Case: Wat als China niet levert?

Action vreest lege schappen

18-08-2020 463 views 3

Wat als China niet levert?

Nederlandse winkels en bedrijven die zakendoen met China kunnen problemen krijgen met de bevoorrading, zeggen deskundigen. Winkelketen Action wil die problemen voor zijn en overweegt om zijn spullen die het normaal in China inslaat, uit andere landen te halen. Acute zorgen leven er niet bij Action. Het winkelbedrijf heeft een groot deel van de met het oog op het voorjaar ingekochte spullen al voor Chinees Nieuwjaar verscheept naar Nederland. Lege schappen zijn er dus niet te verwachten, toch bereidt Action wel ‘verschillende scenario’s’ voor, voor het geval de uitbraak van het coronavirus het land heel veel langer op slot zet.

Lees het volledige artikel uit het AD van Natasja de Groot.

Tags:

economical | social-societal

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Assignments for students

1.1 How would you describe in your own words why retailers such as Action will be exploring alternatives for the current China import?

1.2 Are there similar retailers facing the same problem? List at least three retail brands that are similar to Action.

1.3 The Chinese New Year is mentioned several times in the article. What does the Chinese New Year has to do with the fear for empty shelves?

2.1 China remains the manufacturing industry’s global leader. But the current volatile circumstances show that it’s worth to explore other options. Can you list at least three countries that could be an adequate alternative? Please motivate your answer with valid arguments.

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.

Recommended by teachers

Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Learning discussion (or evaluation or discussion method) | Dialogue

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
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?

Problem-based learning | Cooperative learning

Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.

Simulation game | Cooperative learning

Role play with a well-defined structure. Conditions and requirements are attached to the roles. Because of its more theme-related nature, students feel less inhibited; more targets are attained with a cognitive focus.
For example: training for sales techniques, telephone enquiries, etc.

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

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

Three-phase interview | Group activity

The teacher formulates questions, which are answered by pairs each time. Student A interviews student B about the question. Afterwards, student B interviews student A.
A subsequent round follows in a group of four students. Each person tells the others what the outcomes of their interview were. A explains what B said, etc.
This is concluded with a class discussion.

Example: Say you wanted to live on your own: what would be involved?

Word web (or mindmap) | Group activity

A topic or problem definition is written on the board.

Together in small groups, students create a word web by association. In this way, they add words which fit in with the central theme, pointing out what the relationships are (e.g. elements which link them to each other are given a specific colour). Everything is written down clearly and legibly.
After the group session, each word web is explained to the rest of the class by a representative of the group.

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Walter Baart

International Business Studies | Editorial member