Case: A real superfood?

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Let’s talk avocados

18-02-2021 973 views 1

A real superfood?

Avocados are one of the world’s fastest-growing food trends.

The Netherlands imported more than 415 million kilos last year, worth over €1 billion. Most avocados do not stay here: they are shipped through Rotterdam to supermarkets across Europe.

Behind the hype lie big challenges. Avocado farming takes huge amounts of water and labour. Prices on the world market rise and fall quickly. Supply depends on a few key countries, such as Peru, Mexico and Kenya. Dutch companies play a central role in this chain: they can profit, but they also carry the risks.

In this assignment you will analyse the avocado trade as a case of globalisation. You will map the flows, identify benefits and risks, and give advice for a Dutch importer.

Use at least one external source (e.g. CBS, nu.nl, or a trade report). Write it down briefly: title + website or article.
Mind that AI is not a source. You may use it for ideas or language, but always combine it with real sources. If you use AI, add one short line at the end explaining how you used it.

Have you noticed your avocado toast is costing more and more? Check the video below.

Why this assignment matters
By studying this avocado case you see how globalisation works in practice. One product connects farmers, traders, ports, shops and consumers worldwide. You learn to spot opportunities, but also risks that affect jobs, prices and sustainability. These are skills you will need in any future career in international business. They also help you personally: you become more aware of the choices behind products and the global forces that shape your world.

Tags:

citizenship | economical | globalization | lifestyle | trends

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Assignments for students

What to do?

Map the trade flow
Start with the basics. Show how avocados move from at least two producer countries to the Netherlands and on to EU supermarkets. Keep it clear and simple.
Analyse opportunities
Look at the upside. Explain two concrete chances for Dutch companies, for example in logistics, re-export or value-added services.
Analyse risks
Now the downside. Explain two real risks, such as volatile prices, changing exchange rates, or environmental and social concerns.
Give advice
Step into the role of a Dutch importer. Write three short, realistic tips on how they can make profit and stay responsible at the same time.

Assessment criteria

Trade flow
Pass: You show clearly how avocados move from producer to EU markets.
Merit/Distinction: You add detail on volumes, hubs or timing that show deeper insight.

Opportunities
Pass: You explain at least two opportunities for Dutch companies.
Merit/Distinction: You link these opportunities to wider EU trade or consumer trends.

Risks
Pass: You explain at least two risks for Dutch companies.
Merit/Distinction: You link these risks to concrete business impacts (prices, contracts, reputation).

Advice
Pass: You give three clear, realistic tips.
Merit/Distinction: Your tips are specific, feasible and balance profit with responsibility.

Submitting your assignment

Submit your work using the Core button in Businessbase.

First, enter your name and email correctly — otherwise you will not receive the PDF with your answers.

Then follow the guiding questions. Answer them as carefully as you can. A small spelling mistake is no problem, but careless input or AI-generated answers will not count as a source..!

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Case: A real superfood? | Let’s talk avocados

Use this form to submit your Avocado-globalization case.

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1. Understanding the Trade flow | Producer → Netherlands → EU*

Describe how avocados move from at least two producer countries to the Netherlands and on to EU supermarkets.

2. Opportunities*

Dutch companies play a central role in the European avocado chain — in logistics, ripening, packaging and re-export. These positions also create business opportunities. Explain two concrete opportunities for Dutch companies and why they matter.

3. Risks*

Explain two real risks for Dutch companies and briefly state the business impact of each (e.g., prices, contracts, reputation).

4. Advice to a Dutch importer | Balancing profit and responsibility*

Dutch importers operate in a global market where sustainability and profit often pull in different directions.

5. Source(s)

List at least one external source you used (title + website). Mind that ‘AI’ is not a source!

6. AI use (optional)

If you used AI, briefly explain how (one line).

7. Final check — before you submit*

Select all that apply to your work.

I showed how the avocado trade illustrates globalization in practice.

I described how trade flows connect producer countries and the EU market.

I identified both opportunities and risks for Dutch companies in global trade.

I suggested realistic ways for importers to balance profit and responsibility.

I used real data and sources to support my conclusions.

Do you want to add any other information, relevant to this assignment? If so, keep it short.

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Case method | Cooperative learning

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The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

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Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

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Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Student-led class discussion | Dialogue

A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.

Teacher-led class discussion | Dialogue

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