18 Feb TCS Case Study: Enbala helps the world energize efficiently: https://www.international.gc.ca/world-monde/stories-histoires/2019/C

INSTRUCTIONS FOR INDIVIDUAL PROJECT – INTL725

Research Report (20%) due Week 6

This is an applied research for a specific Canadian company. Please choose one case study from the success stories provided from the website link below. Also, choose 5 markets (countries), and your professor will select one among the 5 for you.

TCS: https://www.international.gc.ca/world-monde/stories-histoires/2019/CPTPP-enbala.aspx?lang=eng 

1. In the Research Report, you will identify 3 main points that can add value to the company. For example: Which new markets can they export to? What are the trends in this sector? Is there a trade agreement that benefits the company? How can the company increase their competitive advantage in their new and existing markets? (Please note: you can still choose a country that the case study indicates that they have already exported to.)

Topic of the Research Project: How profitable would it be for Enbala Power Network to export its product to Australia?

Examine what the trade relationship is between Canada and Australia.

Students cannot choose the same case study. Please join the discussion board in order to know what case studies are available or unavailable.

For your research, use the following Canadian sources plus journal articles (eCentennial online library) and Industry Canada data.

1. Export Development Canada: https://www.edc.ca/

2. The Canadian Trade Commissioner Service: https://www.tradecommissioner.gc.ca/

3. FITT Trade Ready:  http://www.tradeready.ca/

4. Canadian Business:  https://www.canadianbusiness.com/

5. Maclean's:  https://www.macleans.ca/

6. Financial Post:  https://business.financialpost.com/

7. BNN Bloomberg:  https://www.bnnbloomberg.ca/

8. McKinsey & Company:  https://www.mckinsey.com/ca

1. Research Report

Number of Sources Required (At least 6 sources including TCS source)

· Canadian sources: Go to Canadian sources above and search your key words (instead of using Google)

· 1 journal article: From eCentennial –> Library resources –> A-Z databases –> Business Source Complete, then search your key words (instead of using Google)

· Industry Canada data:  http://www.ic.gc.ca/eic/site/tdo-dcd.nsf/eng/Home

Identify 3 main points you want to make that can add value to the company (and other companies in the same market and sector). For example: Which new markets can they export to? What are the trends in this sector? Is there a trade agreement that benefits the company? How can the company increase their competitive advantage in their new and existing markets?

Report Format

· 3 pages of text (typewritten, single-spaced, 12 font size, Times New Roman)

· Include cover letter, related charts, graphs, photos and references

Outline

· Cover letter (addressing the company)

· Title of your paper

· Abstract: This section is often written in italics

· Key words: provide 4 to 8 key concepts in your research

· Introduction

· Background

· (Point 1)

· (Point 2)

· (Point 3)

· Conclusion

· Page of references

Useful Hints

· The abstract is a summary of the whole paper, i.e., one can just read the abstract to know the main content of your paper.

· The title is a summary of the abstract, i.e., one can look at the title to know the main issues you discuss in the paper.

· The first sentence of a paragraph is often the summary of the paragraph. Each paragraph should have only one main point, and should be about 1/3 to ½ of a page in length.

· Do not change key words or terminologies, which can happen when students use online translation. For example, “interior design” should not be paraphrased as “inside framework”, because this would change the meaning of the sentence and affect your marks for writing and content.

Compliance with the Academic Honesty and Plagiarism Policy

Penalty will be applied as follows:

· Using a source without acknowledging it (even when the student paraphrased and did not copy word-for-word): 20% deduction per source.

· Plagiarizing one sentence (or almost a sentence): 10% deduction per sentence.

· Plagiarizing one paragraph (or almost a paragraph): 50% deduction per paragraph.

· Listing a source that you did not use (in-text citation or page of references): 10% deduction per source. 

· Using work from other students: 75% deduction.

Lateness Penalty

· 20% for each day late after the deadline (including weekends).

Report Template

· INTL725 Individual Project Report Template.docx

Research Report Sample

· Research Report Sample.pdf 

· Please note: The report sample is example for format purposes only, not for content. 

RESEARCH REPORT SAMPLE

406 – 123 Yonge Street

Toronto, Ontario M1A 2B3

January 15, 2017

Dr. Susan Cohen

Canada Education Support Inc.

456 University Avenue

Toronto, Ontario M1C 2D4

Dear Dr. Cohen:

Thank you for giving me the opportunity to make a presentation on to your Board of Directors on the current perspective on the benefits and costs of pursuing an MBA, with specific focus on international students from Vietnam who want to study in North America. I have always had a strong interest on this issue, as I believe that I could bring some useful perspectives on your target market in Vietnam.

(Write some more to show that you have entrepreneurial thinking that can add value/profits to the company).

I am submitting a copy of my complete report for your review before my presentation. Any comments or suggestions would be much appreciated. I look forward to the presentation next week.

Sincerely,

Jane Smith

Jane Smith

Graduate Student

Global Business Management

Centennial College

Tel: (416) 123-4567

E-mail: [email protected]

A Cost-Benefit Analysis of Doing an MBA for International Students

from Vietnam

by

Jane Smith Graduate Student, Centennial College

prepared for

Canada Education Support Inc.

January 15, 2017

A Cost-Benefit Analysis of Doing an MBA for International Students

from Vietnam

Jane Smith Graduate Student, Centennial College

Abstract: Obtaining an MBA overseas has been a lifetime dream of many students in developing countries, with the appeal often coming from the expectation of high income after graduation. However, due to the changes in the labor market in North America resulted from the financial meltdown in 2009, the likelihood of obtaining a managerial position upon graduation is becoming much smaller than before (Jain and Stopford 2011), while the cost of an MBA program is steadily increasing (Allen, 2011). This paper presents the costs and benefits of pursuing an MBA in North America specifically for international students from Vietnam. It suggests that unless the prospective students already secure certain managerial positions either back home or in the new environment in North America, the costs of an MBA might outweigh the benefits. The paper also suggests alternative educational plans for students who want to obtain foreign education.

Keywords: MBA, business education, international students, employment, Vietnam

Introduction

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Background

According to Allen (2011), the current recession in the United States made it more difficult to obtain an MBA, while the number of MBA programs is increasing. The author also noted that to get a managerial job, it is more important to have “entrepreneurial thinking” than skills sets and education.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Source: The Economist(2005).

1. The Current Labor Market for MBA Graduates in North America: Not promising

Having an MBA was often seen as a ticket to having high-paying managerial jobs. However, since the collapse of the housing market in the United States in 2008 and the subsequent global financial crisis, unemployment has become more serious in the overall economy in North America (provide source). Potential jobs for MBA graduates has also diminished significantly both for local and international students (provide source).

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. A Cost-Benefit Analysis of Pursuing an MBA for International Students from Vietnam: Why an MBA Education Might Not Pay for Itself

With a per capita income of about $1,200, Vietnam is one of the fastest growing economies in Asia. International students from Vietnam have to consider the cost of pursuing an MBA (provide source and data, such as Harvard $160,000, U of T $90,000), more so than students from other countries with higher income. In addition, the Vietnamese in North America do not have the same professional networking system as other ethnic groups (Saloner, 2011) that can help them get jobs.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3)Alternative Educational Plans that Make Sense for International Students

Since the cost of pursuing an MBA is relatively higher than the benefits, international students from Vietnam can consider other studying options that are also good for job prospects. It is worth considering the fact that employers in international business do not just look at education in their hiring decisions. Stephen Green, Group CEO of HSBC, said:“We don’t look so much at what and where people have studied but rather at their drive, initiative, cultural sensitivity, and readiness to see world as their oyster.” (Green, Hassan, Immelt, Marks, and Meiland, 2003, p. 40). Therefore, students can choose business programs that are less expensive (Brain, 2016) or similar Master’s programs.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Future Research

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bibliography

Allen, L. (2011). MBA is Valuable Job-hunt Asset, but Down Economy Makes Getting One Harder. Central Penn Business Journal, 10/21/2011, Vol. 27 Issue 43, pp. 17-19.

Brain without Borders (2016). The Economist. Retrieved on October 7, 2017, from https://www.economist.com/news/international/21689540-australia-and-canada-seek-attract-more-foreign-students-america-and-britain-could.

 

Green, S., Hassan, F., Immelt, J., Marks, M., and Meiland, D. (2003). In Search of Global Leaders. Harvard Business Review, August 2003.

International Education (2005). The Economist. Retrieved on October 7, 2017, from www.economist.com/node/4405649.

Jain, S. and Stopford, J. (2011). Revamping MBA Programs for Global Competitiveness. Business Horizons. 54, 345—353.

Saloner, G. (2010). Building the Next-Generation Business Leader. McKinsey Quarterly. April 2010.

Marking Rubric for Individual Research Report (20%).

Late penalty: 20% per day.

Criteriononsetation  points Timesness reportaphs, APA styles, that they are good sources.rt). final version, etc	A+ level 5 points	A level 4 points	B level 3.5 points	C level 3 points	D level 2.5 points	F level 0 – 1 point
PROFESSIONAL SOURCES	Used required sources and 4 or more additional professional sources.	Used required sources and 1 – 3 additional professional sources	Used required sources.	Used most (two-thirds) of the required sources and/or unverifiable sources.	Used only 1-3 required sources and/or unverifiable sources.	Did not follow instructions on professional sources; OR did not provide sources; OR plagiarized sources (put in source(s) that you did not use).
APA	Used in-text citation properly at least once for each source; used References properly without errors; provided proper sources for figures/graphs.	Used in-text citation properly at least once for each source; used References properly with 1 – 2 errors; provided proper sources for figures/graphs.	Used in-text citation properly at least once for each source; used References properly, with 3 – 5 errors; provided sources for figures/graphs.	Used in-text citation for most sources; used References properly, with 6 – 9 errors; OR did not provide proper sources for figures/graphs.	Used in-text citation only a few times; OR used References with 10 or more errors.	Did not use in-text citation; OR provided links only in the References section; OR did not provide a References section.
CONTENT	Selected an excellent topic; provided an effective literature review, with strong analysis and logical reasoning.	Selected an excellent topic; provided a thorough literature review, with good analysis and logical reasoning.	Selected a good topic; provided a good literature review, with good analysis and logical reasoning.	Selected an acceptable topic; provided some literature review, with some analysis and acceptable logical reasoning.	Did not follow instructions in selecting a topic; OR did not provide a proper literature review and/or analysis, with errors in logical reasoning.	Did not follow instructions on content; OR did not provide a proper literature review and analysis, with serious errors in logical reasoning.
Writing effective-ness	Used good template; wrote clearly and effectively, with consistency in font, spacing, and formats.	Used good template; wrote clearly and concisely, with consistency in font, spacing, and formats; 1 - 2 typo errors.	Used satisfactory template; wrote clearly, with consistency in font, spacing, and formats; 3 – 5 typo errors.	Used acceptable template; did not write clearly, with some consistency in font, spacing, and formats; 6 – 9 typo errors.	Did not use satisfactory template; OR did not write clearly, without  consistency in font, spacing, or formats; 10 or more typo errors.	Did not use satisfactory template; AND/OR did not write clearly, with many serious errors; OR plagiarized.

Marking Rubric for Individual PowerPoint Presentation with Video Recording (20%). Late penalty: 20% per day.

Criteriononsetation  points Timesness reportaphs, APA styles, that they are good sources.rt). final version, etc	A+ level 5 points	A level 4 points	B level 3.5 points	C level 3 points	D level 2.5 points	F level 0 – 1 point
Professional sources	Indicates sources excellently	Indicates sources effectively	Indicates sources with no errors	Indicates sources adequately	Indicates a few sources only OR with many errors	Does not indicate sources
CONTENT – Research objectives, methodology, and sampling – Data analysis, interpretation and business recommendation	Excellently presents research objectives, data analysis and recommendation	Effectively presents research objectives, data analysis and recommendation	Sufficiently present research objectives, data analysis and recommendation	Adequately presents research objectives, data analysis and recommendation	Present research objectives, data analysis and recommendation acceptably	Does not clearly present research objectives, data analysis and recommendation
PowerPoint quality	Attractive, effective, easy to follow, no errors	Attractive, easy to follow, no errors	Attractive, easy to follow, only a few errors	Attractive, easy to follow, many errors	Not attractive, many errors	Not attractive, difficult to follow, many serious errors
ORAL PRESENTATION (articulation, proper rate & pronunciation, good posture, eye contact, enthusiasm, confidence)	Excellent	Effective	Good	Adequate	Acceptable	Inadequate