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Course
Profile
Introduction to International Business (BBB4M), Grade 12, University/College,
Public
Course Overview
Policy
Document: The Ontario
Prerequisite: Any University, University/College, or College Preparation course in
Business Studies
or
Canadian and World Studies
Course
Description
This
course provides an overview of the importance of international business and
trade in the global economy and explores the factors that influence su
Course
Notes
Safety
is a very important issue that should be emphasized by the teacher. The fields
trips suggested in the activities will be governed by the local board policy on
trips. Topics of discussion should include the environment, trip safety,
Internet safety, ethics, and legal requirements of working online, and
interview safety. Special emphasis should be placed on part-time and summer
jobs, as many students may be employed or looking for employment. A safety
resource produced by The Ontario Ministry of Labour is found in the Overview
Resources.
Students
work collaboratively throughout the course; therefore, addressing conflict
management is important to student su
Throughout
this profile, teachers should refer to and make use of the school’s Guidance
and Career Education Program Plan (Choices
Into Action). Students
can use career-a
It
is advisable for teachers to identify and gain the participation of local
businesses with international connections, wherever possible. Teachers are
encouraged to develop an in-class display of community businesses and to
highlight existing school/business partnerships. In addition, teachers might
approach community businesses that reflect the diversity of the local school
community and use them as a supplementary resource.
To create
interest in Introduction to International Business, community members who have
had experiences working or studying abroad could be invited to speak to the
class or to the school. An International Business class could organize an
“International Opportunities Fair” on a day, or an afternoon, where
representatives from educational institutions, student services, multi-national
corporations, local businesses, and international development agencies could
set-up displays to inform the students in the school about the variety of
exciting opportunities that exist for them in the world of international trade.
For some
of the activities students will need a
Units: Titles and Times
|
* Unit
1 |
The
Global Environment for Business |
30
hours |
|
Unit 2 |
Business
and Trade |
18
hours |
|
Unit 3 |
Factors
Influencing Su |
24 hours |
|
Unit 4 |
Marketing
Challenges, Approaches, and Distribution |
24
hours |
|
Unit 5 |
World
Markets and Careers |
14
hours |
* This
unit is fully developed in this Course Profile.
Unit Overviews
Unit
1: The Global Environment for Business
Time: 30 hours
Unit
Description
Students
determine how international business and economic activities increase the
interdependence of nations; analyse ways in which people and domestic businesses
have been affected by international business; evaluate the factors that
influence a country’s ability to participate in international business; and
demonstrate an understanding of international business terminology and
concepts.
Cluster
1.1 focuses on
international interdependence. Students create a chart with the following
headings in the left column: Food Sources; Clothing Sources; and Entertainment
Sources. To the right of each heading, students list goods and services that
they commonly purchase and then identify where these goods and services have
been manufactured or produced. Sharing lists with other classmates and creating
a master list of as many foreign manufacturers and producers as possible
completes this part of the activity. Next, the class discusses interdependence
on a much larger scale, such as trying to achieve global objectives such as
eliminating hunger, child poverty, child labour, or terrorism. Groups of
students can research a past Team
In
Cluster 1.2 students examine some of the major effects of international
business activities. The teacher provides organization charts of two business
firms operating in the same major industry, one business concentrates on
domestic markets and the other has a major international/global focus. Students
make comparisons of the global and the domestic organizations. In addition,
they conduct a specific examination of a major Canadian international business
relationship by identifying both its advantages and disadvantages. A
culminating activity of this cluster involves identifying ways in which global
business has led to changes in jobs and the workplace in general. The students
use the Internet, newspapers, and magazines to prepare a scrapbook of job advertisements
for middle or upper management positions that include international business
responsibilities.
Cluster
1.3 requires
students to examine the government regulations and international currency
fluctuations that impact foreign trade. Each student acts as a government agent
and inspector, analysing an invoice from one of the “shipments” that has just
arrived. The teacher creates a series of invoices, each one for a product that
comes under specific Canadian government regulations, and each one from a different
country. Students calculate the value of the shipment using different tariff
and currency exchange rates. The second part of the activity has the students
calculate what the shipment would have cost had it been ordered a year ago.
Students assess the need for trade restrictions.
Cluster
1.4 requires
students to investigate ways in which technology impacts on global business. In
a group e-search activity students examine several areas in which technology
supports international activities. Each student group selects one area of the
technological infrastructure (e.g., banking, communication) examines a number
of competing websites, and prepares a report using presentation software, where
possible. Through a think/pair/share activity students examine a variety of
other factors that impact on global activities. This exercise helps students
develop, refine, and organize their understanding of the factors that encourage
trade and provides them with an opportunity to present them.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1.1 |
GEV.01,
GE1.01, GE1.02, GE1.04 |
Knowledge/Understanding |
International
Interdependence (8
hours) |
|
1.2 |
GEV.02,
GE2.01, GE2.02, GE2.03 |
Knowledge/Understanding |
Effects
of International Business (6
hours) |
|
1.3 |
BTV.01,
GEV.01, GEV.03, BT1.02, GE1.03, GE3.02, GE3.04, GE3.05 |
Knowledge/Understanding |
Factors
that Discourage Trade (8
hours) |
|
1.4 |
GEV.03,
BTV.01, GE3.01, GE3.03, GE3.04, GE3.05, BT1.03 |
Knowledge/Understanding |
Factors
that Encourage Trade (8
hours) |
Unit 2: Business and Trade
Time: 18 hours
Strand(s): Business and Trade
Unit
Description
Students
profile Canadian businesses that have benefited from their involvement in
international trade, and use these businesses as examples that reflect the
impact of international trade on Canada’s economy and on the rationalization of
Canadian industries.
In
Cluster 2.1 students analyse individual company profiles taken from a
variety of industries and sectors, e.g., communication, transportation, retail,
packaged goods, etc. These profiles are available in text material, videotapes,
annual reports, magazine and newspaper articles and various websites (see
Resources). Students draw conclusions from the profiles that illustrate how
Canadian companies benefit from international trade and how Canada’s
development of trade with other nations has helped our trading partners.
The
focus of Cluster 2.2 is broader, in that it requires students to use
their research skills to observe the state of the Canadian economy and its
relationship to international trade. By examining a series of annual reports
from several major Canadian companies, documenting the history of these firms,
and describing their increased involvement and dependence upon international
operations, students report on the impact that the state of the Canadian
economy has had on the growth of Canadian business internationally and the
impact that Canadian businesses that have grown internationally have had on the
Canadian economy.
Cluster 2.3 focuses on the concept of
rationalization. Students examine businesses both nationally and in their
community to understand the concept of rationalization and the effects of
rationalization, e.g., its role in downsizing, mergers, shutdowns, plant
transfers and growth opportunities, on the local and national economy. Using
interviews, newspaper articles, and personal observations, students describe
the reasons for the growth of international business activity in Canada and
explain how this growth has affected both multi-national corporations and
neighbourhood stores, factories, and industries by changing the way these
businesses function today, expanding cultural awareness, providing growth
opportunities, and causing some economic hardships.
Guest
speakers, both from companies that have benefited from global trade and from
companies that have not, bankers, and local economic development officers would
be valuable resources for this unit. Teachers must follow board and school
policies related to visitors to the classroom. Students with relatives in other
parts of Canada are an excellent resource to help with regional comparisons of
the impact of trade. Note: Students must be instructed to a
Students
personalize this unit by identifying the products they would not have if
international trade were to stop altogether. Teachers could provide a “What
Would You Miss Most” assignment to begin the activity, requiring students to
create a top ten list of the products that would disappear if Canadian
businesses did not trade.
Teachers
involve students in discussions of trade’s economic impact by asking them to
outline what would happen to their job or the job of one of their relatives if
Canada ceased trading with other nations. For example, students working for one
major fast food chain might lose their jobs, while students working for another
chain would not.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
2.1 |
GEV.04,
BTV.02, GE4.01, GE4.03, BT2.02, BT2.06, BT2.01 |
Knowledge/Understanding
|
Benefits
of Trade (6
hours) |
|
2.2 |
BTV.02,
BTV.03, BT2.02, BT2.03, BT2.04, BT2.05, BT3.02 |
Thinking/Inquiry |
The
Importance of Trade (6
hours) |
|
2.3 |
GEV.04,
BTV.03, GE4.02, BT3.01, BT3.03, BT3.04, BT3.05, BT3.06 |
Thinking/Inquiry |
Managing
International Business (6
hours) |
Unit 3: Factors Influencing Succ ess in International Markets
Time: 24 hours
Strand(s): Factors
Influencing Su
Unit
Description
This
unit focuses on the reasons why some businesses are su
In
Cluster 3.1, students determine what shapes a country’s culture and
determine how cultural factors influence consumer needs and wants. They should
work in small groups to define the factors that make up Canada’s culture and
share their findings with the class to arrive at a Canadian Cultural Profile.
Students then select a country, and create a Cultural Profile for that country.
Students ultimately create a chart that compares Canadian culture with the
culture of the selected country, with examples that illustrate each cultural
difference. Students can use the chart to create a bulletin board display,
class presentation, school wide Cultural Fair display, or an illustrated
report, etc.
Cluster
3.2 builds on the
cultural factors identified in Cluster 3.1. The focus of this cluster is on how
various factors influence negotiations, business practices and actual trade
agreements, and how a lack of awareness of any of these factors could cause
problems. The need for research before any business enters a new market should
be emphasized. Students work individually or in small groups to research the a
In
Cluster 3.3 students examine Canadian businesses that have been su
Cluster
3.4 focuses on the
factors that influence a business’ su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
3.1 |
IMV.01,
IM1.01, IM1.03, IM1.04 |
Knowledge/Understanding
Thinking/Inquiry |
Cultural
Factors (6
hours) |
|
3.2 |
IMV.01,
IMV.03, IM1.02, IM3.01, IM3.02, IM3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Problems
and Mistakes (6
hours) |
|
3.3 |
IMV.04,
IM4.01, IM4.02, IM4.05 |
Knowledge/Understanding
Thinking/Inquiry |
Business
Su (6
hours) |
|
3.4 |
IMV.02,
IMV.04, IM2.01, IM2.02, IM2.03, IM4.03, IM4.04 |
Knowledge/Understanding
Thinking/Inquiry |
Political
and Economic Factors (6
hours) |
Unit 4:
Marketing Challenges, Approaches, and Distribution
Time: 24 hours
Strand(s): Marketing Challenges, Approaches, and
Distribution
Unit
Description
Students
explain the marketing challenges facing international business. They focus on
the examination of marketing approaches, distribution and logistics, and
ethical challenges.
Cluster
4.1 is a group
research and presentation activity. Students select one major Canadian export
and one major Canadian import. Using an e-search of websites, e.g., federal
government, trade associations, students compare the ease with which these
items move between Canada and a principal, offshore trading partner. In
addition, they explain the significant challenges faced by the Canadian
exporter in dealing with this trading partner. The material developed by each
group is presented orally to the class.
Cluster
4.2 is an
individual activity in which students select a specific product or product
category and a specific foreign market. Through an e-search of websites, e.g.,
federal government, destination government, students identify major market
characteristics, e.g., legal-political, socio-cultural, educational. They
determine what other secondary and primary market research activities are
needed to prepare for entering this market. Based on the information generated
they prepare a report, which outlines how the product’s Canadian marketing mix
could be or has been changed to meet the foreign market requirements. This
activity may be linked to Cluster 4.3.
Cluster
4.3 is a group
activity in which students select a specific product or product category and
two diverse foreign markets, e.g., one located in Europe, and one in Asia. Each
group then compares product distribution in Canada to its distribution in the
two foreign markets. An export plan outlining delivery logistics,
transportation, and possible technological support is produced for each of the
two markets.
Cluster
4.4 focuses on the
role of the multinational companies in a host country. The impacts are
presented and evaluated in a student debate using a resolution, such as,
“multinational companies do more good than harm.” The effectiveness of the
arguments is assessed by a group of student judges.
In Cluster
4.5, students conduct an individual e-search of Canadian Government
websites, e.g., Department of Foreign Affairs and International Trade, C.I.D.A,
to develop an annotated bibliography that contains descriptions of Canadian
initiatives to aid developing nations strengthen their international business
capabilities.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
4.1 |
MCV.01,
GEV.04, MC1.01, MC1.02, GE4.04 |
Knowledge/Understanding
Thinking/Inquiry |
The
Challenges of International Marketing (6
hours) |
|
4.2 |
MCV.01,
MCV.02, MC1.03, MC2.01, MC2.02, MC2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Adapting
Marketing Approaches to Foreign Market Conditions (6
hours) |
|
4.3 |
MCV.01,
MCV.02, MCV.03, MC1.04, MC3.01, MC3.02, MC3.03, MC3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Distribution
and Logistics (6
hours) |
|
4.4 |
MCV.04,
MC4.01, MC4.02 |
Knowledge/Understanding
Thinking/Inquiry |
Ethical
Issues Confronting Multinationals (4
hours) |
|
4.5 |
MCV.04,
MC4.03 |
Knowledge/Understanding
Communication |
Canada’s
Role in Developing Potential Within Host Countries (2
hours) |
Unit 5: World Markets and Careers
Time: 14 hours
Strand(s): World Markets and Careers
Unit
Description
Students
identify a variety of opportunities available to them in international markets
for entrepreneurial ventures, employment, training, and education. Teachers
could integrate Cluster 5.3 throughout the course, emphasizing career
opportunities as the course material dictates (a career profile of a translator
in Unit 3, a career profile of a freight forwarder in Unit 4, etc.). The focus
here should be on how the students can participate in world markets, and not on
the specific trade relationships.
Cluster
5.1 deals with the
entrepreneurial opportunities that exist because of Canada’s foreign trade.
Students select an entrepreneurial venture they would like to start and
describe how they would use the international marketplace to make their venture
a su
The
focus of Cluster 5.2 is on opportunities for students to work abroad.
Numerous websites outline the employment opportunities in other nations, and
provide information regarding working and living conditions, the application
process, government restrictions, and other details necessary for the student
to know before working abroad. The student selects one of these employment
opportunities and creates a letter of application for the job. They submit this
application letter along with a detailed description of the job, the countries’
cultural differences, and the working conditions they expect to find when they
begin work there.
In
Cluster 5.3 students create or examine a variety of individual profiles
that outline career paths that lead to jobs in international businesses. These
profiles could be part of a portfolio or journal and should be assigned as the
course material dictates. In the final part of the activity students select the
career that is of most interest to them personally, and to research that career
in depth (educational requirements, detailed job description, names of
companies that provide careers in this area, advantages and disadvantages of
working in this career, etc.).
Unit Overview
Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
5.1 |
WMV.01,
WM1.01, WM1.02, WM1.03, WM1.04 |
Knowledge/
Understanding Thinking/Inquiry |
Entrepreneurial
Opportunities in International Business (4
hours) |
|
5.2 |
WMV.02, WM2.01, WM2.02, WM2.03, WM2.04 |
Thinking/Inquiry |
Working in International Markets (6 hours) |
|
5.3 |
WMV.03,
WM3.01, WM3.02, WM3.03, WM3.04 |
Thinking/Inquiry |
Careers
in International Business (4
hours) |
Teaching/Learning
Strategies
There is
a conscious quest for a balance of traditional modelling of skills and
knowledge, together with a blend of small group, individual practice, and individual
exploration in this profile. The strategies are listed to provide a means for
teachers to quickly reflect on what they have used in the past and what they
can adopt. The Pedagogy Resources section and The Ontario Curriculum Unit
Planner K-12 provide detailed explanations of strategies.
Assessment &
Evaluation of Student Achievement
Teachers
should employ assessment strategies frequently throughout the course to
communicate the expectations of the course to students and to make appropriate
adjustments to teaching and learning strategies.
Marking schemes and rubrics used for evaluation should be organized to include the four Achievement Chart categories or as many as are applicable. One student-generated product or process may be evaluated under multiple categories: Knowledge and Skills, Thinking/Inquiry, Communication, and Application.
Some strategies, which are consistent with the assessment
techniques referred to in the activities, are presented below:
·
Share
the rubrics for culminating activities at the beginning of the unit, so
criteria are clear for students and can be used to support the learning in all
activities in the unit.
·
Develop
rubrics with students, where appropriate and when both teacher and students
understand and are comfortable with the process.
·
Emphasize
the language of assessment and evaluation in your discussions with students.
·
Provide
sample work demonstrating achievement at different levels for students.
·
Provide
different opportunities to assess the achievement of the expectations.
·
Provide
opportunities for self- and peer assessment to be used as formative assessment
to support and improve student learning.
·
Provide
multiple opportunities for students to demonstrate their achievement of
expectations.
·
Provide
opportunities for students to retry assignments until they can demonstrate
their learning.
·
Develop
tests that provide opportunities to demonstrate all categories on the
Achievement Chart (not just knowledge) at all levels.
·
Give
practice tests as an opportunity for formative assessment.
·
Use
assessment tools that are appropriate for the expectations being addressed and
relate to the categories on the Achievement Chart.
·
Provide
prompt feedback so that students can use it to improve their learning.
·
Design
a variety of assessment tasks to address different learning styles.
·
Provide
choice in activities/assessment tasks to accommodate the diverse needs of the
learners in the classroom.
·
Provide
opportunities for students to track their own progress.
Assessment Purposes
Assessment
may be diagnostic, formative, and summative. Diagnostic assessment includes
informal observation checklists, quizzes, and in-class questions and answers.
The following strategies and tools may be used for both formative and summative
purposes.
|
Method |
Strategy |
Tool |
|
Paper-and-Pencil |
Test -
selected response -
true/false -
constructed response |
Marking
Scheme |
|
Performance
Task |
Oral
presentation Debate |
Rubric Checklist |
|
Personal
Communication |
Student-teacher
conference Classroom
question and answer |
Rating
Scale Anecdotal
record |
Final Course Evaluation
Seventy
per cent of the grade will be based on assessments and evaluations conducted throughout
the course. Thirty per cent of the grade will be based on a final evaluation in
the form of an examination, performance, essay, portfolio, and/or other method
of evaluation. Teachers must ensure that a student’s most consistent
performance level is reflected in his/her final grade. Teachers must also
provide a variety of opportunities for students to demonstrate their
achievement of the expectations. The final evaluation could be a portfolio that
consists of material relating to a specific Canadian trade relationship
(see Appendix A).
Accommodations
Teachers
should consult individual student IEPs for specific direction on accommodation
for individuals. The Ontario Curriculum Unit Planner K –12, Special
Education Companion is an excellent source of accommodation suggestions.
ESL/ELD Accommodations
·
The
teacher should set the tone for a positive attitude toward helping students
with special needs.
·
English-speaking
students can help their classmates in ESL/ELD programs by repeating,
rephrasing, and writing words down.
·
Provide
peer tutors, ideally who speak the same first language, and give them specific
responsibilities.
·
Give
recognition to partners for undertaking responsibilities.
·
Avoid
all-ESL groupings.
·
Encourage
students in ESL/ELD programs to use their own language for clarification and
explanation.
·
Provide
students with a summary sheet that can be used at the end of each class (with
teacher assistance) to list main terms or concepts that were the focus of the
lesson.
·
Make
overheads of handouts on which the teacher highlights important terms, explains
words, and clarifies instructions, etc. while students do the same on their
copy.
·
Provide
a glossary of terms for the reading.
·
Encourage
the use of first-language dictionaries for assignments and assessments.
·
Pair
written instructions with verbal instructions.
·
Provide
visual and auditory clues.
·
Prior
work may be needed to familiarize ESL students with the process and vocabulary
of rubrics.
Enrichment Accommodations
The teacher can challenge the learner through product and
process. The teacher can enrich the learning experience by:
·
encouraging
and reinforcing the application of abstract thinking skills to complex content,
resulting in a sophisticated product;
·
integrating
cross-curricular activities;
·
fostering
in-depth learning of a self-selected topic within the expectation requirements;
·
being
aware that students may be gifted in one area and not in others;
·
encouraging
and using the DECA™ and Ontario Business Educators Association
(OBEA) contests;
·
motivating
students to synthesize course content with their own experiences and ideas.
Resources
Units in
this profile reference the use of specific texts, magazines, films, and videos.
Before reproducing materials for student use from books and magazines, teachers
need to ensure that their board has a Cancopy licence and that this licence
covers resources they wish to use. Before screening videos for their students,
teachers need to ensure that their board/school has obtained the appropriate
public performance videocassette licence from an authorized distributor (e.g.,
Audio Cine Films Inc.). Teachers are also reminded that much of the material on
the Internet is protected by copyright. That copyright is usually owned by the
person or organization that created the work. Reproduction of any work or a
substantial part of any work on the Internet is not allowed without the
permission of the owner.
Pedagogy Print
Bennett,
B., Carol Rolheiser-Bennett, and Laurie Stevahn. Cooperative Learning Where
Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-4444-555-6
Gibbs,
Jeanne. Tribes: A Process for Social Development and Cooperative
Learning. Santa Rosa, 1996.
ISBN 0-932762-08-5
OSSTF/FEESO.
Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF
Educational Services Committee, 1999. ISBN 0-920930-47-6.
Pedagogy
Internet
The
writers have verified the URLs for the websites before publication. Given the
frequency with which these designations change, teachers should always verify
the websites before assigning them for student use.
Interactive
Curriculum – www.interactivecurriculm.com Completed profiles, test and
assessment tools.
Pedagonet
– http://www.pedagonet.com/
This site offers a search engine, which facilitates the exchange of learning
resources.
Premier
Tracks – http://4teachers.org/premier/
A collection of K-12 web-based lessons for a variety of subject areas created
by SCR*TEC’s TrackStar.
School
Net – http://www.schoolnet.org
This site is dedicated to serving the interests of students, parents, and
educators regarding every facet of education.
Teacher
Talk – http://www.mightymedia.com/ttalk/index.asp
This site provides a discussion area for teachers related to technology instruction.
Safety
Canadian
site for occupational Health and safety – www.ccohs.ca/
Live
Safe! Work Smart! Health and Safety Resources for Ontario Secondary School
Teachers. Queen’s
Printer for Ontario, 2000. ISBN 0-7794-0226-X. Ministry of Labour Publications Department,
phone: 1-416-326-7731
General Interest
Electronic
Canada’s
School Net – http://www.schoolnet.ca
Canoe
– a bilingual, international network of news and information sites (Canadian
Newsstand and Information) – http://www.canoe.com/
Careers
in a Package – an interdisciplinary teaching tool, which provides young people
from with a basic understanding of the packaging industry, its potential for
career choice, and its impact on the environment –
http://www.packagingcareers.org/
Cities.com
offers a searchable database of 4331 city guides in 150 different countries.
– http://www.cities.com/
Country
profiles are plentiful in the CIA World Fact Book
– http://www.cia.gov/cia/publications/factbook/
DECA™
is a Business/Marketing Organization site for students and teachers, with
resources available
– http://www.deca.org, or DECA ONTARIO – http://www.deca.on.ca
Electric
Library Canada provides searches and tools – http://www.elibrary.ca
Find
Articles is an on-line article-search service of articles from over 300
reputable magazines and journals – http://www.findarticles.com
Foundation
for Teaching Economics promotes economic education – http://www.fte.org
Global
Edge is a site maintained by Michigan State University with information for the
global marketer.
– http://globaledge.msu.edu/ibrd/ibrd.asp
International
Business links site that offers links to other international business sites
– http://www.itm-usa.com/international.html
International
Marketing is a site with sources of international marketing information
including. The country profile section is incredible –
http://www.d.umn.edu/~jvileta/mktg.html
Krislyn’s
Strictly Business site provides a list of links to international business
magazines.
– http://sites.krislyn.com/internat.htm
Marketing
links to a list of marketing magazines from many different countries are
available at
– http://marketing.kub.nl/magazine.htm
Strategis
Industry Canada maintains a Website called Strategis, for Canadian businesses
wishing to trade. The site contains links to other secondary sources of
marketing data – http://strategis.ic.gc.ca/
Study
Web is an extensive research library of annotated links in 25 categories.
– http://www.studyweb.com/
The
Canadian Exporter’s Catalogue lists numerous Canadian businesses that are
already exporting and provides links to country profiles –
http://www.worldexport.com/
The
Canadian Foundation for Economic Education site gives information on economics,
enterprise, entrepreneurship, and personal finance – http://www.cfee.org
The
Canadian Government’s definitive source of secondary data is Statistics Canada,
and provides information for international marketers as well. Many of the
reports cost money, but there is still a great deal of free information that a
marketer can use here – http://www.statcan.ca/
The
Department of Foreign affairs and International Trade provides 100s of country
profiles with detailed marketing data. There are two sites maintained by dfait
– http://www.infoexport.gc.ca/menu-e.asp that provides the profiles and –
http://www.dfait-maeci.gc.ca/menu-e.asp, which is the home page
The
Global Schoolhouse connects to the best on-line collaborative learning site –
http://www.gsn.org
The
International Trade Center offers an index to trade information sources by
country and region.
– http://www.intracen.org/menus/countries.htm
The
Internationalist is a centre for international business and travel.
– http://www.internationalist.com/welcome.php3
The
U.S. Census Bureau provides a separate section on trade statistics.
– http://www.census.gov/foreign-trade/www/
Tradeport
has information on doing business in other countries. –
http://www.tradeport.org/
Travel
Aids is a site that provides country profiles for the business traveller
– http://rcmtravelsite.com/Travel_Aids/
U.S.
State Department provides links to country profiles at –
http://www.state.gov/r/pa/bgn/
“Prices
and earnings Around the Globe,” a 44-page comparison of international
purchasing power –
http://www.ubs.com/e/index/about/research/pcc/publications.newdialog.0015.Upload1.pdf/total_publication.pdf
is available in PDF format.
Newspapers
and Magazines
Ad
Age Global – http://www.adageglobal.com/
Canadian
Business Magazine – http://www.canbus.ca
E-Business
Magazine – http://www.hp.com/Ebusiness
Globe
and Mail – http://www.theglobeandmail.com
Maclean’s
Magazine – http://www.macleans.ca
Marketing
Magazine – http://www.marketingmag.ca
Strategy
Magazine – http://www.strategymag.com/
Report
on Business Magazine – http://robmagazine.com
The
National Post – http://www.nationalpost.com/
The
New York Times – http://www.nytimes.com
The
Toronto Star – http://www.thestar.com/
Print
Material
Dittmar,
Eileen. International Business. NY, USA: DDC Publishing, Monarch Books
of Canada.
ISBN 1585770450
Liepner,
Mike, et al. Exploring Business for the 21st Century. Toronto:
McGraw-Hill Ryerson, 2001.
Murphy,
Terry G., et al. The World of Business: A Canadian Profile, 4th ed.
Scarborough: Nelson Thomson Publishing, 2001. ISBN 0-17-620140-8
Schultz,
M., D. Notman, and R. Hernder. International Business: Canada in the Global
Marketplace. Toronto, Irwin Publishing, 2002. ISBN 0-7725-2932-9
Videos
Disney
Goes to Haiti.
Crowing Rooster Arts, 1995. Orders can be placed via the National Labour
Committee (NLC) website, – http://www.nlc.org or by calling (212) 242-0986.
Economix. Montreal, QC: National Film Board
of Canada and the Kativik School Board in cooperation with the Canadian
Foundation for Economic Education.
Notman,
David and Jack Wilson. The World of Business. Video Series (Teacher’s
Resource). Scarborough, Ontario: ITP Nelson, 1997.
Unit 1 Profile of Business. ISBN 0-17-606584-9
Unit 2 International Business. ISBN 0-17-606585-7
Unit 4 and 5 Money and Financial Institutions, Credit and Personal Finance.
ISBN 0-17-606587-3
Unit 6 You, The Consumer. ISBN 0-17-606588-1
Unit 7 Accounting. ISBN0-17-606589-X
Unit 8 Marketing. ISBN 0-17-606569-5
Unit 9 Canadian Law. ISBN 0-17-606590-3
The Global Environment for
Business, Unit 1
Electronic
(Examine the General
Interest sites first.)
Access
Market Sectoral Trade Barriers Database – http://mkaccdb.eu.int/mkdb/mkdb.pl -
A list of trade barriers by country and market sector
Canada
Customs and Revenue Agencies – http://207.61.56.166/services/servicee.htm -
Website provides a “tariff wizard” for calculating international tariffs
GO
Global – http://www.go-global.com/globallinks.html - A site for terminology and
other links
Hudson’s
Bay Company – http://www.hbc.com
The
Fraser Institute redirects public attention to the role markets can play in providing
for the economic and social well-being of Canadians and provides on-line
publications – http://www.fraserinstitute.ca
The
Universal Currency Converter – http://www.xe.com/ucc/
World
Class – http://web.idirect.com/~tiger/institu.html – links to every global
trade organization and major trade agreements
Videos
ECO
Chips, The World of Business. Video Series, Unit 7
Earth
Buddy, A Venture program available from the CBC library that discusses
the buying forward principle.
Liquidators,
The World of Business. Video Series, Unit 7
Vietnam, The
World of Business. Video Series, Unit 2
Print
Resources
Pico,
Iyer. The Global Soul. New York: Vintage, 2000.
Business and Trade, Unit 2
Government
of Canada Website highlighting many advantages of investing in Canada
– http://www.investincanada.gc.ca/
The
Canadian Labour Congress site examines the impact of rationalization on
Canadian business, economics and labour – http://www.clc-ctc.ca/eng-index.html
The World
Trade Organization (WTO) home page – http://www.wto.org/
Trade
Observatory – An organization that watches the WTO and is a source of
information and videos and multi-national trade –
http://www.tradeobservatory.org/multimedia
Print
Resources
Thomas L.
Friedman. The Lexus and the Olive Tree; Understanding Globalization.
Farrar, Straus & Giroux, 1999.
Video
Resources
Cuban
Trade, The World of Business. Video Series, Unit 2
Luxury
Goods, The World of Business. Video Series, Unit 6
Vulture
Funds, The World of Business. Video Series, Unit 7
Factors Influencing Success
in International Markets, Unit 3
Electronic
(Examine the
General Interest sites first.)
Advertisers
List – http://www.cardmedia.com. / The 2001 National List of Advertisers is a
reference book providing over 13 000 brand names, their manufacturer or distributor,
and limited advertising spending data.
Videos
Cross-Culture,
The World of Business. Video Series, Unit 2
Doc
Martens. Oakville:
Magic Lantern Communications, 1997. 8 min. Video describes the product life
cycle of the popular boot.
Terra Nova
Boots. The World of Business. Video Series, Unit 2
Print
Resources
Alfons
Trompenaars, et al. Riding the Waves of Culture: Understanding Diversity in
Global Business, 2nd ed. McGraw-Hill Professional Publishing, (December 1,
1997.)
Harris,
Phillip and Robert T. Moran. Managing Cultural Differences, 3rd ed.
Houston: Gulf Publishing, 1993.
Roger
E. Axtell. Do’s and Taboos Around the World, 2nd ed. New York: John
Wiley and Sons, 1990.
Roger
E. Axtell. Gestures: The Do’s and Taboos of Body Language Around the World.
New York: John Wiley and sons, 1991.
Guy,
Vincent and John Mattock. The International Business Book; All the Tools,
Tactics and Tips You Need for Doing Business across Cultures. Lincolnwood:
NTC Publishing Group, 1995.
Marketing Challenges, Approaches
and Distribution, Unit 4
Electronic
(Examine the General
Interest sites first).
Canada’s
NGOs at www.ethicscentre.com
Canadian
Council on Social Development, a national, self-supporting, non-profit
organization, and the main product is information and its main activity is
research. – http://www.ccsd.ca/
Canadian
Business for Social Responsibility at www.cbsr.bc.ca.
C.D.
Howe Institute is an independent, non-profit, economic and social policy
research institution.
– http://www.cdhowe.org
David
Suzuki Internet site – www.davidsuzuki.org
Maslow’s
Hierarchy of Needs – http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html
Media
Builder assists in the creation of banners for webpages –
http://www.mediabuilder.com/abm.html
Videos
Beyond
Compliance: Serving Customers with Disabilities. Mississauga: Marlin Motion Pictures, 1997. 24
min. American video about serving disabled customers.
Competing
in a Global Environment. Oakville: Magic Lantern Communications, 1997. 30 min.
American video describes the challenges companies face in the global
marketplace.
Marketing
Products and Services.
Oakville: Magic Lantern Communications, 1996. 30 min. American video explains
marketing concepts and the marketing mix.
Print
Resources
Canadian
Cooperative Association. Co-operative Development. Ottawa, 1997. This
resource package investigates the issues facing a small agricultural enterprise
in a developing country.
Canadian
Foundation for Economic Education. Canada’s Charitable Economy.
Publication about the role and contribution of volunteers and charitable
organizations.
Canadian
Foundation for Economic Education. Canada/U.S. BORDER Project Teaching
Resource Kit. A teaching kit on the economic relationship between Canada
and the United States.
Canadian
Foundation for Economic Education. EXPORT CANADA. An introduction to
trade and the major trade issues and questions.
Canadian
Foundation for Economic Education. International Economic Development.
Examines what is meant by economic development and how it is measured and looks
at Canada’s contribution to the process of economic development in the Third
World.
Canadian
Foundation for Economic Education. The BRIDGES Project Teaching Resource
Kit. A teaching kit on Canada’s relationship with the Asia Pacific region.
Canadian Foundation for Economic Education. The Canadian Economy: Adjusting
to Global Change. An examination of challenges facing the Canadian economy
in an increasingly competitive global marketplace.
Czinkota,
Czinkota, and Tarrant. The Global Marketing Imperative. Lincolnwood: NTC
Publishing, 1996. Comprehensive guide to global marketing issues.
Guy,
Vincent, et al. The International Business Book. Lincolnwood: NTC
Publishing, 1998. Case studies, checklists, games, and quizzes challenge
assumptions about other cultures and build positive and productive
international business relationships.
Jeffrey
Heilbrunn, ed. Marketing Encyclopaedia. Chicago: NTC Business Books,
1995. Essays by professional and academic marketing experts on issues and
trends shaping the future of marketing.
Judson,
Bruce and Kate Kelly. Hyper Wars 11 Strategies for Survival and Profit in
the Era of Online Business. New York: Scribner, 1999. ISBN 0-684-85564-X.
Chapter 7, Market Relentlessly, deals with concepts for Web marketing. It goes
beyond a discussion of banner ads and is appropriate for students.
Kaatz,
Ron. Advertising and Marketing Checklists, 2nd ed. Lincolnwood: NTC
Publishing, 1996. 107 worksheets, forms, and checklists on advertising and
marketing.
Marketing
Magazine. A weekly
magazine reviewing various Canadian issues and marketing trends in including
everything from controversial advertising to new product launches
McEachin,
R. Reach the Global Marketplace: A Canadian Guide to Researching Foreign
Markets and Online Sources. Toronto: Productive Publications, 1995.
ISBN0-920847-92-7
Liepner,
Michael and J. Magnan. Exploring Business: A Global Perspective.
Toronto: McGraw-Hill Ryerson Limited, 1994.
Seelye,
Ned. Culture Clash: Managing in a Multicultural World. Lincolnwood: NTC
Publishing, 1996. 41 case studies from various countries designed to develop
cultural fluency.
Williamson,
Ian. Marketing Beyond 2000. Toronto: Productive Publications, 1997. ISBN
1-896210-66-X
World Markets and Careers,
Unit 5
Electronic (Examine the General Interest
sites first.)
Career
Cruising – http://www.careercruising.com/home/index/html
Career
Explorer – http://cdn.cx.bridges.com/, www.on.cx.bridges.com
Curriculum
Vitae Tips – http://www.cvtips.com
Job
Shark – http://www.jobshark.ca/caeng/index.cfm
Jobsabroad
is a site for students wishing to work or study in another country.
– http://www.jobsabroad.com/search.cfm
Resume
Dot Com – http://www.pcrservices.com/
International
opportunities program offers country specific links for students wishing to
work or study abroad – http://www.cie.uci.edu/iop/work2.html
The
Career Services Centre of Western Washington University maintains a website,
which provides an assortment of links to sites of interest to students wishing
to work and study abroad.
– http://www.careers.wwu.edu/intlinks4.asp
Print
Resources
Canadian
Crossroads International. 31 Madison Ave. Toronto, ON M5R 2S2 Tel: 416-967-0801 opportunities to
live and work in developing countries
International
Directory of Voluntary Work, David Woodworth, Vacation Work, Oxford, UK The Complete
Guide to International Jobs and Careers: Your Passport to a World of Exciting
and Exotic Employment, 2nd ed. Ronald and Caryl Krannich, 1992.
The
Canadian Guide to Working and Living Overseas, 3rd ed. Jean-Marc Hachey, University of Toronto
Press, 2000.
Transitions
Abroad is a
bimonthly full-colour magazine guide to practical information on affordable
alternatives to mass tourism: living, working, studying, or vacationing
alongside the people of the host country.
What
in the World is Going On? A guide for Canadians wishing to work, volunteer or
study in other countries, 5th ed. Canadian Bureau for International Education, 1996.
International
Employment Gazette
More than 400 current overseas jobs, published 26 times per year
Live
and Work Abroad,
the definitive guide for working and studying in a foreign country, published
by Travel Abroad Magazine (see above) and available through their Website.
– https://ssl.ahnet.net/transa/forms/ordernew.html
Work
Series published by
Vacation Work, Oxford, UK each book on specific country or region
Work
Your Way Around the World, 7th ed, Vacation Work, Oxford, UK
Canadian
Retail and Service Business Websites
Air
Canada – http://www.aircanada.ca
Altamira
Financial Services – http://www.altamira.com
Bell
Canada Enterprises – http://www.bce.ca
Bootlegger
– http://www.bootlegger.com
Canadian
Tire – http://www.canadiantire.ca
Chapters.ca
– http://www.chapters.ca
Club
Monaco – http://www.clubmonaco.com
Daimler
Chrysler Canada – http://www.chryslercanada.ca
Danier
Leather – http://www.danier.com
Ford
of Canada – http://www.ford.ca
Gap
– http://www.gapinc.com
Indigo
– http://www.indigo.ca
McDonald’s
Corporation – http://www.mcdonalds.com
Nevada
Bob’s Golf – http://www.nevadabobs.ca
Rent
A Goalie – http://www.rentagoalie.com
Retail
Council of Canada – http://www.retailcouncil.org
Roots
– http://www.roots.com
Sears
Canada – http://www.sears.ca
Staples/Business
Depot – http://www.staples.ca
Tommy
Hilfiger Inc. – http://www.tommy.com
Wendy’s
Corporation – http://www.wendys.com
OSS Considerations
The
Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
The
Ontario Curriculum, Grades 9 to 12, Choices Into Action: Guidance and Career
Education Program Policy For Ontario Elementary And Secondary Schools, 1999.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
This course
may count as an optional credit or an additional compulsory credit for diploma
purposes.
Appendix
A
Portfolio
The final
evaluation could be a portfolio that consists of material that relates to a
specific trade relationship and that contains student work representing all of
the achievement chart categories. Teachers who are using portfolio assessment
should introduce the portfolio requirements at the beginning of the course. The
students can be supplied with the following portfolio checklist. The checklist
becomes a formative assessment tool for the students.
The
Working Portfolio
The
working portfolio is not just a collection of student work. The portfolio has a
clear purpose: to hold student work for the Culminating Project. Students will
need teacher direction on which pieces of work are to be used. The portfolio is
a tool to store and organize student work. The teacher and students establish
the form the portfolio will take and select the contents for the portfolio
(rough drafts, best work or work that needs revisions, school material or
material from outside the school). At the end of each unit, the
teacher/students determine the work to be placed in the portfolio.
Portfolio
Checklist
|
Superior
Portfolio Performance |
|
q Extensions
of assigned activities are done. |
|
q Applications
of concepts are enhanced wherever possible. |
|
q Portfolio
is stored in more than one medium. |
|
Proficient
Portfolio Performance |
|
q Extensions
of assigned activities are done with assistance. |
|
q All
errors are corrected. |
|
q Applications
of concepts are occasionally enhanced. |
|
Adequate
Portfolio Performance |
|
q Assigned
activities are completed. |
|
q Initial
errors have been corrected. |
|
q Applications
of concepts are evident. |
|
Limited
Portfolio Performance |
|
q Assigned
activities are not completed. |
|
q Initial
errors, which have been pointed out, are not corrected. |
|
q Gaps
exist in the applications of concepts. |
Appendix A (Continued)
Portfolio Inspection/Assessment Tool starts
with the highest category. The hope is that the student will aspire to the
first set of criteria. The tool can be used for both formative and summative
assessment, but the items do not tie to expectations, rather they apply only to
learning skills.
Portfolio
Inspection/Assessment Tool
|
Superior
Portfolio Performance |
|
|
|
The
portfolio is clearly organized and exciting to look through. |
|
|
The
work demonstrates creative and insightful mastery of concepts and tools. |
|
|
Unique
techniques are used to store the portfolio. |
|
|
Makes
elegant and precise correction of all errors. |
|
|
Self-evaluation
reflects a desire to excel in the subject. |
|
Proficient
Portfolio Performance |
|
|
|
The
portfolio is organized and easy to look through. |
|
|
The
work demonstrates perceptive use and comprehensive mastery of concepts and
tools. |
|
|
Storage
method is clean and attractive. |
|
|
All
errors are corrected. |
|
|
Self-evaluation
reflects a desire to succeed in the subject. |
|
Adequate
Portfolio Performance |
|
|
|
The
portfolio is complete and organized. |
|
|
The
work demonstrates appropriate use of concepts and tools. |
|
|
Basic
requirements are met for the storage method. |
|
|
Most of
the errors are corrected. |
|
|
Self-evaluation
reflects a desire to succeed some of the time. |
|
Limited
Portfolio Performance |
|
|
|
The
portfolio is unorganized, messy, or hard to look through. |
|
|
The work
demonstrates limited mastery of concepts and tools. |
|
|
Storage
method problems are not solved. |
|
|
Few
errors are corrected. |
|
|
Self-evaluation
does not reflect a desire to improve in the subject. |
Comments:
Assessed by:
Date:
Appendix A (Continued)
Portfolio Archive
1. Title Page ____________
2. Inspection/ Assessment Tools _____________
Formative assessment
|
Content |
Assessed
with … |
Date |
|
International
Interdependence |
Written
Report Rubric Self-assessed |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Complete Culminating
Project Component Checklist
|
Unit 1 |
q |
Date
Submitted ________________________ |
|
Unit 2 |
q |
Date Submitted ________________________ |
|
Unit 3 |
q |
Date Submitted ________________________ |
|
Unit 4 |
q |
Date Submitted ________________________ |
|
Unit 5 |
q |
Date Submitted ________________________ |
Coded Expectations, Introduction to International Business, Grade 12, University/College Preparation, BBB4M
The Global Environment for
Business
Overall Expectations
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.
Specific Expectations
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, occupations, the nature of work, and working conditions have changed
historically as a result of the growth of a global economy.
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.
Business and Trade
Overall Expectations
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 accounting, operations,
information technology) can be rationalized internationally;
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.
Factors Influencing
Success in International Markets
Overall Expectations
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.
Specific Expectations
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 successes of Canadian
businesses in a variety of international markets;
IM4.02 – explain how Canada’s cultural
diversity contributes to its competitive success in international business;
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 success than are others.
Marketing Challenges,
Approaches, and Distribution
Overall Expectations
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.
Specific Expectations
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).
World Markets and Careers
Overall Expectations
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.
Specific Expectations
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
WM1.03 – compare the business and trade
links between
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 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.
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