The document provides an overview of the IB Diploma Programme Business & Management (B&M) subject. B&M is part of the Individuals and Societies subject group and examines topics such as business organization, human resources, accounting, marketing, and operations management. While not a standalone subject, B&M aims to make links to other areas like Theory of Knowledge. The number of students taking B&M has grown significantly in recent years. The B&M course requires internal and external assessments with slightly different requirements for Standard Level versus Higher Level. The full IB Diploma requires a combination of subject scores, Theory of Knowledge, and extended essays, with the highest total score being 45 points.

1. IBDP Business & Management
(an overview)
Paul Hoang

2. Where does B&M fit in?
 B&M is a subject in Group 3, i.e. Individuals and
societies
 Although B&M is a subject in its own right, it is not
a stand-alone entity in the IBDP
 Where possible, make links to other areas,
especially TOK
© International Baccalaureate Organization 2007

3. What else is offered in Group 3?
 Economics
 Geography
 History
 ITGS
 Islamic History

www.canadorec.on.ca/ProgramInfo/FullTime/Business/images/businessWelcome_4.jpg
Philosophy
 Psychology
 Social and cultural anthropology
 World religions
 Environmental systems and Societies – transdisciplinary
© International Baccalaureate Organization 2007

4. Growth in B&M
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
2002 2003 2004 2005 2006 2007 2008 2009
Source: IBCA
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5. Course overview
 B&M exam has 3 components:
 Paper 1 - External Assessment
 Paper 2 - External Assessment
 Internal Assessment (coursework)
 Use B&M Guide (syllabus) for learning outcomes
 Accessible to students without prior B&M
background
© International Baccalaureate Organization 2007

6. Syllabus outline
 Business organization and environment
 Human Resources
 Accounting and Finance
 Marketing
 Operations management
 Business Strategy (HL Only)
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7. Topic 6 – Business Strategy
 Does not add new content to the B&M course
 Synthesizes B&M ideas, concepts and techniques
from the topics in the HL course
 These ideas, concepts and techniques allow informed
decisions to be made about the future direction of an
organization
 Assessed in section C of Paper 1, requiring a strategic
response.
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8. Topic 6 – Strategy framework
 Useful as a tool for synoptic assessment and revision
 Strategy is about asking questions: what, why, when,
how, where and who?
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9. Topic 6 – the three-stage process
 Stage 1: Strategic analysis – where is the business
now?
 Stage 2: Strategic choice – where is the business
aiming to be?
 Stage 3: Strategic implementation – how is the
business going to achieve its objectives?
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10. How do you manage the syllabus?
 There is a lot to get through(!)
 Important that you start as soon as you can
 The learning outcomes are very clear – avoid
including more material than you need to
 Draw up SOW and be strict with yourself
© International Baccalaureate Organization 2007

11. Teaching order (at STC)
Year 12 Year 13
2. Human Resources 3. Accounting & Finance
4. Marketing 5. Operations Mgt
1. Business organization and environment
6. Business Strategy (HL Only)
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12. Higher Level Vs. Standard Level
HL SL
Teaching hours 240 150
Number of topics 39 32
Homework (hr p/w) 2 1
HL extension 
Business Strategy 
IA word limit 2,700 1,500
© International Baccalaureate Organization 2007

13. Awarding the IB Diploma
 Academic subjects each score between 1 and 7
points
 Matrix of TOK and Extended Essay together can
score up to three bonus points
 No score for CAS
 Thus the highest score possible is 45 points
 24 points needed for a Diploma to be awarded
(there are some conditions though)
© International Baccalaureate Organization 2007

14. The IB Diploma Vs. Certificate programme
 Students can take individual certificates rather
than embark on the full Diploma programme of
study
 A certificate can be awarded for each subject
studied
 Individual certificates are recognised by
universities and institutes of further education
© International Baccalaureate Organization 2007

15. Expectations
 IB encourages positive attitudes to learning in our
students
 The IB ethos embraces a continuum in terms of
international education
 TOK is integral to all aspects of the IBDP
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16. Promoting internationalism
 What does internationalism mean to you?
 How can we promote internationalism in our B&M
teaching?
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17. The learner profile
How can we work towards producing learners who
have the IBLP attributes in our B&M teaching?
Inquirers Knowledgeable
Thinkers Communicators
Principled Open-minded
Caring Risk-takers
Balanced Reflective
© International Baccalaureate Organization 2007

18. B&M education outside the classroom
• Educational visits
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19. B&M education outside the classroom
• Competitions
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20. B&M education outside the classroom
• Guest speakers
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