/internationalbusiness.htm
The site provides a chart of careers related to international business and also
lists major skills that are associated to international business.
Journal
of International Business Studies – http://www.jibs.net/ – Provides links to
institutes of higher learning dealing specifically with International Business.
Workopolis
– http://workopolis.com – Provides a searchable database of current job
opportunities and resources associated with obtaining a job/career.
Monster
International Board – http://www.international.monster.com – Provides extensive
international job searches.
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Thinking/
Inquiry Evaluate
strategies to prepare a company for competing in an international market
place Explore
various working conditions, business customs, and gender roles in
international markets |
-
evaluates strategies to prepare a company for competing in an international
market place with limited effectiveness -
explores various working conditions, business customs, and gender roles in
international markets with limited ability |
-
evaluates strategies to prepare a company for competing in an international
market place with some effectiveness -
explores various working conditions, business customs, and gender roles in
international markets with some ability |
-
evaluates strategies to prepare a company for competing in an international
market place with considerable effectiveness -
explores various working conditions, business customs, and gender roles in
international markets with considerable ability |
-
evaluates strategies to prepare a company for competing in an international
market place with a high degree of effectiveness -
explores various working conditions, business customs, and gender roles in
international markets with exceptional ability |
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Communication Articulate
differences across cultures of perceptions, interpretations and attitudes |
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articulates differences across cultures of perceptions, interpretations and
attitudes with limited proficiency |
-
articulates differences across cultures of perceptions, interpretations and
attitudes with some proficiency |
-
articulates differences across cultures of perceptions, interpretations and
attitudes with considerable proficiency |
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articulates differences across cultures of perceptions, interpretations and
attitudes with a high degree of proficiency |
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Application Apply
knowledge of career opportunities Apply
knowledge of business implications in rationale for taking a company
international |
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applies limited knowledge of career opportunities -
applies limited knowledge of business implications in rationale for taking a
company international |
-
applies some knowledge of career opportunities -
applies some knowledge of business implications in rationale for taking a
company international |
-
applies considerable knowledge of career opportunities -
applies considerable knowledge of business implications in rationale for
taking a company international |
- applies
thorough knowledge of career opportunities -
applies thorough knowledge of business implications in rationale for taking a
company international |
Note: A student whose achievement below
Level 1 (50%) has not met the expectations for this assignment or activity.
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