Criterion #5 – Global Component (10 points)

In their annual report and verbal presentation, how effective were the students in demonstrating that: They included at least one type of “global” component in their activities during the year (e.g., did students work with students or businesses from another country to import/export products; did they study how free markets work in an economy other than their own; did they study who are the key policymakers in a global economy?).

Interpretation:  This judging criterion is intentionally broad in scope and vague in specifics. In order to be successful in today’s business world, it is important that students interested in pursuing entrepreneurial ventures (or careers in business) be exposed to cultural practices different from their own. Also, it is important that they are aware of key policymaking organizations, such as the International Monetary Fund, the World Bank, the World Trade Organization, the United Nations, the International Labor Organization, and trade coalitions such as the European Union, NAFTA, CAFTA and ASEAN.

One goal of the SAGE program is to build international linkages between education and business. Specifically, SAGE creates a network among domestic business, international business, higher education and secondary schools. It is vital for SAGE students to have ample opportunity to learn entrepreneurial skills, while at the same time learn how international trade directly affects many aspects of their lives (e.g., from purchasing decisions to career choices). But the subjects of entrepreneurship and international trade are not generally included in the high school or community college curriculum.

Judges will scrutinize a SAGE team based not only on its effectiveness but also on its creativity. For example, how well did the team incorporate a global dimension into existing activities? Or did they complete one or more separate activities specifically addressing an international business issue? Judges are looking for a demonstration of some type of deeper awareness and appreciation for conducting business in a market other than one’s own local market.

Sample Activities

SAGE teams from different states or countries may want to work with each other in determining if there is a potential market for import/export products. Or students may want to devote a couple days to studying how free markets work in an economy other than their own.  To connect to SAGE teams in other countries, email cdeberg@csuchico.edu  and ask that he subscribe you to a listserv called “SAGEMAIL.” Also, a nice activity would be an in-depth study of the roles and responsibilities of various policymakers in a global economy. 

Another idea for an outstanding global project is to participate in a UN-sponsored program called “The People Speak Global Debates.” High school students in more than 80 countries are invited to participate. According to its website (www.thepeoplespeak.org/globaldebates), any U.S. or international high school (grades 9-12, ages 14-19) can participate in the Global Debate. Students who are interested in global issues can use their voice to become involved in critical issues facing our world. What’s more, participating schools can compete to win a trip for their Global Debates team (four students and two educators) to the UN’s Foundation Youth Leadership Summit. The next one will be held in New York in July 2009. The summit is a three-day event featuring opportunities to meet UN officials, meet experts in the areas related to the debate topics, and participate in special activities, including a UN tour.  

Students may also choose to focus on one or two books which can help them better understand global issues. Once they’ve read the books, they can provide an oral report to fellow SAGE. One outstanding book is The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits by C.K. Prahalad (2005). After reading the book, students not only will have new ideas about how to do business in other parts of the world, but they can also learn more about how major corporations can re-think their business models when choosing to do business in developing countries. Another book is by Nobel Peace Prize winner, Muhammad Yunus. His book, Creating a World without Poverty: Social Business and the Future of Capitalism envisions a world where business leaders use their intellectual, financial and social capital to create businesses that solve some of the world’s greatest challenges.