Adding International Business to the Core Program via the Simulation Game
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ColumbusCollege UniversitySystemof Georgia
businessto thebusiness Abstract.Thisstudyreportsonthe feasibilityof addinginternational business simulationgame inthe capstonepolicycourse.The core by usinga multinational course or substitutefor other simulationgame is not intendedto replace an introductory wherenone currentlyexists and approaches.Itis intendedto providea minimalintroduction changes thatare perhapsto aidin overcomingthe inertiawithregardto relevantcurriculum needed to complywithAmericanAssemblyof CollegiateSchools of Business (AACSB) guidelines. * Inthe United States, entry level positions in the field of internationalbusiness INTRODUCTION (IB)are limited for young college graduates, especially at the bachelor's degree level. Consequently, internationalbusiness is not emphasized and in many cases not even acknowledged in undergraduate programs. The growth of international trade, however, particularlywith respect to manufactured goods, is changing this picture. The need is beginning to exist for graduates who understand international business concepts. In business law there are problems with tariffs, quotas, and patent protection. In marketing the problem of product standardization versus product adaption is relevant. In management there are very real problems with trade union relations, social responsibility, and organizational structure. Infinance there are currency barriers, differentialinflation rates, and investment risks that are a vital part of the internationalbusiness environment. To compensate for this changing business environment, the AACSB is currently pressing for a greater emphasis on internationalbusiness. At the same time, research in other areas brings forth new concepts and theories each year that ultimately must be incorporated into the common body of knowledge called business administration. To make room for new knowledge, course material must be edited and condensed to remain within the time constraints of academic programs. This in turn places pressure on business faculty who are responsible for program content and on the learning media that are used to disseminate knowledge in the classroom. As a result, educators are faced with more than just internationalbusiness to add to course content. One possible solution to the problem of introducing at least a minimumlevel of IB is to lean heavily on experiential learning tools at the business policy level: specifically, the business simulation game. Perhaps at this level some significant emphasis is possible with a minimal impact on the existing body of knowledge. For instance, if existing domestic games are already used, students have to forecast sales, perform cash flow analysis, and develop operating strategies based on relevant operational concepts. The use of an international business game requires these same tasks but forces the student team to consider also political stability factors in forecasting, possible exchange gains and losses in cash flow analysis, and relevant management constructs in hiring workers and forming make or bu
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