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International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
18 Instructor’s Manual – Module B| Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
BONUS ACTIVITIES (additional resources not in the text)
This section provides 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, flipped, or online class.
VIDEO SUGGESTIONS
McGraw Hill’s collection of international business videos is available on pinterest at
https://pinterest.com/mheibvideos. The content is rich and varied, and it is updated monthly.
There is a board for International Trade Theory that deals with a range of trade issues such as
importing and exporting.
You might find it valuable to use the video, “Let Africa Trade with Africa,” at
https://www.pinterest.com/pin/387591111650417128/, helps to identify why attractive export
markets for firms in Africa might be in other African markets, rather than looking into other
nations and regions of the world.
The U.S. Small Business Administration has an interesting video, “Strategies for Growth:
Exporting Opportunities,” found at https://youtu.be/YyW4pvYYjV4, which provides examples
and suggestions for how a company might utilize exporting to enhance its growth.
The video on “Expert Advice on Exporting from Successful Companies,” has advice from five
companies who are experienced exporters as they discuss ideas on how to exploit opportunities
associated with exporting. It can be found at https://youtu.be/hkwFsOyHKVU.
Western Washington University’s Center for Economic Vitality produced an interesting video,
“Exporting Your Products & Services,” to provide ideas for companies interested in enhancing
their growth through developing export markets. While focused on companies from the State of
Washington, the ideas can be of value for companies in other states or provinces as well,
particularly by identifying the types of services and advisors that may be available for
prospective exporters. It can be found at https://youtu.be/3Gf2QV2BHW4.
GlobalEdge and the Academy of International Business provide links to a number of
organizations that offer videos about international business. You can find these links at
https://aib.msu.edu/resources/videodepositories.asp.
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 use in hybrid/flipped classroom and online courses.
1. We have had good response from asking the students to interview people involved in
exporting such as members of a bank’s international department, foreign freight forwarders,
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
19 Instructor’s Manual – Module B| 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.
export departments of a local multinational, the foreign trade specialists in the Department of
Commerce or the manager of a Foreign Trade Zone. Report to the class what these people do.
2. Ask the students to choose a product and a country to which they wish to export it.
3. Have students identify and discuss, first in small groups and then in large groups, what
career opportunities there might be in the area of exporting. Encourage the students to
consider opportunities among the various intermediaries associated with finding markets or
customers, managing payments, handling documentation, transporting and storing products,
handling customs activities, and so forth. They can also contact people who are involved in one
Case studies that focus on exporting and importing are available through Ivey Publishing and
Harvard Business School. Ivey’s catalog is available for browsing (www. iveycases.com); the
cases are downloadable and pricing is in the U.S. $3.50 range. Harvard Business Publishing
(https://cb.hbsp.harvard.edu/cbmp/pages/home) requires an account and offers free review
copies for educators. The case prices begin in the $3.95 to $6 range.
illustrated. This is an Ivey Publishing case study.
“Malincho” describes the challenges faced by a recent U.S. immigrant from Bulgaria who sets
up an importing business to bring bulk feta cheese from Bulgaria to the U.S.A. Lacking prior
experience in importing and exporting, he confronts issues such as identifying opportunities,
developing and exploiting contacts, and raising funds to finance operations.. This is a Babson
including the vertical integration activities that add to the value the company is able to produce
and capture. This is a Stanford Graduate School of Business case distributed by Harvard.
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International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
CONTROVERSIAL ISSUES
1. Global Debate: The GLOBAL DEBATE: The Ethics of Exporting: Do Home Values Apply?
boxed element described earlier in this module’s Instructor Guide provides an excellent
foundation for debating some of the issues raised in the text, including issues about the
appropriateness of applying home country ethical principles when serving export markets
2. Current events for sources of content on importing and exporting
A focus on current events that are relevant to the module’s topics is a good way to bring home
the concepts, review their application and build news-review habits. Five minutes at the
beginning of class is devoted to discussion of current events. Recent relevant current events
include illegal exports of radar and missile technology from the U.S. to Russian military, the
exporting opportunities that began to emerge for Canadian businesses when that country’s
currency lost over 20 percent of its value relative to the U.S. dollar, the growth in export markets
for weaponry, and growth in export market opportunities for agricultural products such as beef,
cut flowers, fruits, and wine. Depending on the online interface, this activity may be done in chat
forums (Blackboard) or discussion boards, before class begins. This activity also works well in
large lecture classes. Other newsworthy items might be examples of companies that have
attempted to expand internationally through exports but have encountered problems. Ask
everyone to come prepared with an article for every meeting, or on a specific topic if a more
focused discussion is preferred. If a meaningful percentage of the final grade is allocated to
discussion (e.g., 15% to 25%), motivation is there. All of these opportunities to share applications
of course concepts found in current events count towards the participation grade. Call on two
people at the beginning of class, with a penalty allocated to non-performers. If there is time at
the close of class, open up new discussion for volunteers.
TEACHING SUGGESTIONS
1. This module covers the process of exporting in a hand-on way, describing the processes.
Unlike other topics in this text, this area is all implementation. It is an important area for
international business students because it is a growth area for entry-level jobs for college
graduates. We believe that all business students should be acquainted with the basics of
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
21 Instructor’s Manual – Module B| Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
2. The issue of exporting opportunities sometimes is difficult for students to understand,
particularly regarding the sheer magnitude of exporting and importing activities and how it has
been growing. You might select two or three products that are commonly grown or made in the
area around your university and ask students to consider what export markets might be
attractive for these products, and why. You might also discuss how to go about identifying
potential customers in those markets, as well as some of the practical issues that a company
might encounter in trying to export products successfully. Exploring how culture and other
institutional forces might impact the likelihood of exporting success can also be insightful for
students.
3. Guest Lecturer possibilities: Some people who could contribute to the material in this
module would be:
a. If you have a foreign freight forwarder in your area, invite him or her to explain the
firm’s services to exporters. A good forwarder can help a newcomer to get started and is
one person who is knowledgeable about the entire exporting process.
b. Someone from an Export Management Company or an export merchant can provide
the class with good information.
c. The person in charge of exporting in a local company is a good source of
information. Don’t think that your city has to be a large international business center to
have firms that export. Check all the companies in your area. You may be surprised.
d. If your institution has a Small Business Development Center, ask one of the persons
that counsel newcomers on exporting to talk to your class.
e. You might bring such speakers in “virtually” through the use of technology-mediated
tools such as Skype, Adobe Connect, FaceTime, or the like.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
22 Instructor’s Manual – Module B| Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
CONNECT TOOLS FOR ASSESSEMENT OF LEARNI NG
Interactive Applications
Assigning Interactives
• 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.
• The value of each question should probably be relatively low, since multiple questions
are usually assigned for each chapter. A good rule of thumb would be to make “Quiz
Questions” worth 1 point each and “Interactives” worth 5-10 points each since these
require more time and thought.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
23 Instructor’s Manual – Module B| Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
• 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.
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module B
24 Instructor’s Manual – Module B| 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
Module
Assignment Type
Title
Topic(s)
Learning
Objective(s)
AACSB
Accreditation
Tagging
Bloom's
Taxonomy
B
Drag and Drop
Avoiding
the Pittfalls
of
Exporting
Sources of
Export
Information
B-01
Analytical/
Reflective
thinking
Understand/
Analyze
B
Comprehension
Case
Carol's
Incoterms
Morning
Incoterms,
Pricing,
Terms of
Sale and
payment
B-02
Analytical
Apply/
Understand
B
Sequencing
Financing
Exports and
Imports
Timeline
Export
Financing
B-02; B-03
Analytical
Understand
B
Drag and Drop
A Sea of
Export
Documents
Export
Procedures
and Export
Financing
B-04
Reflective
thinking
Understand
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