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About the course

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management.

International Business Fundamentals

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 12

Course Development Date

June 10th, 2021

Course Outline

Business, Trade, and the Economy

In this unit students will be introduced to common terminologies used in e.g., international trade, multinational enterprise, global company, exports, imports. They will explore some key concepts that relate to international business and globalization (e.g., fair trade; outsourcing; rationalization; absolute, competitive, and comparative advantage). Students will be introduced to the use of information technology for a variety of purposes related to international business. They will study effective business communication techniques (e.g., in business reports, presentations). Students will explore the traits of Canada’s major trading partners and locate them on a map. They will investigate the impact that International Business has on Canada. The Impact of International Business on Canada (e.g., decreased prices, increased quantity and quality of products, technological developments, loss of jobs, increased foreign ownership of Canadian companies). They will explore how Canada can attract foreign investment. Students will look at various types of international businesses (e.g., import/export, global sourcing, joint ventures, strategic alliances, wholly owned subsidiaries). They will look at the ways in which international business activity develops interdependence among nations. Students will look at the impacts that tariff and non-tariff barriers, restrictions on foreign investment, and fluctuations in currency can have on International business.

Expected Hours of Instructions : 28 hours

The Global Environment for Business

This unit will look at how Canadian businesses have been affected by globalization. Students will look at how the Canadian workplace has changed as a result and how consumer choices have been altered. Students will explore the factors which influence a country’s ability to participate in international business such as currency and treaties. As well, students will examine trade agreements and the impact they have on International businesses and local Canadian businesses. In this unit students will explore how globalization affects the way a business may run and the standardization of products around the world.

Expected Hours of Instructions : 28 hours

Factors Influencing Success in International Markets

This unit explores how International markets are influenced by culture and customs, for instance products ingredients may have to be adjusted for certain cultures. They will address the impact of language barriers on international trade. Students will also look at the availability and distribution of products because of globalization. Students will evaluate the impact that developed and under-developed countries, population density, production power, and buying power have on international trade. They will also look at how heads of state come together to mitigate any shortcomings of international trade. Students will explore the impacts of geography and geopolitics on international businesses.

Expected Hours of Instructions : 26 hours

Marketing Challenges and the International Market

In this unit students look at the challenges that the market faces and how they can be mitigated. Some of the challenges that will be discussed are adaptation strategies to the marketing of international products; the economic, legal, cultural, and economic factors that affect product marketing; the logistics of distribution and storage of products. Students will look at the ethical challenges that are inherent in such international marketing ventures. Students will look at challenges that may arise from bordet issues, immigration issues, and many such issues.
Expected Hours of Instructions : 26 hours


This is a proctored exam worth 30% of your final grade.

Expected Hours of Instructions : 2 hours

Total 110 hours


The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:

● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations

A. Business, Trade and the Economy

A1 demonstrate an understanding of terminology, concepts, and basic business communication practices related to international business;
A2 analyse the impact of international business activity on Canada’s economy;
A3 demonstrate an understanding of how international business and economic activities increase the interdependence of nations.

B. The Global Environment for Business

B1 analyse ways in which Canadian businesses have been affected by globalization;
B2 demonstrate an understanding of the factors that influence a country’s ability to participate in international business;
B3 assess the effects of current trends in global business activity and economic conditions.

C. Factors Influencing Success in International Markets

C1 analyse the ways in which cultural factors influence international business methods and operations;
C2 assess the ways in which political, economic, and geographic factors influence international business methods and operations;
C3 identify and describe common mistakes made by businesses in international markets;
C4 evaluate the factors currently affecting the international competitiveness of Canadian businesses.

D. Marketing Challenges and Approaches, and Distribution

D1 assess the challenges facing a business that wants to market a product internationally;
D2 compare the approaches taken by various companies to market their products internationally;
D3 demonstrate an understanding of the logistics of, and challenges associated with, distribution to local, national, and international markets.

E. Working in International Markets

E1 analyse the ways in which ethical considerations affect international business decisions;
E2 assess the working environment in international markets;
E3 demonstrate an understanding of the process for crossing international borders as it relates to international business.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Business Studies, 2006; (Pg 21-22) Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion.

The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution.

Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class.

While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.

This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application.

Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%

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