Summary Oxford Business Management course IB SL and HL

O X F O R D I B D I P L O M A P R O G R A M M E




2 0 1 4 E D I T I O N




B U S IN E S S



M A N A GE M E N T

C O U R S E C O M PA N I O N




Loykie Lominé




Mar tin Muchena




Rober t A. Pierce

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,Cours book dnition The IB Learner Prole



The IB Diploma Programme course books are The aim of all IB programmes to develop




resource materials designed to support students internationally minded people who work to create




throughout their two-year Diploma Programme a better and more peaceful world. The aim of the




course of study in a particular subject. They will programme is to develop this person through ten




help students gain an understanding of what learner attributes, as described below.




is expected from the study of an IB Diploma

Inquirers: They develop their natural curiosity.


Programme subject while presenting content in a

They acquire the skills necessary to conduct


way that illustrates the purpose and aims of the IB.

inquiry and research and snow independence in


They reect the philosophy and approach of the

learning. They actively enjoy learning and this love


IB and encourage a deep understanding of each

of learning will be sustained throughout their lives.


subject by making connections to wider issues and




Knowledgeable: They explore concepts, ideas,
providing opportunities for critical thinking.




and issues that have local and global signicance.


The books mirror the IB philosophy of viewing the

In so doing, they acquire in-depth knowledge and


curriculum in terms of a whole-course approach;

develop understanding across a broad and balanced


the use of a wide range of resources, international

range of disciplines.


mindedness, the IB learner prole and the IB




Thinkers: They exercise initiative in applying
Diploma Programme core requirements, theory




thinking skills critically and creatively to recognize
of knowledge, the extended essay, and creativity,




and approach complex problems, and make
action, service (CAS).




reasoned, ethical decisions.


Each book can be used in conjunction with other




Communicators: They understand and express
materials and indeed, students of the IB are




ideas and information condently and creatively in
required and encouraged to draw conclusions from




more than one language and in a variety of modes
a variety of resources. Suggestions for additional




of communication. They work effectively and
and further reading are given in each book




willingly in collaboration with others.
and suggestions for how to extend research are




provided.
Principled: They act with integrity and honesty,




with a strong sense of fairness, justice and respect
In addition, the course companions provide advice




for the dignity of the individual, groups and
and guidance on the specic course assessment




communities. They take responsibility for their
requirements and on academic honesty protocol.




own action and the consequences that accompany
They are distinctive and authoritative without




them.
being prescriptive.




Open-minded: They understand and appreciate




their own cultures and personal histories, and are

IB mission statement

open to the perspectives, values and traditions


The International Baccalaureate aims to develop

of other individuals and communities. They are


inquiring, knowledgeable and caring young people

accustomed to seeking and evaluating a range of


who help to create a better and more peaceful

points of view, and are willing to grow from the


world through intercultural understanding and

experience.


respect.




Caring: They show empathy, compassion and


To this end the organization works with schools,

respect towards the needs and feelings of others.


governments and international organizations to

They have a personal commitment to service, and


develop challenging programmes of international

to act to make a positive difference to the lives of


education and rigorous assessment.

others and to the environment.




These programmes encourage students across the

Risk-takers: They approach unfamiliar situations


world to become active, compassionate and lifelong

and uncertainty with courage and forethought,


learners who understand that other people, with

and have the independence of spirit to explore


their differences, can also be right.

new roles, ideas, and strategies. They are brave and




articulate in defending their beliefs.




iii

, Balanced: They understand the importance of
What constitutes malpractice?



intellectual, physical and emotional ballance to

Malpractice is behaviour that results in, or may



achieve personal well-being for themselves and

result in, you or any student gaining an unfair



others.

advantage in one or more assessment component.




Malpractice includes plagiarism and collusion.
Reective: They give thoughtful consideration




to their own learning and experience. They are

Plagiarism is dened as the representation of the



able to assess and understand their strengths and

ideas or work of another person as your own. The



limitations in order to support their learning and

following are some of the ways to avoid plagiarism:



personal development.



●
words and ideas of another person to support




one’s arguments must be acknowledged




A note on academic honesty
●
passages that are quoted verbatim must


It is of vital importance to acknowledge and

be enclosed within quotation marks and


appropriately credit the owners of information

acknowledged


when that information is used in your work.



●
CD-Roms, email messages, web sites on the
After all, owners of ideas (intellectual property)



Internet and any other electronic media must
have property rights. To have an authentic piece



be treated in the same way as books and
of work, it must be based on your individual



journals
and original ideas with the work of others fully




acknowledged. Therefore, all assignments, written
●
the sources of all photographs, maps,



or oral, completed for assessment must use your
illustrations, computer programs, data, graphs,



own language and expression. Where sources are
audio-visual and similar material must be



used or referred to, whether in the form of direct
acknowledged if they are not your own work



quotation or paraphrase, such sources must be


●
works of art, whether music, lm dance,

appropriately acknowledged.



theatre arts or visual arts and where the




How do I acknowledge the work of others? creative use of a part of a work takes place, the




original artist must be acknowledged.
The way that you acknowledge that you have used




the ideas of other people is through the use of
Collusion is dened as supporting malpractice by



footnotes and bibliographies.
another student. This includes:




Footnotes (placed at the bottom of a page) or
●
allowing your work to be copied or submitted



endnotes (placed at the end of a document) are
for assessment by another student



to be provided when you quote or paraphrase



●
duplicating work for different assessment
from another document, or closely summarize the



components and/or diploma requirements.
information provided in another document. You




do not need to provide a footnote for information
Other forms of malpractice include any action




that is part of a ‘body of knowledge’. That is,
that gives you an unfair advantage or affects the




denitions do not need to be footnoted as they are
results of another student. Examples include,




part of the assumed knowledge.
taking unauthorized material into an examination




room, misconduct during an examination and
Bibliographies should include a formal list of the



falsifying a CAS record.
resources that you used in your work. ‘Formal’




means that you should use one of the several




accepted forms of presentation. This usually




involves separating the resources that you use




into different categories (e.g. books, magazines,




newspaper articles, internet-based resources, Cds




and works of art) and providing full information




as to how a reader or viewer of your work can




nd the same information. A bibliography is




compulsory in the Extended Essay.




iv