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 U.S. and 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 U.S. 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 U.S.

  • Explain the strategic reasons for doing business globally.
  • Describe the benefits and challenges of global business.
  • Describe current rends in global business.

 

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 them to do an in-depth analysis of a market/industry. Focus Project #2 has five parts: proposal, survey design, first draft, final draft, and presentation video. Students will identify industry and market characteristics as well as key economic actors (firms, government regulations, and competition). The economic arguments of the stakeholders (firms, consumers, and the government) will be provided. Survey design will teach students how to design an online survey to gather public input about the topic. This is an important step as the survey results provide them with real-life data and an empirical foundation while literature review and other theoretical economic models provide them with a theoretical foundation. In an ideal project report, both theoretical and empirical foundations are needed to ground the ideas. 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.

    • Analyze how demand and supply function in resource markets.
    • Analyze the impact of government regulations on business and consumers.
    • Analyze the consumer behavior and how it determines demand.
    • Analyze producer behavior and how it determines supply.
    • Analyze the effect of competition on market price, output, and consumer welfare.
  • 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 between the causes of the two most recent U.S. economic recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat each recession. Students will also 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 to 2009.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

    • Analyze the effectiveness of monetary and fiscal policies on the economy.
    • Explain how changes in aggregate supply and aggregate demand affect business cycles.
    • Illustrate the significant relationships between employment, unemployment, inflation, and output in the short and long term.
  • 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, visit a courthouse, research conciliation court rules and prepare a complaint, and 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, selects a legal entity for the business, deals with government regulations, and understands the role ethics plays in the business operation. Students will then interview an approved business owner and report back on their findings.

    Required text: Saylor Foundation. The Legal and Ethical Environment. (2011). (Materials provided with project.)

    • Analyze dispute resolution processes.
    • Analyze contracts in transaction of business.
    • Distinguish between legal forms of organizations.
    • Analyze government regulation of business.
    • Analyze business ethics.
    • Analyze a specific organization’s application of legal and ethical principles.
  • 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 will work with the data using spreadsheet technologies such as Microsoft Excel 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. Students will also 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 positon (e.g., percentiles, quartiles, and interquartile ranges). Students demonstrate an understanding of these statistical concepts and how to compute them with formulas 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 complete an evaluation/reflection of the primary deliverables. Note: Successful completion of this project satisfies credit equivalents in Information Systems (0.50), Business Statistics (0.80), and Business Communication (0.70).

    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).

    • Construct and utilize spreadsheets effectively.
    • Compute measures of central tendency, location, and variability.
    • Write clearly for target audiences, purposes, and contexts.
2
GBUS 305 Issues in Doing Business Globally

In this project, students will be working for a hypothetical company and 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 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). 

  • Examine major global political and economic systems.
  • Articulate the role of cultural differences in managing interactions within global organizations.
  • Design effective documents and data displays.

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 U.S. and 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 U.S. 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 U.S.

    • Explain the strategic reasons for doing business globally.
    • Describe the benefits and challenges of global business.
    • Describe current rends in global business.

     

  • 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 U.S. and 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 U.S. 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 U.S.

  • Explain the strategic reasons for doing business globally.
  • Describe the benefits and challenges of global business.
  • Describe current rends in global business.

 

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 them to do an in-depth analysis of a market/industry. Focus Project #2 has five parts: proposal, survey design, first draft, final draft, and presentation video. Students will identify industry and market characteristics as well as key economic actors (firms, government regulations, and competition). The economic arguments of the stakeholders (firms, consumers, and the government) will be provided. Survey design will teach students how to design an online survey to gather public input about the topic. This is an important step as the survey results provide them with real-life data and an empirical foundation while literature review and other theoretical economic models provide them with a theoretical foundation. In an ideal project report, both theoretical and empirical foundations are needed to ground the ideas. 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.

    • Analyze how demand and supply function in resource markets.
    • Analyze the impact of government regulations on business and consumers.
    • Analyze the consumer behavior and how it determines demand.
    • Analyze producer behavior and how it determines supply.
    • Analyze the effect of competition on market price, output, and consumer welfare.
  • 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 between the causes of the two most recent U.S. economic recessions. Students will also evaluate the effectiveness of the monetary and fiscal policies (demand-side and supply-side) that were designed to combat each recession. Students will also 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 to 2009.

    Required text: Saylor Academy. Principles of Macroeconomics. (2012). (Materials provided with project.)

    • Analyze the effectiveness of monetary and fiscal policies on the economy.
    • Explain how changes in aggregate supply and aggregate demand affect business cycles.
    • Illustrate the significant relationships between employment, unemployment, inflation, and output in the short and long term.
  • 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, visit a courthouse, research conciliation court rules and prepare a complaint, and 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, selects a legal entity for the business, deals with government regulations, and understands the role ethics plays in the business operation. Students will then interview an approved business owner and report back on their findings.

    Required text: Saylor Foundation. The Legal and Ethical Environment. (2011). (Materials provided with project.)

    • Analyze dispute resolution processes.
    • Analyze contracts in transaction of business.
    • Distinguish between legal forms of organizations.
    • Analyze government regulation of business.
    • Analyze business ethics.
    • Analyze a specific organization’s application of legal and ethical principles.
  • 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 will work with the data using spreadsheet technologies such as Microsoft Excel 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. Students will also 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 positon (e.g., percentiles, quartiles, and interquartile ranges). Students demonstrate an understanding of these statistical concepts and how to compute them with formulas 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 complete an evaluation/reflection of the primary deliverables. Note: Successful completion of this project satisfies credit equivalents in Information Systems (0.50), Business Statistics (0.80), and Business Communication (0.70).

    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).

    • Construct and utilize spreadsheets effectively.
    • Compute measures of central tendency, location, and variability.
    • Write clearly for target audiences, purposes, and contexts.
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 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 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). 

  • Examine major global political and economic systems.
  • Articulate the role of cultural differences in managing interactions within global organizations.
  • Design effective documents and data displays.

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 U.S. and 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 U.S. 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 U.S.

    • Explain the strategic reasons for doing business globally.
    • Describe the benefits and challenges of global business.
    • Describe current rends in global business.

     

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