Economics and Business in Selected Countries

Economics and Business in Selected Countries

1. To study and analyzed the history, political, businesses and economy development of selected countries.
2. To analyzed and discusses about the businesses and economics situations in a variety perspective.
To update the information and knowledge about political, businesses and economic policies in selected countries What political and economic plans/strategies that government have been implemented lately.
This course will focus on the economics and business of selected countries throughout the world. The impact of economic policy and procedures in relation to businesses will be examined.
-The faculty member announces the advising schedule by the request of students such as website, line message, Microsoft Team and application on electronic devices.
Students must have morality and ethics to get along with others in society and express their ethical behavior for public benefit. Subject teachers have to encourage students to develop their ethics and morality along with subject content as follows:
1.1.1 They are service-minded and are aware of moral and ethical values.
1.1.2 They possess professional and academic ethics.
1.1.3 They are self-disciplined, diligent, tolerant, punctual, and accountable
for themselves and the environment.
1.1.4 They respect the values and the rights of others.
There are also several subjects that encourage students to develop their morality and
ethics, for example, Life and Social Skills, and English for Career. Subject teachers should integrate professional ethics into the subjects. They should also evaluate students’ ethics by observation during classroom activities. Students whose behaviors do not meet the criteria are required to do social service.
A working environment should be established to cultivate students’ discipline focusing on punctuality and proper uniform. Ethics learning should be integrated in every subject to promote social and environmental mindfulness. Student should be encouraged to be involved in academic and professional services to support their community. Also they should be aware of the need for environment conservation. Students who show a high level of commitment to these issues should be promoted as role models.
Students behaviors and performances are evaluated based on the following criteria:
1.3.1 Punctuality
1.3.2 Discipline and participation
1.3.3 Accountability
1.3.4 Loyalty and Trustworthiness
2.1.1 Understanding theories and the principals of course content.
2.1.2 Updating technology and academic development in their fields.
2.1.3 Integrating professional knowledge into relevant subjects.
Many approaches to student-centered learning include Work Integrated Learning and CDIO. The aims are to promote application to real world and cope with rapid changes in technology. Field trips, professional seminars are implemented according to the course contents.
2.3.1 Formative assessment
          2.3.2 Summative assessment
          2.3.3 Assignments
          2.3.4 Presentation
          2.3.5 Portfolio
          Students should be able to improve themselves and develop their career path by developing reasoning abilities, making rational just decisions, critical thinking and problem solving.
          3.1.1 Knowledge application skills and creative thinking skills.
          3.1.2 Thinking systematically skills.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking by role playing, simulation and case study.
          3.3.1 Role plays or simulations.
          3.3.2 Choosing various problem solutions in different contexts.
          3.3.3 Assessment of report presentation in classes.
          3.3.4 Testing knowledge by using quiz or interview.
Students should be able to:
4.1.1 Establish good relationship with others and show social etiquette.
4.1.2 Be a good team leader and a team player.
4.1.3 Develop team work and problem solving skills.
4.1.4 Provide social service in proper issues.
Group and collaborative activities, as well as ethnography research and interviews are the focus.
          4.2.1 Able to work in teams and well co. ordinate well with others.
          4.2.2 Responsibilities for their assignment and duties.
          4.2.3 Adaptable to the situation and work well in a corporate organization.
          4.2.4 Building good relationships.
          4.2.5 Expressed their leadership and followership suitably in some situations.
          4.2.6 Have knowledge about a person’s communication culture and able to be placed appropriately in right time, custom and resolution specific of each culture.
          Authentic and performance-based assessments are implemented in the following forms:
          4.3.1 Behavioral observation of presentation performance.
          4.3.2 Behavioral engagement in classroom activities.
5.1.1 Select appropriate modes and tools to communicate.
          5.1.2 Research, analyze data, and apply technology to solves problems.
          5.1.3 Use Thai and English to communicate with others appropriately and
Effectively.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking.
          5.2.1 Use information technology as a tool for communication
          5.2.2 Use information technology as a tool for finding information
          5.2.3 Use information technology as a tool for presenting
5.2.4 Use information technology correctly, appropriately in traditions of each society
Evaluation Strategies on numerical, communication and information technology skills. Authentic and performance-based assessments are implemented to enable students to use information technology for communication, research, presentation, in accordance with cultural and situational awareness.
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1 2,3 Homework, Assignment, Class activities 2,3 Mid-term Exam 2,3 Final Exam 1,4 Attendance & Participation 4,5 Group presentation Homework, Assignment, Class activities Mid-term Exam Final Exam Attendance & Participation Group presentation 1-17 Homework, Assignment, Class activities 10% Mid-term Exam 30% Final Exam 30% Attendance & Participation 10% Group presentation 20%
International Economics, James Gerber, Sixth Edition Introduction to International Economics, Dominick Salvatore, 2nd Edition International Economics, Steven Husted and Michael Melvin, 3rd Edition.

       International Business, The New Realities, S. Tamer Cavusgil, Gary Knight, John Riesenberger, 4th Edition.
Books, journals, websites and other documents related to Economics and Business
Dominick Salvatore, Introduction to International Economics, 2nd Edition International Economics, James Gerber, Sixth Edition International Economics,  Appleyard, Dennis R (2005), , McGraw-Hill. International Economics: Theory and Policy,  Krugman, Paul and Obstfeld, Mauric (2000), 5th edition. International Economics, Robert J. Carbaugh, 11th Edition. ASIAN Business & Management (Theory, Practive and Perspectives), Harukiyo Hasegawa & Carlos Noronha International Business, An Asian Perspective, Charles W.L.Hill and Chow-Hou Wee and Krishna Udayasankar The Wall street Journal Business Week

         The Economist
Communication between students and teachers Assessment and evaluation of instructor and course Group discussion between the instructor and the students Participation in the class discussion of the students The observation of the behavior of the students
Academic performance of students Verification of the assessment Studying results of students
Workshops for teachers Classroom research
Exercises and assignments required to submit Presentation of the students assigned to the exercises assigned classmates listen and check for accuracy Verification by the measure of the instructor
Improve teaching plan each year Update course every four years Improve teaching method every year

      4.Include Internationalization in the study concern