Nike Tnc Case Study Gcse

Nike Debate - New International Division of Labour / Globalization



Nike - Message to the world

Nike - The other side of the story

Living with globalization - Fashion

Structure of lessons:

Lesson 1
Starter: Introduce the lesson by showing the Nike Promo video above. Discuss the global image that Nike is portraying of their business. Think about the images, people and music.

Task 1 - Show the 'History of Nike' video above. Make light of the fact that Nike are quite a young company but have developed very quickly in terms of NIDL.

Task 2
- Students complete activities 1-4 from P.190-191 of the OCR B Textbook and copy a definition of NIDL.

Task 3 - Show the Michael Moore meets Phil Knight video above. This has been done really well and raises a number of important questions. **Note that people are not complaining about the sweatshop issue, but about bringing jobs back to the USA**

Task 4 - Students to pick out cards from a hat. Each card represents a job type in the discussion. The 'figureheads of the group will be the two Nike Executives and the two Human Rights Activists.

a: Seat the Nike Executives at a table with Nike employees (USA) the Shareholder, the subcontractor and the Asia Economic Development Officer.

b: Seat the activists and the USA Economic Development Officer together.

c: Seat the sweatshop workers together on a different table.

Task 5
- Make it clear that the sweatshop workers could be swayed either way. They could group together to protest about the conditions experienced in these factories or they could be won over by the Nike corporation who could use them to highlight how they are paid more than local industry workers, betters terms and conditions etc etc.

Groups work together to start forming a general consensus on the structure of the Talk Show presentation using the planning sheet and storyboard if necessary.

Homework - Watch the YouTube documentary above - Living with Globalization - Fashion (20 mins)

Lesson 2
Groups use the resource booklet and the PowerPoint presentation to start putting their arguements together. Towards the end of the lesson, each group must make an appeal to the Factory Workers to come and join them. When this has been done, the factory workers must go to the team that they want to (not just because their mates are there!).

Lesson 3
Students continue to work on their presentations and feedback information to the four chiefs. At no point should the two groups collaborate with each other.

Lesson 4 - The presentation of ideas.
This needs to be managed carefully to avoid all hell breaking loose. The teacher should act as the talk show host and should use a pre-prepared markscheme to score effective arguements and particularly good retorts and questionning. (Markscheme will be added here shortly).

Exam Style Homework - The solution. How can all of these people work together to ensure that production continues whilst not having an adverse effect on the economies of the countries involved (MEDC, NIC & LEDC) ** this will be developed a little further when I see the outcome of the students work** - November 2011.

Nike Debate - Team Video Version

Objective: To research the issues surrounding the NIDL focussing on Nike and its global operations.

Outcome: Mini documentary examining the views of different stakeholders in this global operation. 

Slideshow outlining pro's and con's of Nike's international activities. (Thanks to www.cob.sjsu.edu)

Storyboard (for filmed presentations)

Planning Sheet for Presentation - here (print out in A3 size)
Task - Using all the resources here and the task sheet to the left, plan, stage and direct your video to show the issues involved in NIDL of Nike products.  The key question is as follows: 


“Should Nike change its approach to global sourcing?”

GCSE A*/A Extension Work

In a quest to be knowledgeable, you should be pushing yourself to gather further information. The video on the left of this is a documentary that is worth watching to help you gain further understanding of the issues involving MNC's and NIDL.

TSR Wiki > Study Help > Subjects and Revision > Revision Notes > Geography > Nike – A TNC


Nike – A TNC

Nike’s suppliers have changed rapidly since 1989. South Korea has declined as a supplier from 60% to less than 10%. This is because South Korea has become an NIC and so wages are higher & production is more expensive. Vietnam has only just become a supplier. Both of these countries will have been affected by the presence of communism but that has now collapsed in Vietnam & so is less of an issue. Indonesia has increased its supply to 40%, as it is an LEDC with poor controls on labour & environment.

There is a lot of controversy over Nike’s exploits in SE Asia. Nike exploits LEDCs in order to produce cheaper products. Working conditions are very poor and the factories receive very little of the profits. Nike can also pollute the environment without being prosecuted due to the slack environmental laws. If labour costs increase Nike can quickly pull out which does not help the long-term future of the host country.

On the positive side they do bring jobs to the region, particularly due to the multiplier effect. They help to bring new technology & skills to the area.

Nike in Vietnam

Vietnam is 1 of the world’s poorest countries with a lot of unemployment as governments have dismantled the centrally planned economy. The clothing industry is 1 of the fastest growing areas of employment. Nike employs 30,000 people in Vietnam, mostly young women. However, Nike was accused of exploiting labour which hurt its reputation & so it now offers better working conditions.

Also See

Other ‘Economics Systems’ revision notes at A Level:

Comments

These notes were originally written by F1_fanatic and posted here on TSR Forums. They are suitable for people studying for geography at A Level.

Categories: Economic Systems (Geography) Revision Notes | A Level Geography Revision Notes | Geography Revision Notes

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