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International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 4
18 Instructor’s Manual – Module 4 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
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
19 Instructor’s Manual – Module 4 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
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
BACK TO MAIN
PAGE
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 4
20 Instructor’s Manual – Module 4 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
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
22 Instructor’s Manual – Module 4 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
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.
BACK TO MAIN
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International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 4
23 Instructor’s Manual – Module 4 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
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
