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m o d e l
instructor version
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International Business
MBA 539
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Cover
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MBA 539
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
International Business
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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course
overview
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outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
International Business | MBA 539
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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About
International Business | MBA 539
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Hallmarks
International Business | MBA 539
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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5
Expectations
International Business | MBA 539
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
International Business | MBA 539
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
International Business | MBA 539
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Library
International Business | MBA 539
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Other Resources
International Business | MBA 539
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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10
IDEA
International Business | MBA 539
Faculty Evening Course Overview
Course Description
MBA 539 -- International Business
Selected readings in international business will be covered. Topics include culture, geography, politics, foreign
direct investment, supply chain management, monetary systems, foreign exchange markets, and political risk
management. Current topics in international business will be covered.
Course Materials
Required Textbook and Materials
Hill, C. W. L. (2011). Global Business Today (7th ed.). New York: McGraw-Hill.
ISBN-13: 9780078137211
Suggested Course Materials
Friedman, T. L. (2006). The World is Flat: A brief history of the twenty-first century. London, England: Penguin
Books
ISBN -13: 9780141034898
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows
XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also
highly recommended that students have access to a microphone or webcam for optional
audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must make
a post to each discussion question for that week by day 4
of each week and respond to at least two other postings
by the end of the week. Individual Posts are worth up to 5
points and the total Response Posts are worth up to 5
points total. Each discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
International Business | MBA 539
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Evaluate international business growth strategies.
Appraise multi-national corporation’s resource allocation.
Discuss global corporate practices and analyze their impact on the world
Compare and contrast corporate policies foreign and domestic.
Individual Essay case study
Team Case study Exercise
Online Discussion Post and Response
In-class participation
35 pts
10 pts
5 pts
5 pts
Compose market analysis and recommend course of action.
Develop analytical skills regarding global business issues.
Evaluate companies and cultural awareness within a global context.
Apply international human resource management and market analysis.
Assess your knowledge: First in-class quiz.
Individual Case Study Essay
Team Activity Exercise
Online Discussion Post and Response
In-class participation
Quiz
35 pts
10 pts
5 pts
5 pts
15 pts
Evaluate global market entry, technology, and economic issues.
Analyze the impact of developed country and emerging market FDI.
Discuss the strengths and weakness of World Trade Organization.
Compare and contrast outsource and off shore global strategies.
Assess your knowledge: Second in-class quiz.
Individual Case Study Essay
Team Activity Exercise
Online Discussion Post and Response
In-class participation
Quiz
35pts
10 pts
5 pts
5 pts
15 pts
Evaluate emerging markets value using Porter’s Diamond.
Individual Case Study Essay
Identify how international relations and treaties affect business expansion. Team Activity Exercise
Assess the role of Trading Blocs and international policy.
Online Discussion Post and Response
Identify and interpret GDP, HRI and other foreign country indexes
In-class participation
Assess your knowledge: Third in-class quiz.
Quiz
35 pts
10 pts
5 pts
5 pts
15 pts
Evaluate international business strategy and market analysis.
Compare and contrast Risk, Rates and Strategy.
Discuss International entry strategy by global companies.
Explain the inter-workings of the IMF.
Assess your knowledge: Fourth in-class quiz.
Individual Essay case study
Team Activity Exercise
Online Discussion Post and Response
In-class participation
In class Quiz
35 pts
10 pts
5 pts
5 pts
15 pts
Evaluate Global Trends 2025: A Transformed World article.
Analyze antecedents and consequences of Russia ‘s WTO membership.
Discuss global strategic based policy in a public forum.
Create Final Global Business Project and business plan presentation.
Individual Case Study Essay
Online Discussion Post and Response
In-class participation
Final Team Activity
35 pts
5 pts
5 pts
10 pts
Total Points for course
400 pts
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Learning Outcomes
International Business | MBA 539
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Globalization
Introduction
Instructor provides overview of course and assignments
• In-class Activity: Chap 1, Critical Thinking & Discussion Questions
1,2,3 page 39
• Individual Assignment: Case study Essay 3-5 pages on
Globalization of Health Care answer question #4, page 41
• Encourage students to form teams for course assignments.
01 B
online
GlobalizationImpact on the
world
•
•
Culture and
Ethics
•
•
02 A
F2F
•
•
•
02 B
online
Cultural
Awareness
in Global
Business
•
•
•
Read Hill chapters 1 and 2
Written assignment- What is the impact of innovation and
entrepreneurship as engines of growth in emerging markets?
Discussion Post –Globalization-Impact on the world
Read Hill Chapters 3, 4, 5
In-class Activity: Critical Thinking & Discussion Questions 4 and 5
page 125.
Individual Assignment: Write a 1 page short response from page
127 Case discussion Questions 1 and 2and submit Drop Box
Quiz 1 covering chapter 1 & 2
Review previous reading in chapters 3, 4, 5
Team written assignment- Global Business project on selected
country and industry.
Discussion Post topic-Cultural Awareness in Global Business
03 A
F2F
The political
economy
• Read Hill, Chapters 6, 7, 8
•
In-class Activity: Critical Thinking & Discussion on page 238 and
307.
•
Individual Assignment: Write 3-4 paragraphs on strengths and
weakness of WTO
• Quiz 2 covering chapter 3 , 4, 5
03 B
online
RegionalEconomic
Integration
•
•
•
•
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Review previous reading in chapter 6, 7, 8
Individual Assignment: WTO website review and post
Written assignment: Porter’s Diamond analysis
Discussion topic: World Trade Organization
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
Course Schedule
13
International Business | MBA 539
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 A
F2F
FDI and IMF
•
•
•
•
04 B
online
The strategy of
International Business
•
•
•
•
05 A
F2F
Entering Foreign
Markets
•
•
•
•
05 B
online
Exporting, Importing
•
•
•
06 A
F2F
Global Markets and
Global Trends
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Management
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Read Hill, Chapters 12, 13, 14
In-class Activity: Critical Thinking & Discussion Questions 3
and 5 page 463.
Individual Assignment: IMF post-3-4 paragraphs
Quiz 4 covering chapter 9, 10, 11
Review previous reading in chapter 12, 13, 14
Team written assignment: Risk, Rates and Strategy-GBP
Draft
Discussion topic-International Monetary Fund (IMF)
•
•
•
•
•
Review previous reading in chapter 15 and 16
Individual Discussion Assignment: IMF
Team written assignment-Strategy Decision
Discussion topic-International Entry Strategy at WalMart
•
online
Review previous reading in chapter 9, 10, 11
Individual Assignment: Post regarding Trading Blocs
Team written assignment- Foreign direct investing (FDI)
and Government Policy
Discussion topic: Trading Blocs & Economic Integration
Opportunity
Read Chapter 15 and 16
In-class Activity: Chap 1, Critical Thinking & Discussion
Questions 1,2,3 page 551
Individual Discussion Assignment: The 2025 Global
Landscape
Individual Assignment: Case study Essay 1-2 pages on
Globalization of Health Care answer question #4, page
41
Final presentation
•
•
•
06 B
Read Hill Chapters 9, 10, 11
In-class Activity: Critical Thinking & Discussion Questions
3, page 339.
Individual Assignment: Submit Porter’s Diamond
assignment
Quiz 3 covering chapter 6, 7, 8
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Course Schedule
International Business | MBA 539
Faculty Evening Session 1A
Learning Objectives
1.
2.
3.
4.
5.
Define the term globalization and business
Discuss the main causes of globalization in a written context and face-to face.
Describe the changing nature of the global economy.
Explain the main arguments in the debate over the impact of globalization.
Evaluate how the process of globalization is creating opportunities and challenges for business managers,
in country organizations and local citizens.
Activities, Assignments and Agenda
Instructor provides overview of course and weekly assignments.
Reading: No pre-class reading assigned, this will be completed after class 1A. Review Charles Hill Text,
Chapter 1 and 2.
Individual Assignments
1. Individual and team questions are assigned after class 1A. Case study Essay 3-5 pages on
Globalization of Health Care answer question #4, Charles Hill Text, page 41 and submit in D2L
drop box.
Study Group Assignments: Individual and team questions are assigned after class 1A.
Encourage students to form teams for course assignments. Team name, project selected, country
selected, chosen product or service are considerations necessary prior to Class 2.
In Class Participation
Review course syllabus, material, agenda and set course expectations. Facilitate an in-class discussion by
reviewing chapter 1 relating to Global issues, World Trade Organization (WTO), International Monetary Fund
(IMF), and Foreign Direct Investment (FDI). Discuss the importance of Globalization strategy and how it’s
utilized by individual companies. Lead a discussion on globalization terms and concepts and how they’re
specifically used. Engage students and ensure they can develop a framework to evaluate the strengths,
weakness, opportunities and threats and trends of globalization. Complete the following exercises in class to
reinforce these concepts.
1.
Read Hill Text Chap 1, Critical Thinking & Discussion Questions 1,2,3 page 39. Break class into
discussion groups to initiate collaboration.
Note to instructor: The publisher, McGraw-Hill provides free Instructor companion material to the Charles Hill
textbook desk copy available upon request: DVD, PowerPoint's, case study videos, interactive maps, test
banks, flash cards, discussion questions, links to international news media, etc. I suggest using this information
based upon the instructor discretion and option..
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15
Session 1A
International Business | MBA 539
Faculty Evening Session 1B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Understand how the political systems of countries differ.
Recognize how the economic systems of countries differ.
Understand how the legal systems of countries differ.
Explain what determines the level of economic development of a nation.
Identify the macro-political and economic changes taking place worldwide.
Describe how transition economies are moving towards market based systems.
Explain the implications for management practice of national difference in political economy.
Activities, Assignments and Agenda
Reading: Review Hill Text, Chapters 1 & 2 and read the information assigned.
Individual Assignments
Online Discussion 1. Write a 1-2 paragraph short essay response after reading Hill Text, Chapters 1 and 2.
For the first discussion post a response on what globalization means to you. How do you see it as a factor of
business in the USA, etc.? Considerations are, the economy and/or technology. Then - end your post with a
question to the class.
Please make your initial post by midweek, and respond to at least one other students' post by the end of the
week. Review the definitions provided by your classmates and critique. Post your question by mid week so
other students may have a chance to respond. Reply to two other students posted discussion questions.
Study Group Assignments
1. The following suggested activity can be found in the Hill Text instructors manual and Chapter 1 Case study
on Starbucks page 3. The opening case study explores the international expansion of Starbucks. The
company has expanded over the last thirty years from a single store in Seattle to more than 16,000 locations
spread across 50 different countries. This is an excellent example for national expansion and global growth.
Listed below an in-class discussion question suggested by the textbook:
QUESTION 1: How has globalization created opportunities for Starbucks? How has Starbucks influenced the
process of globalization?
Monitor the online format to ensure students are fully participating in discussions
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16
Session 1B
International Business | MBA 539
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain what is meant by the term “culture of a society”.
Identify the forces that lead to differences in social culture.
Identify the business and economic implications of differences in culture.
Recognize how differences in social culture influence values in the workplace.
Demonstrate an appreciation for the economic and business implications of cultural change.
Understand why nations trade with each other.
Summarize the different theories explaining trade flows between nations.
Activities, Assignments and Agenda
Reading: Hill Text, Chapters 3, 4, 5
Individual Assignments
Quiz 1 covering chapters . 1& 2
Read and review chapter for class discussion.
Study Group Assignments: Individual and team questions are assigned after class 2A.
In Class Assignments/Assessment
1. Facilitate a review of individual and team homework/questions from chapters 3-5. Ensure all questions are
answered before moving to the next topic. It’s critical that students understand these concepts before
introducing and discussing new subjects. The instructor will facilitate a quiz for chapter 1 & 2. Instructors may
use questions from the Hill Text textbook, global issues or from the companion test-bank. (Ten questions are
suggested for the quiz.)
2. Lead a discussion on Chapters 3-5, from the Hill text on business ethics, social responsibility,
stakeholders and guanxi. Describe why guanxi is critical to the overall profitability of a firm. Be
prepared to participate in the discussion regarding Hill Text Chap 3-5, Critical Thinking & Discussion Questions
4 and 5 page 124.
Every chapter in the Hill Text is supported by of PowerPoint's, interactive flashcards and videos provided by
Online Learning Center/ http://highered.mcgraw-hill.com/sites/0078137217/information_center_view0/.
.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
International Business | MBA 539
Faculty Evening Session 2B
Learning Objectives
1.
2.
3.
4.
5.
6.
Understand how the political systems of countries differ.
Recognize how the economic systems of countries differ.
Understand how the legal systems of countries differ.
Explain what determines the level of economic development of a nation.
Identify the macro-political and economic changes taking place worldwide.
Describe how transition economies are moving towards market based systems.
Activities, Assignments and Agenda
Review Reading: Hill Text, Chapters 3, 4, 5
Individual Discussion Assignment
1. Choose two countries that appear to be culturally diverse. Compare the culture of those countries and then
indicate how cultural differences influence (a) the costs of doing business in each country, (b) the likely future
economic development of that country, and (c) business practices.
Class – Respond and/ answer these questions as a foundation for the discussion . Please make your initial
post by midweek, and respond to at least one other students' post by the end of the week. Review the
definitions provided by your classmates and critique. Post your question by mid week so other students may
have a chance to respond. Reply to two other students posted discussion questions.
Team Discussion Assignment-Global Business Project
1. The instructor will assign 1 page short written response and students will submit in D2L Team Drop Box :
Team name, project selected, country selected, chosen product or service.
Study Group Assignments
The following suggested activity can be found in the Hill Text instructors manual (Chapter 3) . It begins by
introducing the concept of culture. The determinants of culture are identified, which include religion, political
philosophy, economic philosophy, education, language, and social structure. A business example is the
classic McDonalds case study . The case explores how McDonald’s lack of guanxi hampered the company’s
ability to do business in China. When McDonald’s initially entered China, it was confident that its successes in
other parts of the world would facilitate its success in China, but quickly found out that the relationships and
connections implied by guanxi are an essential to business success in China.
QUESTION 1: Explain the concept of guanxi. Why is it so important to businesses operating in China? How
did McDonald’s lack of guanxi raise its costs of doing business in China?
Monitor online sessions to ensure students are fully participating in discussions
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18
Session 1B
International Business | MBA 539
Faculty Evening Session 3A
Learning Objectives
1. Understand why nations trade with each other.
2. Summarize the different theories explaining trade flows between nations.
3. Recognize why many economists believe that unrestricted free trade between nations will raise the
economic welfare of all countries that participate in a free trade system.
4. Describe the arguments of those who maintain that government can play a proactive role in promoting
national competitive advantage in certain industries.
5. Understand the important implications that international trade theory holds for business practice.
Activities, Assignments and Agenda
Reading: Hill Text, Chapters 6, 7, 8
Individual Assignments
Facilitate a review of individual and team homework/questions from chapters 6, 7, and 8. Ensure all questions are
answered before moving to the next topic. It’s critical that students understand these concepts before introducing
and discussing new subjects.
The students are assigned to write five hundred words on the strengths and weakness of the World Trade
Organization. Submit in D2L drop box. Read Hill Text, Chapter eight page 307 regarding enlargement of the
European Union (EU). Use all the resources in the case: globalEDGE Resource Desk
http://globalEDGE.msu.edu/resourcedesk to complete the exercise and answer the question. : Were you
surprised by any countries? Why ( or why not) ?
Study Group Assignments: Individual and team questions are assigned after class 3A.
In Class Assignments/Assessment
1.The instructor will facilitate a quiz for chapters 3, 4, 5. Instructors may use questions from the Hill Text textbook,
global issues or from the companion test-bank.. (Ten questions are suggested for the quiz.)
2. Be prepared to participate in the discussion regarding Hill Text Chap 6, 7, 8 Critical Thinking & Discussion:
A. Questions 1 and 3 page 238.
B. Questions 3 and 4 page 307.
Every chapter in the Hill Text is supported by of PowerPoint's, interactive flashcards and videos provided by
Online Learning Center/ http://highered.mcgraw-hill.com/sites/0078137217/information_center_view0/.
.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1A
International Business | MBA 539
Faculty Evening Session 3B
Learning Objectives
1.
2.
3.
4.
Describe the functions of the foreign exchange market.
Understand what is meant by spot exchange rates.
Recognize the role that forward exchange rates play in insuring against foreign exchange risk.
Understand the different theories explaining how currency exchange rates are determined and their relative
merits.
5. Identify the merits of different approaches toward exchange rate forecasting.
Activities, Assignments and Agenda
Review Reading: Hill Text, Chapters 6, 7, 8
Individual Discussion Assignments
1. Begin by viewing the Multimedia Presentation which gives you a comprehensive overview of the WTO and the
WTO website. Multimedia Presentation: http://events.streamlogics.com/wto/2004/index.html
2. Select one of the various topics covered by the WTO, such as anti-dumping, TRIPS, etc. any topic of interest to you
and give the class a real life example of that topic in 3-4 paragraphs.
Respond and/ answer these questions as a foundation for the discussion . Please make your initial post by midweek,
and respond to at least one other students' post by the end of the week. Review the definitions provided by your
classmates and critique. Post your question by mid week so other students may have a chance to respond. Reply to two
other students posted discussion questions.
Team Discussion Assignment-Global Business Project
1. The instructor will assign 1 page short written response and students will submit in D2L Team Drop Box
Written Assignment-Porters Diamond
Submit a 2-3 page paper that depicts an industry and a country using the four Porter’s Diamond factors. Describe
how that industry succeeds or fails according to the Diamond strategy. The assignment is due by the end of
week 4. Post your response in the D2L pull down box..
Study Group Assignments
1. The following suggested activity can be found in the Hill Text instructors manual and Chapter Five. This chapter
focuses on the benefits of international trade and introduces several theories that help explain the patterns of
international trade that are observed in practice. The discussion begins with an explanation of the theory of
mercantilism, and then proceeds to discuss the theories of absolute advantage and comparative advantage. Four
additional theories are discussed, including the Heckscher-Ohlin theory, the product life cycle theory, the new trade
theory, and the theory of national competitive advantage.
The opening case examines Bangladesh’s competitive advantage in the production of textile products.
This is an opportunity to ask a fundamental global question for class participation and cognitive exercise.
2. QUESTION : How has Bangladesh benefitted from free trade and globalization? What did the end of the quota
system mean for the country?
3. Be sure to monitor the online sessions to ensure students are fully participating in discussions. .
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20
Session 1B
International Business | MBA 539
Faculty Evening Session 4A
Learning Objective
1.
2.
3.
4.
5.
Recognize current trends regarding FDI in the world economy.
Explain the different theories of foreign direct investment.
Understand how political ideology shapes a government’s attitudes towards FDI.
Describe the benefits and costs of FDI to home and host countries.
Explain the range of policy instruments that governments use to influence FDI.
Activities, Assignments and Agenda
Required Reading: Hill Text, Chapters 9,10, 11
Optional Additional Readings and Sources of Information
Top 25 Countries for Overseas Investments
http://images.businessweek.com/ss/10/03/0305_top_overseas_investments_countries/1.htm
Individual Assignments
Facilitate a review of individual and team homework/questions from chapters 9, 10, and 11. Ensure
all questions are answered before moving to the next topic. It’s critical that students understand
these concepts before introducing and discussing new subjects.
Assign students to write a 1-2 page short essay response and submit in D2L drop box. Use the
globalEDGE Resource Desk (http://globalEDGE.msu.edu/resourcedesk/ ) Complete the exercises 1
& 2 on page 376, Chapter 10, regarding the European Union collaboration and cooperation with
Eastern Europe countries.
Study Group Assignments: Individual and team questions are assigned after class 1A.
In Class Assignments/Assessment
1. The instructor will facilitate a quiz for chapters 6, 7, 8. (Instructors may use question from the Hill Text
textbook, or from the companion test-bank. Ten questions are suggested for the quiz.)
2. Be prepared to participate in the discussion regarding Business Today Chap 9, 10, 11 , Critical Thinking &
Discussion Questions 1 &2, Chapter 9, page 339. Chapter 10, Question 3&4, page 375. Chapter 11,
Questions 2&3 page 413..
Every chapter in the Hill Text is supported by of PowerPoint's, interactive flashcards and videos provided by
Online Learning Center/ http://highered.mcgraw-hill.com/sites/0078137217/information_center_view0/.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1A
International Business | MBA 539
Faculty Evening Session 4B
Learning Objectives
1.
2.
3.
4.
Describe the different levels of regional economic integration.
Understand the economic and political arguments for regional economic integration.
Understand the economic and political arguments against regional economic integration.
Explain the history, current scope, and future prospects of the world's most important regional economic
agreements.
Activities, Assignments and Agenda
Review Reading: Hill Text, Chapters 9, 10, 11
Individual Discussion Assignments
1. Select a Trading Bloc (group of countries) and discuss the advantages and disadvantage of the bloc for the
countries involved. Chapter 7 & 8 provide various examples.. What are the advantages and disadvantages
for a company? For in region consumers locally and globally? Respond and/ answer these questions as a
foundation for the discussion . Please make your initial post by midweek, and respond to at least one other
students' post by the end of the week. Review the definitions provided by your classmates and critique.
Post your question by mid week so other students may have a chance to respond. Reply to two other
students posted discussion questions.
2. Team checklist on global investing for organizations.
This week our discussion focus is foreign direct investment and regional economic integration.
For your project you will need to include sections on the following topics in relation to your country, business or
industry, or management process: FDI, Government Policy, Economic Integration Opportunity
Provide a check list on how your team plans to use the three concepts above in your project. Write a 1-2 page
description to complete this exercise. Post your team response in the D2L pull down box.
Study Group Assignments
1. The following suggested activity can be found in the Hill Text instructors manual and Chapter 7. The
opening case explores Wal-Mart’s investment in Japan. For years, Japan has been relatively closed to
significant foreign direct investment, but more recently the government has changed its policy and actually
now encourages inward investment. Wal-Mart, taking advantage of this shift in policy, acquired a large
Japanese retailer in 2002.
2. This is an opportunity to ask a fundamental global question for class participation and cognitive exercise.
QUESTION: How would you characterize Wal-Mart’s investment in Japan? Why was Japan an attractive
destination for the company?
Be sure to monitor the online format to ensure students are fully participating in discussions.
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22
Session 1B
International Business | MBA 539
Faculty Evening Session 5A
Learning Objectives
1.
2.
3.
4.
5.
Describe the functions of the foreign exchange market.
Understand what is meant by spot exchange rates.
Recognize the role that forward exchange rates play in insuring against foreign exchange risk.
Understand the different theories explaining how currency exchange rates are determined and their relative merits.
Identify the merits of different approaches toward exchange rate forecasting.
Activities, Assignments and Agenda
Required Reading: Hill Text, Chapter 12, 13, 14
Optional Additional Readings and Sources of Information
The U.S. Dollar Rally: What Investors Should Be Watching
http://www.businessweek.com/investor/content/jan2010/pi20100120_622348.htm
Individual Assignments
Facilitate a review of individual and team homework/questions from chapters 12, 13, and 14. Ensure all
questions are answered before moving to the next topic. It’s critical that students understand these concepts
before introducing and discussing new subjects Assign the students to write a 1-2 page short essay response
and submit in D2L drop box compare and contrast the USA dollar against the Euro from the perspective of a
2012 Singapore international merchant. Looking to do business in USA and Germany.
Study Group Assignments: Individual and team questions are assigned after class 5A.
In Class Assignments/Assessment
1.The instructor will facilitate a quiz for chapters 9, 10, 11. Instructors may use questions from the Hill Text
textbook, global issues or from the companion test-bank.. (Ten questions are suggested for the quiz.)
2. Be prepared to participate in the discussion regarding Charles Hill Text Chap 12,13, 14, Critical Thinking &
Discussion Questions.
The use of PowerPoint's, interactive flashcards and videos provided by Instructor edition, Online Learning
Center will promote the course concepts, words and phrases for this course.
Every chapter in the Hill Text is supported by of PowerPoint's, interactive flashcards and videos provided by
Online Learning Center/ http://highered.mcgraw-hill.com/sites/0078137217/information_center_view0/.
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23
Session 1A
International Business | MBA 539
Faculty Evening Session 5B
Learning Objectives
1.
2.
3.
4.
Describe the historical development of the modern global monetary system.
Explain the role played by the World Bank and the IMF in the international monetary system.
Compare and contrast the differences between a fixed and a floating exchange rate system.
Identify the exchange rate regimes that are used in the world today, and why countries adopt different
exchange rate regimes.
5. Understand the debate surrounding the role of the IMF in the management of financial crises.
Activities, Assignments and Agenda
Review Reading: Hill text Chapter 12, 13, 14
1. Team Discussion Assignment- Risk-Rates, and Strategy-GBP draft
Write a 1-2 page short essay summary and submit in D2L drop box regarding your inclusion of Foreign
Exchange Market and International Monetary System in your project. You need to include sections on the
following in relation to your country, business or industry, or management process.:
a) Foreign Exchange Risk
b) Exchange Rate Forecasting
c) Currency Management & Strategy
2. Individual Discussion Assignment
Visit the IMF website (http://www.imf.org/external/index.htm) critique and explore the inter-workings of the
organization and select a topic of interest to you. Describe your findings from the website in 3-4 paragraphs for
your classmates. Why is this organization important? Can you detect a Europe or USA influence? Why is the
developing world concerned? Respond and/ answer these questions as a foundation for the discussion .
Please make your initial post by midweek and respond to at least two other students' post by the end of the
week..
Study Group Assignments
The following suggested activity can be found in the Charles Hill Text instructors manual and Chapter 9.
Caterpillar Tractor has changed its strategy to better deal with foreign exchange risk. In the 1980s, Caterpillar
was negatively affected by a strong dollar and lost significant market share to Japanese competitor Komatsu.
The situation prompted Caterpillar to revise its global strategy and by the 2000s the company was in a much
better position to deal with volatile currency values. More recently, a strong dollar has actually helped boost
Caterpillar’s bottom line. Discussion of the case can revolve around the following question.
QUESTION : In the 1980s a stronger dollar hurt Caterpillar’s competitive position, but in 2008 a stronger dollar
did not seem to have the same effect. What had changed? Hint , see page 340 in Hill Text.
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24
Session 1B
International Business | MBA 539
Faculty Evening Session 6A
Learning Objectives
1. Explain the concept of strategy.
2. Recognize how firms can profit by expanding globally.
3. Understand how pressures for cost reductions and pressures for local responsiveness influence strategic
choice.
4. Identify the different strategies for competing globally and their pros and cons.
5. Explain the pros and cons of using strategic alliances to support global strategies.
Activities, Assignments and Agenda
Required Reading: Charles Hill Text, Chapter 15-16
Optional Additional Readings and Sources of Information
Global Trends 2025: A transformed World US Director of National Intelligence 2008, www.dni.gov
Why Leadership Teams Must Be Global
http://www.businessweek.com/globalbiz/content/feb2010/gb2010028_949458.htm
Individual Assignments
Facilitate a review of individual and team homework/questions from chapters 12, 13, and 14. Ensure all questions
are answered before moving to the next topic. It’s critical that students understand these concepts before
introducing and discussing new subjects Write a 2-3 page short essay response on Outsourcing or Entering a
Foreign market. Then submit in D2L drop box.
Study Group Assignments: Individual and team questions are assigned after class 6A.
In Class Assignments/Assessment
1.The instructor will facilitate a quiz for chapters 12, 13, 14. Instructors may use questions from the Charles Hill
Text textbook, global issues or from the companion test-bank.. (Ten questions are suggested for the quiz.)
2. Be prepared to participate in the discussion regarding Charles Hill Text Chap 15-16, Critical Thinking &
Discussion Questions 2 and 3 page 523.
.
Every chapter in the Hill Text is supported by of PowerPoint's, interactive flashcards and videos provided by
Online Learning Center/ http://highered.mcgraw-hill.com/sites/0078137217/information_center_view0/.
home
about
expectations
resources
course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
25
Session 1A
International Business | MBA 539
Faculty Evening Session 6B
Learning Objectives
1. Explain the three basic decisions that a firm contemplating foreign expansion must make: which markets to
enter, when to enter, and on what scale.
2. Compare and contrast the advantages and disadvantages of the different modes that firms use to enter
foreign markets.
3. Identify the factors that influence a firm’s choice of entry mode.
4. Recognize the pros and cons of acquisitions versus greenfield ventures as an entry strategy.
Activities, Assignments and Agenda
Review Reading: Charles Hill Text, Chapter 15-16
Individual Discussion Assignments -Written Assignment-Strategy Decision
WalMart started its international expansion in 1991 opening a store in Mexico and has 4,343 stores and more than 700,000
associates in 15 countries outside the continental U.S at the end of 2010. (http://walmartstores.com). Use your information
to discuss WalMart's entry strategy in different countries, their successes and their failures. Respond and/ answer these
questions as a foundation for the discussion . Please make your initial post by midweek, and respond to at least one other
students' post by the end of the week. Question: How is WalMart's strategy perceived in the international business world?
Using the GlobalEDGE website (found on the Multimedia page) and other web resources, prepare a 3-4 page report
evaluating the best alternatives. Submit your completed assignment to the D2L drop box .
Team Assignment
For your project you will need to include sections on the following in relation to your country, business or industry, or
management process:
• Strategy for Global Expansion
• Entry Mode
• Import and Export Strategy and Financing
Team Discussion Assignment-GBP Team Paper
Please submit your team's completed Global Business Project paper to your Team Drop Box. In D2L
Study Group Assignments
The following suggested activity can be found in the Hill Text instructors manual and Chapter 11. The opening case
describes the evolution of Avon’s international strategy. The company, which relies on foreign sales for some 70 percent of
its total revenues, saw its sales drop significantly beginning in 2005. The company, hurt by changes in regulations in China
and economic weakness in Eastern Europe, Russia, and Mexico, was forced to completely revamp its international strategy.
Thanks to the changes, Avon is now beginning to see an uptick in sales and revenues.
Question: How important are international sales to Avon? Why did the economic woes in Eastern Europe, Russia, and
Mexico in the mid-2000s create so many problems for Avon?
Be sure to monitor the online format to ensure students are fully participating in discussions.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
26
Session 1B