Global Business 3 Credit Equivalent

Demonstrate knowledge of cultural, operational, financial, and managerial challenges and techniques to manage them in global business organizations.

Projects

Number Title Description Credit Equivalent
GBUS 300 Reshoring Product Manufacturing

In this project, students select a product that is currently being imported to the United States that could possibly be manufactured domestically. They identify and analyze the reasons why manufacturing of this product has been outsourced. They calculate the components of Total Cost of Ownership (TCO) for the chosen product at a current location abroad and in the United States. The TCO Estimator enables aggregation of all cost and risk factors into one cost for simpler, more objective decision making regarding outsourcing. Students estimate TCO components in future years to account for input cost fluctuations, sustainability issues, economic growth and other changes in the external environment. Based on the analysis, they decide whether to continue manufacturing abroad or bring manufacturing back to the United States.

 

Prerequisites:

  • BEI 105: Microeconomic Market Analysis II

    BEI 105: Microeconomic Market Analysis II

    In this project, students will identify a microeconomic issue or a problem that challenges students to do an in-depth analysis of a market/industry. Focus Project #2 has 5 parts: Proposal, Survey Design, First Draft, Final Draft, and presentation video. Student will identify industry and market characteristics, and key economic actors (firms, government regulations, and competition). The economic arguments of the stake holders (firms, consumers and the government) will be provided. Survey will teach students how to design an online survey to gather public input about the topic. This is an important step as survey provides them a real life data and an empirical foundation while literature review and other theoretical economic models (Focus Project#2: First Draft) will provide them a theoretical foundation. In an ideal project report (Focus Project#2: Final Draft), both theoretical and empirical foundations are needed to ground the ideas and theories. In their policy recommendations, students will be expected to provide a comprehensive list of supporting arguments and a possible list of unintended consequences

    Required text: McEachern, W. A. Microeconomics: A contemporary introduction. 9th Edition (2012). Mason, OH: South-Western Cengage Learning. ISBN: 978-0538453714.

  • BEII 105: Business Cycle Analysis

    BEII 105: Business Cycle Analysis

    The goal of this project is to encourage students to explore the differences and similarities in the causes of the two most recent U.S. recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat the two recessions.  In addition, students will recommend and explain specific fiscal and monetary policies that they would have personally preferred to see implemented. Finally, students will explain why the Great Depression was relatively worse than the Great Recession of 2007 – 2009.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). Retrieved from: https://saylordotorg.github.io/text_principles-of-macroeconomics-v2.0/index.html.

  • BLE 200: Analysis of a Selected Organization's Navigation of Law and Ethics

    BLE 200: Analysis of a Selected Organization's Navigation of Law and Ethics

    This project incorporates a number of practical business interactions.  Students will participate in a real negotiation, will visit a courthouse, research conciliation court rules and prepare a complaint, as well as prepare the paperwork to form a limited liability company.  Students will explore ethical issues through movies, YouTube clips and challenging scenarios.  These activities culminate with the Business Interview.  Students will formulate questions for a business owner interview.  These questions must cover all five assessment competency areas including how the business owner plans for potential disputes, uses contracts, has selected a legal entity for the business, deals with government regulations and the role ethics plays in the business operation.  Students will then interview an approved business owner and report back as to their findings.

    Required text: Saylor Foundation. The Legal and Ethical Environment. (2011). Retrieved from: http://www.saylor.org/site/textbooks/The%20Legal%20and%20Ethical%20Environment%20of%20Business.pdf.

  • IS 300: Sales Data Analysis and Communication using Spreadsheets and Statistics

    IS 300: Sales Data Analysis and Communication using Spreadsheets and Statistics

    This project gives students domestic sales records containing detailed information including: store number, sales region, item number, item description, unit price, units sold, and date of sale.  Students need to work with the data using spreadsheet technologies such as Microsoft Excel. They need to apply a number of spreadsheet formulas on the data, aggregate the data using pivot tables, summarize data, and create charts and tables with summary data. In addition, students apply measures of central tendency (mean, median and mode) as they relate to sales data. They also arrive at measures of variability (e.g. range, standard deviation, and variance) on different segments of sales data, and calculate measures of relative position (e.g. percentiles, quartiles, and interquartile ranges). Students need to demonstrate an understanding of these statistical concepts, and how to compute them with formula in spreadsheets. Students will then use this information to complete a written report for the CEO as well as a PowerPoint presentation for the Board of Directors. Students will also demonstrate their editing capabilities by revising a colleague’s memo and will also complete an evaluation / reflection of the primary deliverables.

    Required text: Glenn, Cheryl and Loretta Grey, The Hodges Harbrace Handbook, 2009 MLA Update Edition, 17th Edition. ISBN: 978-0495797562

    Successful completion of this project satisfies credit equivalents in the following competency areas: Information Systems (0.5), Business Statistics (0.8), and Business Communication (0.7).

2
GBUS 305 Issues in Doing Business Globally

In this project, students will be working for a hypothetical company and will be conducting research on one of several countries to come up with a recommendation as to whether or not this hypothetical company should consider expanding into that market as a new sales territory. Students explore and analyze the economic, technological and cultural dimensions of doing business in the selected country and prepare a formal report, which will include tables, charts and/or graphs, for an executive.

Required text: Glenn, Cheryl and Loretta Grey, The Hodges Harbrace Handbook, 2009 MLA Update Edition, 17th Edition. ISBN: 978-0495797562

Successful completion of project satisfies credit equivalents in the following competency areas: Global Business (1.2) and Business Communication (0.8). 

Prerequisites:

  • GBUS 300: Reshoring Product Manufacturing

    GBUS 300: Reshoring Product Manufacturing

    In this project, students select a product that is currently being imported to the United States that could possibly be manufactured domestically. They identify and analyze the reasons why manufacturing of this product has been outsourced. They calculate the components of Total Cost of Ownership (TCO) for the chosen product at a current location abroad and in the United States. The TCO Estimator enables aggregation of all cost and risk factors into one cost for simpler, more objective decision making regarding outsourcing. Students estimate TCO components in future years to account for input cost fluctuations, sustainability issues, economic growth and other changes in the external environment. Based on the analysis, they decide whether to continue manufacturing abroad or bring manufacturing back to the United States.

     

  • Fulfillment of English Composition (UW Colleges ENG 102 or Equivalent)
2
Number
GBUS 300
Title
Reshoring Product Manufacturing
Description

In this project, students select a product that is currently being imported to the United States that could possibly be manufactured domestically. They identify and analyze the reasons why manufacturing of this product has been outsourced. They calculate the components of Total Cost of Ownership (TCO) for the chosen product at a current location abroad and in the United States. The TCO Estimator enables aggregation of all cost and risk factors into one cost for simpler, more objective decision making regarding outsourcing. Students estimate TCO components in future years to account for input cost fluctuations, sustainability issues, economic growth and other changes in the external environment. Based on the analysis, they decide whether to continue manufacturing abroad or bring manufacturing back to the United States.

 

Prerequisites:

  • BEI 105: Microeconomic Market Analysis II

    BEI 105: Microeconomic Market Analysis II

    In this project, students will identify a microeconomic issue or a problem that challenges students to do an in-depth analysis of a market/industry. Focus Project #2 has 5 parts: Proposal, Survey Design, First Draft, Final Draft, and presentation video. Student will identify industry and market characteristics, and key economic actors (firms, government regulations, and competition). The economic arguments of the stake holders (firms, consumers and the government) will be provided. Survey will teach students how to design an online survey to gather public input about the topic. This is an important step as survey provides them a real life data and an empirical foundation while literature review and other theoretical economic models (Focus Project#2: First Draft) will provide them a theoretical foundation. In an ideal project report (Focus Project#2: Final Draft), both theoretical and empirical foundations are needed to ground the ideas and theories. In their policy recommendations, students will be expected to provide a comprehensive list of supporting arguments and a possible list of unintended consequences

    Required text: McEachern, W. A. Microeconomics: A contemporary introduction. 9th Edition (2012). Mason, OH: South-Western Cengage Learning. ISBN: 978-0538453714.

  • BEII 105: Business Cycle Analysis

    BEII 105: Business Cycle Analysis

    The goal of this project is to encourage students to explore the differences and similarities in the causes of the two most recent U.S. recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat the two recessions.  In addition, students will recommend and explain specific fiscal and monetary policies that they would have personally preferred to see implemented. Finally, students will explain why the Great Depression was relatively worse than the Great Recession of 2007 – 2009.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). Retrieved from: https://saylordotorg.github.io/text_principles-of-macroeconomics-v2.0/index.html.

  • BLE 200: Analysis of a Selected Organization's Navigation of Law and Ethics

    BLE 200: Analysis of a Selected Organization's Navigation of Law and Ethics

    This project incorporates a number of practical business interactions.  Students will participate in a real negotiation, will visit a courthouse, research conciliation court rules and prepare a complaint, as well as prepare the paperwork to form a limited liability company.  Students will explore ethical issues through movies, YouTube clips and challenging scenarios.  These activities culminate with the Business Interview.  Students will formulate questions for a business owner interview.  These questions must cover all five assessment competency areas including how the business owner plans for potential disputes, uses contracts, has selected a legal entity for the business, deals with government regulations and the role ethics plays in the business operation.  Students will then interview an approved business owner and report back as to their findings.

    Required text: Saylor Foundation. The Legal and Ethical Environment. (2011). Retrieved from: http://www.saylor.org/site/textbooks/The%20Legal%20and%20Ethical%20Environment%20of%20Business.pdf.

  • IS 300: Sales Data Analysis and Communication using Spreadsheets and Statistics

    IS 300: Sales Data Analysis and Communication using Spreadsheets and Statistics

    This project gives students domestic sales records containing detailed information including: store number, sales region, item number, item description, unit price, units sold, and date of sale.  Students need to work with the data using spreadsheet technologies such as Microsoft Excel. They need to apply a number of spreadsheet formulas on the data, aggregate the data using pivot tables, summarize data, and create charts and tables with summary data. In addition, students apply measures of central tendency (mean, median and mode) as they relate to sales data. They also arrive at measures of variability (e.g. range, standard deviation, and variance) on different segments of sales data, and calculate measures of relative position (e.g. percentiles, quartiles, and interquartile ranges). Students need to demonstrate an understanding of these statistical concepts, and how to compute them with formula in spreadsheets. Students will then use this information to complete a written report for the CEO as well as a PowerPoint presentation for the Board of Directors. Students will also demonstrate their editing capabilities by revising a colleague’s memo and will also complete an evaluation / reflection of the primary deliverables.

    Required text: Glenn, Cheryl and Loretta Grey, The Hodges Harbrace Handbook, 2009 MLA Update Edition, 17th Edition. ISBN: 978-0495797562

    Successful completion of this project satisfies credit equivalents in the following competency areas: Information Systems (0.5), Business Statistics (0.8), and Business Communication (0.7).

Credit Equivalent
2
Number
GBUS 305
Title
Issues in Doing Business Globally
Description

In this project, students will be working for a hypothetical company and will be conducting research on one of several countries to come up with a recommendation as to whether or not this hypothetical company should consider expanding into that market as a new sales territory. Students explore and analyze the economic, technological and cultural dimensions of doing business in the selected country and prepare a formal report, which will include tables, charts and/or graphs, for an executive.

Required text: Glenn, Cheryl and Loretta Grey, The Hodges Harbrace Handbook, 2009 MLA Update Edition, 17th Edition. ISBN: 978-0495797562

Successful completion of project satisfies credit equivalents in the following competency areas: Global Business (1.2) and Business Communication (0.8). 

Prerequisites:

  • GBUS 300: Reshoring Product Manufacturing

    GBUS 300: Reshoring Product Manufacturing

    In this project, students select a product that is currently being imported to the United States that could possibly be manufactured domestically. They identify and analyze the reasons why manufacturing of this product has been outsourced. They calculate the components of Total Cost of Ownership (TCO) for the chosen product at a current location abroad and in the United States. The TCO Estimator enables aggregation of all cost and risk factors into one cost for simpler, more objective decision making regarding outsourcing. Students estimate TCO components in future years to account for input cost fluctuations, sustainability issues, economic growth and other changes in the external environment. Based on the analysis, they decide whether to continue manufacturing abroad or bring manufacturing back to the United States.

     

  • Fulfillment of English Composition (UW Colleges ENG 102 or Equivalent)
Credit Equivalent
2