978-1259317224 Chapter 4 Part 3

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

BONUS ACTIVITIES (additional resources not in the text)

This section provide you with support of your course above and beyond what’s found in the text.

We have developed these resources to support your course, to support your traditional, hybrid,

online, flipped class.

VIDEO SUGGESTIONS

We recommend these videos be assigned for viewing outside of class. To motivate students,

they could be included on quizzes or in other assessments, or thoughtful answers to in class

discussion questions on the videos could be awarded bonus points.

1. Use the PBS video “The Lexicon of Sustainability” as an introduction. This is more effective

as an out-pf–class activity to be discussed in class.

http://video.pbs.org/program/lexicon-sustainability/

2. “Norway’s Geographic Challenge” is an exploration of Norway’s geographic endowment and

how it meets its challenges. https://www.stratfor.com/video/norways–geographic-challenge

3. Have students explore “How Geography and Climate Shaped Early Greek Life” and discuss in

class, exploring the role of trade.

http://study.com/academy/lesson/how-geography-climate-shaped-early-greek-life.html

4. “Filling the Fossil Fuel Gap” offers a good introduction to the fossil fuel crisis.

http://www.discovery.com/tv-shows/other-shows/videos/powering-the-future-filling-the-fossil-

fuel-gap/

TEAM EXERCISES

These may be done individually or in groups or teams, either in or out of class, for later class

presentation. Some are also appropriate for hybrid and online courses, as noted.

1. Sustainability and green business have become increasingly important issues globally at

the same time that these concepts have been popularized and adopted by popular culture.

Assign small teams (5 students) to explore in discussion whether the popularization of

2. Hand out a copy of a European, South American, or Asian map showing only the country

geographic borders to small teams (5 or fewer students). The task is to fill in country and capital

names on the map, as though it were a quiz. This is a good way to begin a face–to-face class or

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This

document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

to use those last few minutes well. The point of this exercise in a face–to-face class is to assess

geographic knowledge and then, to discuss how to improve it. This exercise could be used

online as a drag and drop exercise. Or it could be done via video chat with one map and the

instructor coordinating the labeling.

3. Assign small teams (5 or fewer) to research the growth of sustainable business in the

renewable energy sector of specific countries. Choose several countries from advanced,

moderately developed, and less developed groups. Once the teams have done their basic

research, ask them to coordinate with the other teams that have been researching countries

with similar level economies to see if these are similarities in their findings. The smaller teams

then report their findings in 5-minute mini presentations to the class, if face–to-face. If online

or hybrid, the reports are shared though postings and class members are asked to reflect on the

findings in a 1-page comment.

SUPPLEMENTAL LECTURE

1. Porter’s Diamond Model applied to geography

Ask teams (5 or fewer) to distinguish between basic factors, those a country inherits

(mountains, no natural resources, etc.) and advanced factors, those a country can mold (labor,

infrastructure) for a specific, assigned country. Teams report back so the class can learn from

their shared work.

Explain or review for students Porter’s theory of Competitive Advantage (Porter’s Diamond)

Summary follows.

Michael Porter presents 4 ways a country’s economic environment affects its competitive

position, and its geography is tied to each:

• Demand conditions

• Factor conditions

• Related and supporting industries

• Firm strategy, structure, and rivalry

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International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

2. Ideas on further exploring geography with guest lecturers

Invite a colleague from the geography department to talk to your class on the subject of

1. Environmental sustainability is an area for which some students have great passion. This

2. Many of our students took their last geography course in junior high school. We have to

begin where they are. Thus the text uses ample maps.

3. Student interest is aroused when we show them geography’s influence on the other

external forces. A discussion of the effects of geography on the Swiss economy might be a good

4. Initiate a discussion to illustrate the importance of monitoring developments in natural

resources in different parts of the world. Present this statement in class: “International

business people, unless they are in the business of refining minerals or petroleum, have no

need to concern themselves with world developments in natural resources.” After a discussion

around this faulty assertion that focuses on how natural resources affect business, you might

explore the strategic issues presented by rare earths, with China’s control of them.

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

CONNECT TOOLS FOR ASSESSEMENT OF LEARNING

Interactive Applications

Assigning Interactives

Consider assigning only 2 interactives per chapter. Interactive applications allow students to see

concepts in practice and assess higher order thinking skills. There are numerous exercises of

different types available. Click’n’drag, video cases, and case analysis are the types you will see

most frequently in this program.

Time-Saving Hints:

• Instructors may want to give students unlimited or multiple attempts on the first few

assignments so the students have a chance to learn and navigate the system before

selecting the option for one attempt only.

International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This

document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

• Feedback given to students is time flexible. Selecting feedback to be displayed after the

assignment due date helps to limit students from giving the correct answers to other

students while the interactive is still available.

Connect Content Matrix

For every chapter, please refer to the Connect Content Matrix to see what application

exercises are available, what Learning Objectives they help reinforce/assess.

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International Business

Geringer, McNett, Minor, Ball

Instructor Guide to Module 4

Module

Assignment

Type

Title

Topic(s)

Learning

Objective(

s)

AACSB

Accreditation

Tagging

Bloom’s

Taxonomy

4

Drag and

Drop

The Interesting

Influence of

Geographical

Features

Geography: Describing

Our Natural Capital

04-01; 04-

06

Apply/

Analytical

Thinking

Understand/

Apply

4

Drag and

Drop

Measuring

Environmental

Sustainability

Systems for Achieving

Sustainability/ Tools

for Measuring

Sustainability

04-02; 04-

03

Reflective

Thinking

Understand

4

Case Analysis

Sustainability:

Mark’s Decision

The Stakeholder:

Model for Sustainable

Business

04-02; 04-

04; 04-05;

04–07

Analytical/

Reflective

thinking

Understand/

Apply

4

Drag and

Drop

Characteristics

of

Environmentally

Sustainable

Business

Sustainability in the

Business Context/

Characteristics of

Environmentally

Sustainable Business

04-01; 04-

04

Analytical/

Reflective

thinking

Understand/

Analyze

4

Video Case

Kuwait:

Sustainable

Development

Natural Resources

04-01; 04-

07

Analytical/

Reflective

thinking

Understand/

Analyze