BMSL Subject Brief

International Baccalaureate
Diploma Programme Subject Brief

Individuals and societies:
Business management— Standard level
First assessments 2016 – Last assessments 2022
The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.
To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended es-
say, theory of knowledge and creativity, action, service—are compulsory and central
to the philosophy of the programme.
These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions
I. Course description and aims 3. promote the importance of exploring business issues from differ-
The business management course is designed to develop students’ ent cultural perspectives
knowledge and understanding of business management theories, as 4. enable the student to appreciate the nature and significance of
well as their ability to apply a range of tools and techniques. Students change in a local, regional and global context
learn to analyse, discuss and evaluate business activities at local, national 5. promote awareness of the importance of environmental, social and
and international levels. The course covers a range of organizations from ethical factors in the actions of individuals and organizations
all sectors, as well as the sociocultural and economic contexts in which 6. develop an understanding of the importance of innovation in a
those organizations operate. business environment.
The course covers the key characteristics of business organization and II. Curriculum model overview
environment, and the business functions of human resource manage-
ment, finance and accounts, marketing and operations management. Component Recommended
Through the exploration of six underpinning concepts (change, culture, teaching hours
ethics, globalization, innovation and strategy), the course allows stu- Unit 1: Business organization and environment 40
dents to develop a holistic understanding of today’s complex and dy- 1.1 Introduction to business management
namic business environment. The conceptual learning is firmly anchored 1.2 Types of organizations
in business management theories, tools and techniques and placed in 1.3 Organizational objectives
the context of real world examples and case studies. 1.4 Stakeholders
1.5 External environment
The course encourages the appreciation of ethical concerns, at both 1.6 Growth and evolution
a local and global level. It aims to develop relevant and transferable Unit 2: Human resource management 15
skills, including the ability to: think critically; make ethically sound and 2.1 Functions and evolution of human
well-informed decisions; appreciate the pace, nature and significance of resource management
change; think strategically; and undertake long term planning, analysis 2.2 Organizational structure
and evaluation. The course also develops subject-specific skills, such as 2.3 Leadership and management
financial analysis. 2.4 Motivation
The aims of the business management course at HL and SL are to:
1. encourage a holistic view of the world of business
2. empower students to think critically and strategically about indi-
vidual and organizational behaviour
© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Unit 3: Finance and accounts 35 Assessment at a glance
3.1 Sources of finance Type of Format of Time Weighting
3.2 Costs and revenues assessment assessment (hours) of final
3.3 Break-even analysis grade (%)
3.4 Final accounts (some HL only)
External 3 75
3.5 Profitability and liquidity ratio analysis
3.6 Cash flow Paper 1 Structured questions 1.25 35
3.7 Investment appraisal (some HL only)
Paper 2 Structured and extended 1.75 40
Unit 4: Marketing 35 response questions
4.1 The role of marketing
Internal 15 25
4.2 Marketing planning (including introduc-
tion to the four Ps) Written Students produce a written 15 25
4.3 Market research commentary commentary based on three
4.4 The four Ps (product, price, promotion, to five supporting docu-
place) ments about a real issue or
4.5 E-commerce problem facing a particular
organization. Maximum
Unit 5: Operations management 10
1,500 words.
5.1 The role of operations management
5.2 Production methods
5.3 Location IV. Sample questions
Internal assessment 15 • Apply the Boston Consulting Group (BCG) matrix to B-Pharma’s
product portfolio.
• Examine possible strategies for Dan Electro to prevent cash flow
III. Assessment model difficulties.
By the end of the business management SL course, students are ex- • With reference to one organization that you have studied,
pected to reach the following assessment objectives. examine what changes globalization brings about in the
1. Demonstrate knowledge and understanding of: management of human resources.
• the business management tools, techniques and theories
specified in the syllabus content
• the six concepts that underpin the subject
• real-world business problems, issues and decisions
2. Demonstrate application and analysis of:
• knowledge and skills to a variety of real-world and fictional
business situations
• business decisions by explaining the issue(s) at stake, selecting
and interpreting data, and applying appropriate tools, techniques,
theories and concepts
3. Demonstrate synthesis and evaluation of:
• business strategies and practices, showing evidence of critical
thinking
• business decisions, formulating recommendations
4. Demonstrate a variety of appropriate skills to:
• produce well-structured written material using business
terminology
• select and use quantitative and qualitative business tools,
techniques and methods
• select and use business material, from a range of primary and
secondary sources.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.
For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.
For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: [email protected].

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International Baccalaureate

Diploma Programme Subject Brief

The IB Diploma Programme (DP) is a rigorous, academically challenging and

These IB DP subject briefs illustrate four key course components.

© International Baccalaureate Organization 2014

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