St. Cloud State University
General Education Goal Area 8 Designation
Global Perspectives
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Elaine Davis
Phone: 8- 4951
Proposal Number: _________________
Email: edavis@stcloudstate.edu
2.
Requesting Unit: MGMT
3.
Department, Course Number, Title: MGMT 260 Principles of International Business
4.
New Course
5.
Will this course be flagged as a diversity course?
Existing Course X
Already Designated as Diversity
X
No
Diversity Proposal Accompanying This
Form
6.
Will this course also satisfy another General Education Goal Area?
X No
Yes
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Old: International business and the challenges facing multinational corporations.
New: The larger context of global business, including country and cultural factors, int’l
trade, the global monetary system, WTO, IMF, trade theory, foreign direct investment,
global strategy and ethics in a global society and global economy. 3 Cr. F, S, SS
8.
Indicate the clientele for whom this course is designed. Is the course for general education only,
or does it fulfill general education and other program needs for this or another department?
Obtain signatures from any affected departments.
General education elective. Offered every semester and used numerous times on study
abroad programs.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
1
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU
departments or units offering instruction that relates to the content of the proposed course.
Already approved
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
X The Requesting Unit understands and recognizes the above conditions.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
12.
The entire course is focused on globalization, the dozen conceptual areas of global trade and its
impact, and the imperative of studying it given the increasingly globalized flat world.
13. In order for a course to be designated as fulfilling Goal Area 8, it must address at least 4 of the 5 student
learning outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general
education course.
x
1. Explain how they are connected and related to people elsewhere in the world.
x
2. Describe similarities and differences among global places and populations.
x
3. Analyze how political, economic or cultural elements influence relations among the world’s states,
peoples, or societies.
x
4. Analyze specific international issues and propose and evaluate responses.
x
5. Articulate a vision of their individual roles and responsibilities in a common global future.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note:
Although descriptions of typical assignments or types of assignments may be part of this discussion, it is
not appropriate to submit copies of actual assignments.)
Assignments, articles from current international events, films, Global Readiness selfassessment, quizzes and exams, and a country specific project.
2
1. Explain how they are connected and related to people elsewhere in the world.
MGMT 260 explores the ways in which global trade and other economic forces affect
all citizens. The changing world order, increasing anti-globalization efforts and the
impact on the world’s poor are central to demonstrating the interconnectedness in the
increasingly ‘flat’ world.
2. Describe similarities and differences among global places and populations.
MGMT 260 compares and contrasts types of legal, economic and political systems
around the world in conjunction with cultural differences. Students must demonstrate
general knowledge of the most common systems, which affect students as citizens,
consumers, and employees.
3. Analyze how political, economic or cultural elements influence relations among
the world’s states, peoples, or societies.
MGMT 260 identifies the differences in political economies, cultures, ethics,
investment, and the interplay between these elements. Common markets, regional
integration and central role of law and legal systems in the United States and the host
country of operation are analyzed.
4. Analyze specific international issues and propose and evaluate responses.
MGMT 260 includes ongoing evaluation of current int’l events, from new trade
embargos, massive int’l auto recalls, human trafficking of workers, toxic products sold
globally, violation of intellectual property rights, the imperative of the Foreign Corrupt
Practices Act, etc. The students must analyze the scenarios, the implications both
domestically and globally and propose solutions.
5. Articulate a vision of their individual roles and responsibilities in a common
global future.
As can be seen by the continual and sometimes violent protests at WTO, G8 and G20
summits, globalization is more controversial than ever and anti-globalization efforts
are on the rise. By evaluating the effectiveness of various global policies and the
ethical responsibilities, students will be asked to articulate what they see their future
role as being as world citizens, as consumers of global products, as employees of
multinational companies, and as owners and shareholders of such organizations.
15.
List or attach the Course Outline (adequately described and including percentage of time to be
allocated to each topic). Curriculum Committees may request additional information. Topics larger than
20% need to be broken down further. Indicate in your course outline where the Student Learning
Outcomes checked above are being met.
See attached outline.
Globalization overview– 9%
SLO #1, 2,3,4,5
National differences in political economy – 9%
SLO #2,3
3
Differences in culture – 9%
Ethics in international business – 9%
Int’l trade theory – 9%
Political economy of trade – 9%
Foreign direct investment – 9%
Regional economic integration – 9%
Foreign exchange market--9 %
Int’l monetary systems--9 %
International strategy-- 9%
Other –1%
SLO #1,2
SLO # 5
SLO # 1,3,4,5
SLO # 1,3,4,5
SLO # 1,4,5
SLO # 3,4,5
SLO # 4
SLO # 1,3,5
SLO # 1, 3,5
MGMT 260: INTRO to GLOBAL BUSINESS--- Partial Outline
FOR GENERAL EDUCATION GOAL AREA 8: Global Perspectives
1.
GLOBALIZATION OVERVIEW (9%) SLO 1,2,3,4,5
a. The Changing Nature of Multinational Enterprises
b. The Changing World Order
4
c.
d.
e.
f.
g.
h.
The Global Economy of the 21st Century
Anti-globalization Protests
Globalization, Jobs, and Incomes
Globalization, Labor Policies, and the Environment
Globalization and National Sovereignty
Globalization and the World’s Poor
2. NATIONAL DIFFERENCES IN POLITICAL ECONOMY (9%) SLO 2,3
a. Political Systems: Collectivism, Individualism, Socialism, Democracy, Totalitarianism
b. Economies: Market, Command, Mixed
c. Legal Systems: Common, Civil, Theocratic
d. Property Rights, Intellectual Property, Patents, Copyrights, Trademarks
e. Foreign Corrupt Practices Act
f. Human Development Index
g. The Spread of Market Based Systems: Deregulation, Privatization
3. DIFFERENCES IN CULTURE (9%) SLO 1,2
a.
b.
c.
d.
e.
f.
g.
h.
i.
Norms, Values, Folkways, Mores
Culture, Society, and the Nation-State
The Determinants of Culture
Social Stratification
Individuals and Groups
Religious and Ethical Systems: Islam, Christianity, Hinduism, Buddhism, Confusianism
Culture in the Workplace: Hofstede’s Model
Cross-Cultural Literacy
Culture and Competitive Advantage
4. ETHICS OF GLOBALIZATION (9%) SL0 5
a. Human Rights
b. Environmental Pollution
c. Corruption
d. Moral Obligations
e. Ethical dilemmas
f. Causes of Unethical Behavior
g. Philosophical Approaches to Global Ethics
h. Justice Theories
i. Implications for Managers
5. INTERNATIONAL TRADE THEORY (9%) SLO 1,3,4,5
a. Overview of Trade Theory: Free trade, benefits of, patterns
b. Trade Theory and Government Policy
c. The Theory of Absolute Advantage
5
d.
e.
f.
g.
h.
i.
j.
The Gains from Trade
Evidence for the Link between Trade and Growth
The Leontief Paradox
Product Life-Cycle Theory
Increasing Product Variety and Reducing Costs
Implications of New Trade Theory
Government Policy
6.
POLITICAL ECONOMY OF TRADE (9%) SLO 1,3,4,5
Seven main instruments of trade policy: Tariffs, Subsidies, Import quotas, Voluntary export
restraints, Local content requirements, Antidumping policies, Administrative policies
a. Protecting Human Rights
b. Retaliation and Trade War
c. The Uruguay Round and the World Trade Organization
d. WTO as Global Police
e. Anti-Dumping Actions
7.
FOREIGN DIRECT INVESMENT (9 %) SL0 1,4,5
a. FDI: Greenfield and Acquisitions/mergers
b. Trends in FDI . Advantages of FDI
c. The Source of Foreign Direct Investment
d. Limitations of Exporting
e. Limitations of Licensing
f. Political Ideology and FDI
g. Benefits and Costs of FDI
h. Host Country Costs
i. Adverse Effects on Competition
j. National Sovereignty and Autonomy
k. Home Country Benefits
8.
REGIONAL ECONOMIC INTEGRATION (9%) SLO 4
a. Levels of Economic Integration: Free trade area, customs union, common market,
economic union, political union
b. The Economic Case for Integration
c. The Political Case for Integration
d. Impediments to Integration
e. The Case Against Regional Integration
f. Evolution of the European Union
g. The Establishment of the Euro
h. Regional economic integration in the Americas—NAFTA, FTAA, Mercusur
i. Regional Economic Integration Elsewhere --ASEAN
6
9. FOREIGN EXCHANGE MARKET (9%) SLO 4
a. How the foreign exchange market works
b. The forces that determine exchange rates
c. The degree to which it is possible to predict exchange rate movements
d. The implications for international business of exchange rate movements and the foreign
exchange market
e. Insuring Against Foreign Exchange Risk
f. Purchasing Power Parity
g. Money Supply and Price Inflation
h. Interest Rates and Exchange Rates
i. Investor Psychology and Bandwagon Effects
10. INTERNATIONAL MONETARY SYSTEMS (9%) SLO 1,3,5
a. Floating Systems
b. Pegged Exchange Rate Systems
c. The Gold Standard
d. The Bretton Wood System
e. The Int’l Monetary Fund (IMF); Role, Discipline, Flexibility
f. The Role of the World Bank : (The official name of the World Bank is the International Bank
for Reconstruction and Development (IBRD).
g. Crisis Management by the IMF: Mexican, Asian, USA
h. The Collapse of the Fixed Rate System, the new Floating Rate System
11. GLOBAL STRATEGY (9%) SLO 1,3,5
a. Value Creation
b. Strategic Positioning
c. Operations: The Firm as a Value Chain
d. Global Expansion and Profitability
e. Expanding the Market: Leveraging Products and Competencies
f. Creating a Global Web
g. Differences in Consumer Tastes and Preferences
h. Strategic Alliances
MGMT 260 Principles of International Business
#14 Attachment
6. Explain how they are connected and related to people elsewhere in the world.
MGMT 260 explores the ways in which global trade and other economic forces affect
all citizens. The changing world order, increasing anti-globalization efforts and the
7
impact on the world’s poor are central to demonstrating the interconnectedness in the
increasingly ‘flat’ world.
7. Describe similarities and differences among global places and populations.
MGMT 260 compares and contrasts types of legal, economic and political systems
around the world in conjunction with cultural differences. Students must demonstrate
general knowledge of the most common systems, which affect students as citizens,
consumers, and employees.
8. Analyze how political, economic or cultural elements influence relations among
the world’s states, peoples, or societies.
MGMT 260 identifies the differences in political economies, cultures, ethics,
investment, and the interplay between these elements. Common markets, regional
integration and central role of law and legal systems in the United States and the host
country of operation are analyzed.
9. Analyze specific international issues and propose and evaluate responses.
MGMT 260 includes ongoing evaluation of current int’l events, from new trade
embargos, massive int’l auto recalls, human trafficking of workers, toxic products sold
globally, violation of intellectual property rights, the imperative of the Foreign Corrupt
Practices Act, etc. The students must analyze the scenarios, the implications both
domestically and globally and propose solutions.
10.
Articulate a vision of their individual roles and responsibilities in a common
global future.
As can be seen by the continual and sometimes violent protests at WTO, G8 and G20
summits, globalization is more controversial than ever and anti-globalization efforts
are on the rise. By evaluating the effectiveness of various global policies and the
ethical responsibilities, students will be asked to articulate what they see their future
role as being as world citizens, as consumers of global products, as employees of
multinational companies, and as owners and shareholders of such organizations.
8