Syllabus: AQA - AS and A Level Business
Module: 3.9 Strategic Methods: How to Pursue Strategies (A-level Only)
Lesson: 3.9.3 Assessing Globalisation and Internationalisation

Introduction

This article explores AQA A-level Business – 3.9.3 Assessing Globalisation and Internationalisation, a crucial part of the Strategic Methods module. It supports curriculum delivery for teachers while offering practical insights for careers leads and SLT focused on workplace readiness.

Globalisation is no longer a future consideration — it’s a strategic imperative for many firms. This section develops students’ ability to analyse why businesses pursue international strategies, the methods they use, and the impacts on their operations. It’s directly aligned with AQA’s emphasis on strategic decision-making and complements Gatsby Benchmarks by linking business theory with real-world careers and decision-making.

Key Concepts

The AQA syllabus outlines the following core areas under 3.9.3:

• Reasons for Globalisation: Cost advantages, access to new markets, and following competitors are key drivers.

• Role of Emerging Economies: Understanding how BRICS nations (e.g. India, China) offer growth opportunities.

• Targeting International Markets: Strategic motivations behind entering new countries (e.g. diversification, demand).

• Methods of Entry: Exporting, licensing, joint ventures, and direct investment.

• Market Attractiveness: How businesses assess legal, economic, political, and cultural factors.

• Off-shoring and Re-shoring: Evaluating the implications of relocating production abroad or bringing it back.

• Operational Impact: Strategic challenges and benefits in production, logistics, and HR management overseas.

Students must analyse these from multiple perspectives — financial, ethical, operational, and cultural — all of which are rooted in higher-order thinking skills like strategic evaluation and risk management.

Real-World Relevance

Mini Case Study: Dyson’s Strategic Moves

Dyson, originally a UK-based firm, has shifted key manufacturing to Malaysia while relocating its global HQ to Singapore. The aim? Access to Asian markets, tax incentives, and proximity to suppliers. This decision impacted its branding, public perception in the UK, and cost structure — a classic example of the trade-offs in globalisation.

TikTok and Regulatory Risk

TikTok’s global expansion highlights how internationalisation can backfire without consideration of legal environments. With US lawmakers scrutinising its data practices, TikTok shows how entering foreign markets comes with regulatory and reputational risk.

These examples link directly to syllabus points on entry methods, political factors, and operational impact — all essential for students to evaluate in exam responses.

How It’s Assessed

In AQA A-level Business, students are assessed using a mix of short-answer, data response, and extended essay questions. Key features include:

• Command Words: ‘Assess’, ‘Evaluate’, and ‘Justify’ require multi-faceted arguments with supported conclusions.

• Data Response: Globalisation often appears in case study formats requiring application to specific business scenarios.

• 20 Mark Questions: Commonly ask students to weigh the pros and cons of expanding abroad or choosing between methods of international entry.

For example: “Assess the likely impact on a UK business of off-shoring its manufacturing to Vietnam.” Here, students must draw on financial, operational, and reputational considerations.

Encourage use of frameworks like SWOT, PESTLE, and Ansoff Matrix for structured responses — all aligned with strategic analysis.

Enterprise Skills Integration

This topic is rich in opportunities to develop commercial awareness, decision-making, and problem-solving — three core themes from our framework:

• Commercial Awareness: Understanding market entry decisions, cost structures, and stakeholder needs.

• Decision-Making: Evaluating international risks, investment choices, and market dynamics.

• Problem-Solving: Addressing issues like supply chain disruptions, ethical sourcing, and cultural barriers.

Enterprise Skills’ Skills Hub Business tools help simulate these decisions in classroom scenarios, allowing students to experiment with outcomes without real-world risk — enhancing comprehension and retention.

Careers Links

This topic supports Gatsby Benchmarks 4, 5, and 6:

• Benchmark 4: Connects curriculum learning to careers — strategic business decisions are relevant to sectors from finance to logistics.

• Benchmark 5: Use of real business case studies like Dyson and TikTok delivers authentic employer encounters.

• Benchmark 6: When paired with simulations or industry challenges, students experience the complexity of workplace decisions.

Relevant career pathways include:

• International Business Development

• Supply Chain Analyst

• Management Consultancy

• Market Research and Strategy

• Trade Compliance Officer

Using Skills Hub Futures tools, careers leads can map these pathways explicitly, helping students see the “why” behind their learning.

Teaching Notes

Teaching Tips:

• Start Local, Go Global: Use local business examples expanding internationally before moving to multinationals.

• Debate Format: Assign groups to argue for/against international expansion for a chosen firm.

• Simulations: Leverage tools from Enterprise Skills that allow students to role-play global decisions.

• Employer Insights: Bring in case studies or video content from sector champions or SMEs exploring overseas markets.

Common Pitfalls:

• Overemphasis on cost benefits without considering cultural or legal complexities.

• Confusing off-shoring with outsourcing.

• Weak application of theory to case scenarios (especially in 20-mark answers).

Extension Activities:

• SWOT/PESTLE Analysis Projects: Apply these frameworks to a live business considering global expansion.

• International Strategy Presentation: Groups present their global strategy for a UK SME.

• Careers Integration: Research job roles involved in global business operations and present as a “day in the life”.