CC BY
0
yAK 514.1
Atdayev Y.D.
Student Institute of Engineering-Technical and Transport Communications of Turkmenistan
Ashgabat Turkmenistan. Momadova J.D.
Student Institute of Engineering-Technical and Transport Communications of Turkmenistan
Ashgabat Turkmenistan.
Ovelekowa A.
Student Institute of Engineering-Technical and Transport Communications of Turkmenistan
Ashgabat Turkmenistan.
Hatjyeva E.
Student Institute of Engineering-Technical and Transport Communications of Turkmenistan
Ashgabat Turkmenistan. Scientific adviser: Orazberdiyev M.Ch. Teacher Institute of Engineering-Technical and Transport Communications of Turkmenistan
Ashgabat Turkmenistan.
BUSINESS PLANNING FOR INTERNATIONAL COMPANIES
Business planning of international companies is carried out in three stages:
1. Identification of key priorities;
2. Defining key functions;
3. Development strategy of the firm.
The algorithm of strategic planning cannot be the same for all international companies. The international business algorithm is determined by assessing the direction of the business abroad, the political situation, the economy, and the social development of the population of that country.
For example, if the product to be brought to that country belongs to consumer goods, the assortment and size of the product can be determined by analyzing the country's demographic situation, natural conditions, cultural development and national traditions. Along with this, the percentage of the country's imports that can replace those goods and the increase or decrease of the firm's turnover of the goods affect the plan.
A firm's strategic plan depends on an analysis of the following factors:
1. Financial resources - benefits from conducting international business, especially not only from production, but also from currency and financial markets;
2. Labor resources - the presence of local employees in the company's personnel team requires solving one problem, and the presence of employees from the company's own country requires solving another problem;
3. Production resources - efficiency of raw materials, materials, equipment and technology used in production (domestic or imported);
4. Sales market - availability of business for the product produced or exported in that country and outside it;
5. Environmental impact - international and domestic legislation must be properly structured to work in the firm's best interest.
The organizational work of strategic planning involves solving the following problems:
1. Creation of a management structure that performs strategic planning functions;
2. Working out the rules of operation of the management structure;
3. Selection of experienced, highly qualified personnel;
4. Organizational issues of information provision. Literature
1. www.salamnews.com
2. www.turkmenportal.com
© Atdayev Y.D., Momadova J.D., Ovelekowa A., Hatjyeva E., 2024
УДК 33
Babamyradov M.
Student
Turkmen State Institute of Economics and Management
Ashgabat, Turkmenistan
THE ROLE OF ACADEMIC ECONOMICS Abstract
Academic economics represents a paradox. As a discipline it is dominated by a focus on the allocation and distribution of productive and consumptive resources with a particular concern with how these resources can be affected in order to increase income, satisfaction, welfare, wellbeing or change behaviour within an interactive or market setting. However, most academic economics departments do not possess knowledge about how they can allocate resources and influence the market in order to increase the demand for their own services
Key words:
academic economics, case method, problem-solving, experience
The main aim of economics education is to enable students to 'think like economists'. According to recent research, thinking like an economist includes not only analytical or problem-solving skills but also creative skills, which 'help determine how to frame questions, what tools and principles apply to particular problems, what data and information are pertinent to those problems, and how to understand or explain surprising and unexpected results' (Siegfried et al., 1991, p. 199). A large body of evidence (see, for example, Brown et al., 1989; Boehrer, 1990) shows that an effective way to accomplish this learning is to provide students with increased opportunities to become more actively engaged in the application of economics. However, much of the teaching in many higher education institutions takes the traditional form of lectures and seminars supplemented by problem sets, written assignments and limited class discussions. As recently pointed out by Becker and Watts (2001), the predominant teaching method in economics departments in the United States is still what they refer to as 'Chalk and Talk'. As lecturers, we would generally agree that the most vivid and powerful lessons from our own educational experiences are related to projects in which we were actively involved. Concepts, ideas and experiences are harnessed and clarified in our mind more easily and quickly through direct experience than through the reading of books and abstract theories and concepts. This is particularly true in the early development of cognitive skills. The use of the case method in the teaching of economics has received greater attention in recent years. Velenchik (1995) discusses her experience in using the method to teach international trade policy. She provides an evaluation of the method by comparing the results of students exposed to case discussion with the results of students on the same course but who have instead been taught in more traditional ways. She observed that the students on the case course had a more complete grasp of theory and did better in examination questions
