Program‎ > ‎

BBB4M outline

Bright Future Academy

4433 Sheppard Avenue East, 2nd Floor, Room 202

Toronto, Ontario M1S 1V3

BBB4M – International Business Fundamentals

COURSE OUTLINE

Course Title: International Business Fundamentals
Course Code: BBB4M
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: None
Curriculum Policy Document:
Business Studies, The Ontario Curriculum, Grades 11 and 12, 2006 (Revised)

Text: Thompson Educational Publishing Inc., Fundamentals of International Business: A Canadian Perspective, © 2010 ISBN-13: 9781550771978

Department: Business
Course Developer: Frank Qin
Development Date: May 2013

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 success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management.

Overall Expectations: BBB4M

By the end of this course, students will:

Business, Trade, and the Economy

Overall Expectations

demonstrate an understanding of terminology, concepts, and basic business communication practices related to international business;

analyse the impact of international business activity on Canada’s economy;

demonstrate an understanding of how international business and economic activities increase the interdependence of nations.

The Global Environment for Business

Overall Expectations

analyse ways in which Canadian businesses have been affected by globalization;

demonstrate an understanding of the factors that influence a country’s ability to participate in international business;

assess the effects of current trends in global business activity and economic conditions.

Factors Influencing Success in International Markets

Overall Expectations

analyse the ways in which cultural factors influence international business methods and operations;

assess the ways in which political, economic, and geographic factors influence international business methods and operations;

identify and describe common mistakes made by businesses in international markets;

evaluate the factors currently affecting the international competitiveness of Canadian businesses.

Marketing Challenges and Approaches, and Distribution

Overall Expectations

assess the challenges facing a business that wants to market a product internationally;

compare the approaches taken by various companies to market their products internationally;

demonstrate an understanding of the logistics of, and challenges associated with, distribution to local, national, and international markets.

Working in International Markets

Overall Expectations

analyse the ways in which ethical considerations affect international business decisions;

assess the working environment in international markets;

demonstrate an understanding of the process for crossing international borders as it relates to international business.

 

Unit details:

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Business, Trade, and the Economy

In this unit, students will explore how people and businesses in Canada are impacted by international business and how nations are interdependent in trade and economy. Students will build a glossary with industry and trade specific words. Further they will analyze the barriers to trade and examine many trading partners. Finally, students will choose a country on which you will base many of your assignments throughout the course.

27 hours

Unit 2

The Global Environment for Business

Globalization is a term used to describe the worldwide explosion of transport and communication technology to make possible international, cultural and economic exchange. In this unit students will examine the ways in which Canadian businesses have been impacted by globalization. Students will examine and analyse the factors which influence a country’s ability to participate in international business. Advantages of doing business in Canada will be examined. Case studies of domestic and multinational companies will help students see the strengths and challenges of each. Discussions and business glossary development will continue from the previous units.

31 hours

Unit 3

Factors Influencing Success in International Markets

In this unit students will look at the cultural factors that influence international markets and assess how political, economic and geographic factors play a role in international business methods and operations. An understanding of product modifications and standardizations will be developed as well. The tasks for students will be focused on their chosen country for the course and dealing with the political, geographical and cultural issues of doing business there.

20 hours

Unit 4

Marketing Challenges, Approaches and Distribution

In this unit students will explore marketing challenges facing international businesses. Students focus on the examination of marketing approaches including describing the adaptations that have been made to the marketing mix of a product in order to market it internationally; describing the legal, cultural, and economic factors that must be addressed to market a product internationally; and determining the types of market research necessary to prepare businesses for entering foreign markets. Students will also be introduced to the concepts of distribution and logistics. The big ideas here include describing the logistics of delivering a product to a local, a national, and an international market; describing the key factors that influence the ways in which a company may deliver its product to an international market; comparing the advantages and disadvantages of different modes of transportation as means for distributing a product to different world markets; and determining the value of having an export plan when exploring opportunities for doing global business in a new international market. Lastly, the unit will address ethical challenges by describing the ways in which multinational companies have both positive and negative effects on the countries in which they operate.

30 hours

 

Final Evaluation

The final assessment task will be a two hour proctored final examination worth 15% of the student’s final mark.

2 hours

 

Total

110 hours

 

Teaching / Learning Strategies:

Students learn best when they are engaged in a variety of ways of learning. Business studies courses lend themselves to a wide range of approaches in that they require students to discuss issues, solve problems using applications software, participate in business simulations, conduct research, think critically, work cooperatively, and make business decisions. When students are engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and to develop meaningful skills. Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. Some of the teaching and learning strategies that are suitable to material taught in business studies are the use of case studies and simulations, teamwork, brainstorming, mind mapping, problem solving, decision making, independent research, personal reflection, seminar presentations, direct instruction, portfolios, and hands-on applications. In combination, such approaches promote the acquisition of knowledge, foster positive attitudes towards learning, and encourage students to become lifelong learners. Since the over-riding aim of this course is to develop an accounting literacy in all students, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Currency Analysis

Problem solving

Decision Making

Projects

Direct Instruction

Data Analysis

Case studies

Answering Questions about Readings

Reports

Using Charts and Tables

Discussion Groups

Multimedia Presentations

Independent Research

Guided Internet Research

Using Business Glossaries

Other strategies used include; Guided Exploration, Problem Solving, Graphing, Visuals, Direct Instruction, Independent Reading, Independent Study, Ideal Problem Solving, Model analysis, Logical Mathematical Intelligence, Graphing Applications, and Problem Posing.

Assessment and Evaluation Strategies of Student Performance:

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

 

Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

 

As essential steps in assessment for learning and as learning, teachers need to:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

• analyse and interpret evidence of learning;

• give and receive specific and timely descriptive feedback about student learning;

• help students to develop skills of peer and self-assessment.

 

Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations and assessments of learning conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.

 

  • 30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.

 

Knowledge & Understanding

Thinking, Inquiry & Problem Solving

Application

Communication

30%

20%

30%

20%

Evaluation:

Assessment of Learning through the course:

Unit tests 40% + Assignments/Projects 30% = 70 %

Final Evaluation:

Final examination 15% + final assignment/project 15% = 30%

 

The Report Card:

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement

Percentage Grade Range

Achievement Level

Summary Description

80-100%

Level 4

A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79%

Level 3

A high level of achievement. Achievement is at the provincial standard.

60-69%

Level 2

A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50-59%

Level 1

A passable level of achievement. Achievement is below the provincial standard.

below 50%

Level R

Insufficient achievement of curriculum expectations. A credit will not be granted.

Program Planning Considerations for Business Studies:

Teachers who are planning the program in business studies take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The areas of concern to all teachers that are outlined include the following:

  • The Role of Technology in the Curriculum
  • English as a Second Language (ESL) and English Literacy Development (ELD)
  • Antidiscrimination Education in Business Studies in General
  • Literacy, Numeracy, and Inquiry/Research Skills
  • Career Education

Considerations relating to the areas listed above that have particular relevance for program planning in this business studies course, are noted below.

The Role of Technology in the Curriculum. In this business studies course, information technology is considered a learning tool that must be accessed by the students in many areas. As a result, students will develop transferable skills through their experience with word processing, spreadsheets, journals, flow charts, and telecommunication tools, as would be expected in an accounting environment. Information and communication technologies are integrated into the business studies curriculum in a way that mirrors the dynamic environment in which business is conducted today, creating an authentic and relevant learning environment for students.

English As a Second Language and English Literacy Development (ESL/ELD). All of our business studies courses can provide a wide range of options to address the needs of ESL/ELD students. Since business seeks ways to address the needs of diverse markets and communities, students can apply their own experiences and backgrounds to analyze various markets’ needs and business strategies. In addition, since businesses require employees with a wide range of skills and abilities, many students will learn how their backgrounds and language skills can contribute to business success.

Antidiscrimination Education in Business Studies. Antidiscrimination education promotes a school climate and classroom practice that encourage all students to work to high standards, ensure that they are given a variety of opportunities to be successful, affirm their self-worth, and help them strengthen their sense of identity and positive self-image. The business studies curriculum is designed to help students acquire the habits of mind that are essential in a complex democratic society characterized by rapid technological, economic, political, and social change. These include respect and understanding with regard to individuals, groups, and cultures in Canada and the global community, including an appreciation and valuing of the contributions of Aboriginal people to the richness and diversity of Canadian life. They also involve respect and responsibility for the environment and an understanding of the rights, privileges, and responsibilities of citizenship. Learning the importance of protecting human rights and of taking a stand against racism and other expressions of hatred and discrimination is also part of the foundation for responsible citizenship and ethical business practice. In business studies, students will learn about the changing workplace and the Canadian and global economy. They will learn how business is carried out effectively and equitably in the local and global workplace and how it is affected and enhanced by the diversity of the global marketplace. Learning activities in business studies courses should be inclusive in nature, reflecting diverse points of view and experiences. They should enable students to become more sensitive to the experiences and perceptions of others, to value and show respect for diversity in the school and in the wider society, and to make responsible and equitable decisions in their personal and business relationships. The critical thinking and research skills acquired in business studies courses will enable students to recognize bias and stereotyping in text and images, as well as discriminatory attitudes that create barriers to productive relationships in business and trade.

Literacy, Numeracy, and Inquiry/Research Skills. Success in all their secondary school courses depends in large part on students’ literacy skills. The activities and tasks that students undertake in the business studies curriculum involve oral, written, and visual communication skills. Communicating in a business environment and using business software require the use and understanding of specialized terminology. In all business studies courses, students are required to use appropriate and correct terminology, and are encouraged to use language with care and precision, in order to communicate effectively. The business studies curriculum also builds on and reinforces certain aspects of the mathematics curriculum. Students need to learn how to locate relevant information in a variety of print and electronic sources, including books and articles, manuals, newspapers, websites, databases, tables, diagrams, and charts.

Career Education. A course in Accounting can help prepare students for employment in such diverse areas as small-business creation, marketing, management, accounting, government service, and international business. The skills and knowledge that students acquire through this accounting course are essential for a wide range of careers. Students gain an understanding of various aspects of business functions and practices, such as management, marketing, accounting, and entrepreneurship. In addition, the personal management, interpersonal, and career development components of career education in the business studies curriculum will prepare students for success in their working lives. Our entire business studies curriculum also helps students to appreciate the variety of types of businesses so that they can begin to determine which types are suited to their backgrounds and interests.

 

Resources:

Thompson Educational Publishing Inc., Fundamentals of International Business: A Canadian Perspective, © 2010 ISBN-13: 9781550771978

 

Irwin Publishing, International Business: Canada and Global Trade, © 2003

ISBN: 0772529329   ISBN-13: 9780772529329