Global Trade and Economics - Manufacturing Medical Instruments: Difference between revisions

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== Premise ==
== Premise ==


You work for a multinational manufacturer of medical instruments and have been tasked with identifying a location to construct a new factory. You first task is to narrow your search to one or two nations with healthy economies and welcoming business environments.
You work for a multinational manufacturer of medical instruments and have been tasked with identifying a location to construct a new factory. You first task is to narrow your search to one or two nations with healthy economies and welcoming business environments.




== Preliminary Discussion ==
== Preliminary Discussion ==


The librarian should initiate a discussion where students brainstorm the kinds of information that would be helpful in addressing this scenario. Such a discussion will likely result in factors like economic growth and stability, political stability, trade relations, regulatory environments, a skilled workforce, etc. The librarian can lead the students in identifying the kinds of data that would indicate such factors, such as GDP for an indicator of economic growth and stability.
The librarian should initiate a discussion where students brainstorm the kinds of information that would be helpful in addressing this scenario. Such a discussion will likely result in factors like economic growth and stability, political stability, trade relations, regulatory environments, a skilled workforce, etc. The librarian can lead the students in identifying the kinds of data that would indicate such factors, such as GDP for an indicator of economic growth and stability.


Economic, demographic, and other indicators can be found in both free and fee-based sources. The librarian can describe the differences in the information available and the fact that many sources provide some information freely but charge for full data sets. When new resources are introduced it should be made clear which are freely available and which will no longer be accessible to students after graduation.


 
It should be emphasized that the librarian is not teaching students how to best address the scenario, but how to use information sources that would be useful in addressing such a scenario. Assumptions and shortcuts may be necessary in order to more efficiently explore the resources, but students must understand that they would likely be inappropriate in an actual analysis.
 
 
A discussion of the kinds of information that will be useful for this scenario results in factors such as the demographics and prosperity of candidate nations' populations, the competitive environment, and the regulatory environment. This is followed by a discussion differentiating primary and secondary research and what kinds of information are available through the library. Qualitative discussions about free versus licensed resources are of particular interest to students who will soon be graduating but expect to experience similar information needs during their professional careers.




== First Resource ==
== First Resource ==


During the preliminary discussion students may have conjectured that a candidate nation should have a significant population of young people with adequate disposable income--the target demographic for game consoles. The librarian can now demonstrate a source for this kind of demographic and economic data, such as the World Bank's World Development Indicators database, or the freely available UNdata website (http://data.un.org/). The librarian then assigns students a specific objective, such as indentifying a handful of nations exhibiting the desired demographic and economic characteristics, and allows students several minutes to explore the resource with this purpose. One or two students can then describe their findings and reasoning to the rest of the class.
Students may voice a need to obtain both data and analysis or commentary. The librarian can first demonstrate a source for raw data, such as the World Bank's World Development Indicators database, the freely available data at the UNdata website (http://data.un.org/), or the globalEDGE site hosted by Michigan State University (http://globaledge.msu.edu/). Students can be given several minutes to explore the resource on their own, with the objective of identifying nations that exhibit desirable characteristics, such as a stable economy or an educated workforce. One or two students should be invited to share their selections and their reasoning with the group.




== Second Resource ==
== Second Resource ==


In the preliminary discussion students may have suggested that knowing which competitors or suppliers operate in a nation would be useful, as would an awareness of local consumer behavior. However, not every information need can be addressed during a library instruction session nor can every resource be demonstrated, especially if students are to have hands-on experience with each resource. The librarian should demonstrate either a source for international company information, like Bureau van Dijk's Mint Global database, or a source for international marketing information, like Euromonitor’s Global Market Information Database. Attendees can then explore the resource on their own, seeking to narrow their handful of nations down to two or three nations, after which one or two volunteers present their findings.




== Third Resource ==
== Third Resource ==


Students may have discussed the importance of a business-friendly regulatory environment. The librarian can demonstrate free resources like the World Bank's Doing Business website (http://www.doingbusiness.org/) or the U.S. Commercial Service's Country Commercial Guides. Students should then use the resource to make a final selection, and one or two students can explain their decision.
Students may have discussed the importance of a business-friendly regulatory environment. The librarian can demonstrate free resources like the World Bank's Doing Business website (http://www.doingbusiness.org/)  




Revision as of 17:51, 2 March 2009

Premise

You work for a multinational manufacturer of medical instruments and have been tasked with identifying a location to construct a new factory. You first task is to narrow your search to one or two nations with healthy economies and welcoming business environments.


Preliminary Discussion

The librarian should initiate a discussion where students brainstorm the kinds of information that would be helpful in addressing this scenario. Such a discussion will likely result in factors like economic growth and stability, political stability, trade relations, regulatory environments, a skilled workforce, etc. The librarian can lead the students in identifying the kinds of data that would indicate such factors, such as GDP for an indicator of economic growth and stability.

Economic, demographic, and other indicators can be found in both free and fee-based sources. The librarian can describe the differences in the information available and the fact that many sources provide some information freely but charge for full data sets. When new resources are introduced it should be made clear which are freely available and which will no longer be accessible to students after graduation.

It should be emphasized that the librarian is not teaching students how to best address the scenario, but how to use information sources that would be useful in addressing such a scenario. Assumptions and shortcuts may be necessary in order to more efficiently explore the resources, but students must understand that they would likely be inappropriate in an actual analysis.


First Resource

Students may voice a need to obtain both data and analysis or commentary. The librarian can first demonstrate a source for raw data, such as the World Bank's World Development Indicators database, the freely available data at the UNdata website (http://data.un.org/), or the globalEDGE site hosted by Michigan State University (http://globaledge.msu.edu/). Students can be given several minutes to explore the resource on their own, with the objective of identifying nations that exhibit desirable characteristics, such as a stable economy or an educated workforce. One or two students should be invited to share their selections and their reasoning with the group.


Second Resource

Third Resource

Students may have discussed the importance of a business-friendly regulatory environment. The librarian can demonstrate free resources like the World Bank's Doing Business website (http://www.doingbusiness.org/)


Wrap Up

It is always beneficial to review the issues raised during the preliminary discussion, the principles of information literacy revealed through that discussion, and the ways that specific resources introduced during the discussion met the information needs voiced by students. The librarian should emphasize to students that there are probably additional information needs inherent in the case, and there are many other resources available. Distributing a handout that describes these additional resources helps the librarian remain focused on effectively introducing a limited set of resources.

The librarian should remind students that the objective of the session was not to teach them how to conduct a country screening, but to demonstrate information-seeking strategies and resources that would be useful in conducting a country screening.


Submitted By

Andy Spackman, MBA, MLS
Business and Economics Librarian

1522 Harold B. Lee Library
Brigham Young University
Provo, UT 84602

(801) 422-3924
andy_spackman@byu.edu
http://www.lib.byu.edu/business/

Originally Submitted: March 2, 2009

  • A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2009 can be downloaded here.
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