Research Methods and International Business Study Guide

Study Guide:
Ch 1- Research
· What is research?
· Characteristics/Attributes of high-quality research
· Model of scientific inquiry
· Different types of research
· Difference between basic and applied research
· Dependent Variables
· Independent Variables
· Hypothesis
· Population and population sample
· Statistical significance and level of sig.
· Value of literature review
· Importance of source citation & reference
Ch 2 – Int’l Business
· What is:
· Business
· International Business
· Import and Export
· e-business (e-commerce)
· Globalization
· Forces driving globalization
· What is culture, ethnocentricity, values, attitudes, customs, &
social group?
Ch 3 – Team DM
· What is:
· Decision Making
· Rational DM process
· Rational Model of Group DM
· DM pitfalls
Ch 4 – Balanced Team
· Identify the importance of a balanced team
· What are the steps in planning for team balance?

Ch 5 – Dev Intercultural Teams
· Identify:
· - Cultural influences
· - Cultural adjustments
· - Communication in intercultural team meetings
Ch 6 – Diversity in the Workplace
· What is:
· Diversity, culture, cultural landscape
· Alterations of cultural landscape
· Views of diversity
· Dev diversity consciousness
· Cultural encapsulation?
· Steps in dev our diversity consciousness
· Strategies in dev DC
Ch 7 – DV in the Workplace (AA)
· Discus the impact of the Civil Rights Act and Affirmative
Action on workplace diversity
COB STANDARD CORE COURSE SYLLABUS
(Meets PS03.A.29, 01/04/05 standards)
Instructor:
Classroom:
Online
Class Time:
Online
Office Hours:
Online
Phone:
This course is in support of a degree program at the UHD
College of Business that has earned professional accreditation
by AACSB International. AACSB International is an
association of more than 1,100 business educational institutions,
and other organizations in 70 countries that are dedicated to the

advancement of management education worldwide. Only 568
business programs, or less than 5% worldwide, have earned this
distinguished hallmark of excellence in management education.
Some institutions accredited in Texas are: The University of
Houston, University of Houston Clear Lake, Rice, SMU, TCU,
Baylor, Texas Tech, The University of Texas at Austin, Texas
A&M, and our own University of Houston-Downtown
CATALOG DESCRIPTION
This course is an introductory course for all business majors.
The topics include critical thinking, team development, research
methods, business ethics, diversity in the workplace, and
international business. The critical thinking component
introduces the concepts and techniques of critical thinking. The
team development component focuses on the importance and
role of teams in business. The research methods component
introduces the concepts of primary and secondary sources of
information for business research. The ethics component
introduces the basic ethical concepts, principles, and techniques
of moral reasoning needed in business. The diversity
component develops an understanding of the cultural
demographic and regulatory aspects of a diverse population of
customers and employees. The international component
develops an understanding of business operations within a
global economy.
Prerequisite
Prerequisites ARE NOT optional; pre-requisites ARE
requirements or courses that must be completed PRIOR to
taking the course. The pre-requisite(s) for this course are
described in the UHD catalog course description as: Sophomore
standing.
It is the students’ responsibility to insure that they meet the pre-
requisites prior to enrollment in this course. If the student
enrolls and does not meet the pre-requisites, he/she may be

administratively withdrawn from the course at any time. The
administrative withdrawal will result in NO REFUND of tuition
and fees because it appears that the student knowingly enrolled
in the course in violation of the Catalog requirements. Any
variance in pre-requisite requirements or this policy must be
obtained in writing from the Department Chair prior to
enrollment in this course.
Required Material
Textbook:The Business Cornerstone, Building a Solid
Foundation, 6th Edition. Boston, MA: Pearson Custom
Publishing, 2010.
Other Materials:
USB (Flash drive) for storing files
Internet Accessibility
Course Overview
Business Cornerstone is an application-oriented course that
utilizes lectures, discussions, collaborative decision-making
exercises, case studies, on-line communications, presentations,
and written assignments to maximize student involvement in the
subject matter. The dynamic nature of the Business Cornerstone
course requires an interactive teaching and learning format that
utilizes experiential learning activities to enhance each
student’s involvement with the course content.
Objectives
At the conclusion of this course, the student will have
strengthened the academic skills needed for success as a
business major and will have a solid understanding of how
ethics, diversity, and globalization affect business operations.
Specifically, the student will:

1. Become a better critical thinker and develop well-reasoned
solutions to business problems (see Critical Thinking Inference
and Evaluation rubric);
2. Demonstrate an awareness of primary and secondary research
methodologies and techniques;
3. Be aware of group dynamics and how they are utilized in
creating effective teams;
4. Understand the vital role that ethics plays in decision
making;
5. Appreciate business opportunities and challenges provided by
globalization; and
6. Develop an understanding of diversity in the workplace.
Exams
Three exams—Two Exams and a Final—will be administered
during the semester. The exams will consist of true/false,
multiple choices, and may include short essay questions. The
exams will be held on September 27 and November 7. The
Final Exam, to be held on the scheduled date (December 10), is
comprehensive. It is important that students write each of these
dates in their calendars and be sure to be prepared. No make-up
exams will be given. Exams are designed to determine how
much the student has mastered the course content.
MAKE-UP EXAMS
If you are absent the day of an exam your only make-up exam
option is for your final exam grade to count as your exam grade
the day of your absence. In effect, your final exam grade will
count not only as your final exam grade, but also as your missed
exam grade. This policy applies to all circumstances (e.g.,
documented illness, traffic accident, family obligation). Your
final exam grade may only take the place of one missed exam.

Thus, if you are absent for more than one exam you will receive
a zero as your grade (no make-up option) on the second (or
more) exam(s).
Assignments
Assignments and projects must be typed. Assignments will be
graded on content, organization, mechanics, neatness, spelling
and grammar. Please remember to put your name on all of your
work.
Each assignment must be turned in when due. Work submitted
after the due date and time will be recorded one grade lower
than the actual value for each day that it is late.
Individual Assignments:
Individual assignments are just that, the students’ work without
assistance from anyone. It is expected the completed submission
is solely the students’ work. Individual assignments will
consist of three (3) Individual Exercises.
The first individual assignment will cover the Critical
Thinking—Inference and Evaluation learning outcomes.
Students are to read and evaluate the essay, “Sweatshirts from
Sweatshops” located in the textbook. The evaluation will
consist of locating errors in the essay that violate the Universal
Intellectual Standards and that contain Logical Fallacies.
Writing Competency
Every business student must write professionally. Written
assignments are found throughout the business curriculum
including courses in every major. In BA3300, you start with a
two-page written assignment in which your writing competency
is evaluated using the COB writing rubric (incorporated in this
syllabus). In addition, your essay must be free of the
fundamental writing errors shown in the following bulleted list:
· Misspelled words
· Sentence fragments

· Run-on sentences
· Inaccurate use of words
· Subject – verb tense disagreement
· Punctuation errors
· Grammar errors
You are responsible for proofreading, editing and using
software tools, such as spell checking and grammar checking
PRIOR to submission.
If this written assignment is rated unacceptable on any criteria,
you will be referred to the COB Writing Lab. You will find the
COB Writing Lab is listed in your menu of courses when you
login to Blackboard Learn. The COB Writing Lab contains
resources that you can access any time to improve your writing
skills. In addition, you can request to meet via online or face-
to-face with a professional writing tutor, Ms. Robin Kessler.
See the COB Writing Lab course for more details. Throughout
this course, you are encouraged to use the COB Writing Lab to
improve your writing skills.
At least two additional written assignments are required of
every student. Written assignments (except the last one)
containing more than 5 fundamental writing errors are returned
to the student ungraded and the student can re-write and re-
submit within 24 hours of the returned assignment. 50% of the
grade on a written assignment is based on your writing
competency.
Group Assignments:
Each student will participate in two (2) team assignments. An
important topic discussed in this course is teamwork. There is

no better way to learn about teams than to be a team member.
Teams will consist of 5-7 members. A 10-page-minimum paper
with PowerPoint presentation is a requirement for group
assignments.
The last team assignment will cover the Research and
International Business module and will satisfy the Effective
Written Communications and/or Effective Communications,
Core Business Knowledge, and Reality-based Business
Education learning outcomes. The teams will be assigned a real
corporation and will research the feasibility of conducting or
not conducting business in a developing country. Teams will be
provided the opportunity to present their decisions via
PowerPoint presentation and written paper.
Quizzes
Quizzes will be given at random points throughout the semester.
They will be given to assess students’ understanding of
concepts, as well as to ensure that they are keeping up with the
assigned readings. No make-up quizzes will be given.
Class Participation
Students are expected to fully participate in class discussions
(D/P). The discussions will be graded for:
1. Frequency — Number and regularity of your contributions.
Students are expected to completely answer questions and post
at least two responses in each graded Discussion topic on a
minimum of three different days a week. Post your initial
response to each discussion question in the Assignment Folder
and Discussion Folder.
2. Quality-content of your contribution is expected to have
quality:
· Writing about 100 words in your responses
· Providing additional information to the discussion

· Elaborating on previous comments from others
· Presenting explanations of concepts or methods to help fellow
students
· Presenting reasons for or against a topic in a persuasive
fashion
· Sharing your own personal experiences that relate to the topic,
and
· Providing a URL and explanation for an area you researched
on the Internet
Full credit is awarded when both high quality and required
frequency is met. Use complete and correct sentences. Always
proofread and Spell-Check your sentences before posting. No
credit is given for late entry into the threaded discussion.
BLACKBOARD RULES:
Communication: All written communication between and
among students and between students and instructors must be
through Blackboard. Blackboard provides an intra-
communication system dedicated to this class. The system
provides a discussion bulletin board, e-mail, chat rooms,
calendar, etc., that greatly facilitate course administration.
Individuals/teams should use the bulletin board to post
messages of interest to the class as a whole. Individuals/teams
should use Blackboard e‑mail to send private messages. Teams
should use the private discussion topics (groups) to
communicate with each other regarding team projects. The
preferred method of communicating is via Blackboard (e-mail or
discussion board).
All course assignments and exercises must be submitted via the

Assignment tab located within the course website.
Grades: Your grade for each exercise, assignment, quiz, and
exam will be posted in the “My Grades” section that contains
your grade book. Your course grade will be posted as well.
ADA REASONABLE ACCOMMODATIONS
The University of Houston-Downtown complies with Section
504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990, pertaining to the provision of
reasonable academic adjustments/auxiliary aids for students
with a disability. In accordance with Section 504 and ADA
guidelines, UHD strives to provide reasonable academic
adjustments/auxiliary aids to students who request and require
them. If you believe that you have a documented disability
requiring academic adjustments/auxiliary aids, please contact
the Office of Disability Services, One Main St., Suite 409-
South, Houston, TX 77002. (Office) 713-226-5227 (Website)
www.uhd.edu/disability/ (Email) [email protected]
Statement of Academic Integrity
The UHD academic honesty policy states that students will “be
honest in all academic activities and must not tolerate
dishonesty.” Students are responsible for doing their own work
and avoiding all forms of academic dishonesty. The most
common academic honesty violations are cheating and
plagiarism. Cheating includes, but is not limited to: Submitting
material that is not one’s own, Using information or devices
that are not allowed by the faculty member, Obtaining and/or
using unauthorized material, Fabricating information, Violating
procedures prescribed to protect the integrity of a test, or other
evaluation exercise, Collaborating with others on assignments
without the faculty member’s consent, Cooperating with or
helping another student to cheat, Having another person take an
examination in the student’s place, Altering exam answers and
requesting that the exam be re-graded, Communicating with any
person during an exam, other than the faculty member or exam
proctor; Plagiarism includes, but is not limited to: Directly

quoting the words of others without using quotation marks or
indented format to identify them, Using sources of information
(published or unpublished) without identifying them, and
Paraphrasing materials or ideas of others without identifying the
sources.
Disaster Planning
In the event that the university is officially closed due to
natural or manmade disaster, the university may continue online
until the university reopens. The decision for university
courses to continue online will be communicated through the
same channels that the university uses to communicate with
students during disasters. Adjustments to the syllabus may be
made by the professor, as appropriate.
Grading
The course grade will be calculated as follows:
Individual Assignments, Papers, & ppt Presentations (3):
30%
1. Write a 2-page Essay about Yourself (See Template)
5%
2. Sweatshirts from Sweatshops
10%
3. Diversity Interview

5%
4. Term Paper on Cross-Culture in Global Business
10%
Group (Team) Assignments, Papers & ppt Presentations (2):
20%
1. Go/No-Go Research Project
15%
2. Ethics Case Analysis
5%
Ch/HW Assgmt, Discussions, Library, Attendance, &
Participation
10%
Two Exams (I & II) @ 10% each:

20%
1. Exam I (Ch 8 – 13)
10%
2. Exam II (Ch 1 – 7)
10%
Final Exam (Comprehensive)
20%
Total

100%
Grading Scale:
90 - 100%
=
A
80 - 89%
=
B
70 - 79%
=
C
60 - 69%
=
D
59 and Below

=
F
Class Expectations
Students are expected to read assigned chapter readings prior to
posting answers to questions and participating in class
discussions. Check Blackboard frequently for any course
communication.
“Your failure to attend class (face to face or hybrid), engage
course material (Online only); or make contact with faculty to
adequately explain your absence by the 10th class calendar day
of the semester will result in your being administratively
dropped from this course. Being dropped from this course may
affect your enrollment status and/or your financial aid
eligibility.”
Note: I respond to questions between 10:00PM and 11:00PM
Monday and Wednesday. I grade submitted Assignments on
Saturdays.
Lecture Topics
1. Critical Thinking
2. Ethics in Business
3. Diversity in the Workplace
4. Teams
5. Research
6. Global Business and Cross-Culture
Fall 2013 Schedule
Syllabus may be modified as a result of unplanned
circumstances or opportunities.
Date

Topic
Assignment
Week 1
Aug 26–30, 2013
ORIENTATION
Introduction to Blackboard and Cornerstone
Critical Thinking – Introduction
Read Chapter 8a
Read Chapter 8b
Read Chapter 8c
Critical Thinking – Intellectual Standards
Read Chapter 9a
Begin: Sweatshirts from Sweatshops
Week 2
Critical Thinking – Asking Questions
Read Chapter 9b; Self Essay: Due (Bb)
Sep 2 - 6
Critical Thinking – Fallacies
– On Your Honor/Cromwell College Code
Read Chapter 9c
Ch/Hw Assgmt Due
Sweatshirts from Sweatshops (Sep 13)
(Indiv Paper & ppt Due: Submit to Bb)
Week 3
Ethics – Introduction to the Ethical Process

Ethics – Current Ethical Issues
Read Chapter 10
Begin Team Paper: Ethics Case
Sep 9 - 13
Ethics – World of Business / Corporations
Ethics – International Ethics
Read Chapter 11; Read Chapter 12
Read Chapter 13; Ch/Hw Assgmt Due
Week 4
Ethics Case Analysis (Sep 20)
(Team Paper & ppt Due: Submit to Bb)
Week 5
Exam I (Sep 27)
(Ch 8 – 13)
Sep 23 - 27
Diversity –An Overview
Read Chapter 6a
Week 6
Diversity – Your Diversity Consciousness
Read Chapter 6b
Sep 30 – Oct 4
Diversity – Workplace
Read Chapter 7; Ch/Hw Assgmt Due
Begin: Diversity Interview (p. 264, Ex. 1)
Diversity Interview (Oct 4)
Week 7
Teams – Team Building Exercise
Teams – Team Contract Exercise

Read Chapter 3
Read Chapter 5
Oct 7 - 11
Teams – Building a Balanced Team
Teams – Team Decision Making
Read Chapter 4
Read Chapter 3
Teams – Team Decision Making
Read Chapter 5 / Ch/Hw Assgmt Due
Week 8
Research – Introduction & Importance
Read Chapter 1a
Oct 14 -18
Research – The Research Process
Read Chapter 1b
Research- Problem & Reviewing the Research
Read Chapter 1c
Week 9
Oct 21 - 25
Research – Library Res Orientation: Go/No Go
Guest Librarian – Ask the Librarian
Library (2% of Grade); Ch/Hw Asgmt Due
Begin Research Data Collection
Oct 21 - 25
International – Globalization
Read Chapter 2a
Week 10
International- Cross Cultural Business
Read Chapter 2b / Ch/Hw Assgmt Due
Oct 28 – Nov 1
International – Cross Cultural Business

Submit Draft Paper: Go/No Go Decision
Week 11(Nov4-8)
Exam II (Nov 7)
(Ch 1 – 7); Begin Indiv Term Paper
Week 12 - 13
International: Go/No Go Decision (Team)
Correct Go/No Go Draft Paper
Nov 11 - 22
International: Go/No Go Decision (Team) Refine
Go/No Go Final Paper
11/26
International:
Go/No Go Decision (11/26)
(Team Paper & ppt Due: Submit to Bb)
Submit Team Member Peer Eval to Bb
1-Point will be lost if not submitted
11/28
Thanksgiving Holiday
Week 14 - 15
Individual Term Paper
Dec 6
Individual Term Paper (Dec 6)
12/08 – 12/09
Study Days / Review for Comprehensive Final Exam
12/10
Final Exam (Comprehensive)
[Date]
[Type the document title]
[Insert your picture below if you choose.]
[Type your abstract here…an abstract is usually a brief 100-200

word summary of the entire document.]
You may use the outline only on a blank sheet. Note that a
standard essay has an Introduction, a Body, and a Conclusion.
Who am I? | One
What is my major and why? | Two
What do you plan to do after you graduate from UHD? | Three
BA 3300 Student Handout
Key Criteria for Evaluating Writing Skills
COB Written Communication Rubric
Unacceptable
Acceptable
Excellent
Topic Support
Topic is poorly developed with vague or absent supporting
details
Topic is evident with some supporting details.

Topic is well developed and effectively supported with
appropriate details.
Organization
Writing is rambling and unfocused.
Writing demonstrates reasonable organization with an adequate
beginning, development and conclusion.
Writing is clearly organized with well- structured paragraphs
and good transitions in a well-planned framework.
Language
Writing lacks sentence variety. The COB fundamental writing
error criterion is not met. Sources, if required, are poorly cited.
Some sentence variety. The COB fundamental writing error
criterion is met. Sources, if required, are appropriately and
properly cited.
Wide variety of sentence structure. Excellent word usage,
spelling, grammar, punctuation and citation.

4-13-2013
Fundamental Writing Errors
Effective written communication begins with the elimination of
certain types of writing errors. These fundamental writing
errors not only detract from the writer’s message but may also
cause the reader to stop reading. As a business major, you are
expected to avoid fundamental writing errors.
The fundamental writing errors are:
· Misspelled words
· Run-on/fragment sentences
· Capitalization errors
· Punctuation errors
· Agreement errors
· Inaccurate or misuse of words
There are several steps you can take to eliminate these types of
errors. Each of these steps is a best practice which you want to
incorporate into academic and business life.
1. Use the software provided tools, such as spell check and
grammar check. These tools will not catch everything but they
will catch many errors.
2. Proofread your written document. No one writes a perfect
first draft. All of the best writers proofread and edit.
3. Use a dictionary. Check the definition to determine if you
are using a word correctly and if your spelling of a word does
not appear in the dictionary, then you know you have misspelled
the word.
4. Use a thesaurus. A thesaurus contains synonyms to help you
evaluate whether a word choice you have made could be

replaced with another that may more closely reflect your intent.
5. Use www.grammarbook.com. This free online resource
provides basic rules.
6. If you have a weakness in a particular area, then use the self-
paced web tutors (Skillport) provided by UHD.
UHD Skillport offers online tutorials and self-testing on a
number of topics, including grammar and writing essentials.
Access UHD Skillport via the UHD website.
UHD Homepage > My UHD > eLearning > Training and
Documentation > Online Training Resources (Skillport)
Next follow these steps:
1. Use your network ID to logon.
2. Choose catalog.
3. Choose Business Skills Curricula
4. Choose Communication Curriculum
5. Choose a folder
Recommended folders covering fundamental writing topics
include:
· Business Grammar Essentials
· Business Writing Essentials
· Business Writing Basics
· Business Grammar Basics

BA 3300 – BUSINESS CORNERSTONE
Assessing Sweatshop Essay
You will use the critical thinking skills you have been
developing to identify violations of the Universal Intellectual
Standards and Logical Fallacies in the essay, “Sweatshirts from
Sweatshops” on pages 406-408 of your textbook.
On pages 387-405 of your textbook, you will meet Tanya,
Kevin, Elise, Dalton, and Hope. Tanya encounters a series of
discussions—the first with Kevin, the second with Elise, and the
third with Hope. The textbook describes how to critically
assess the arguments in the first two discussions (Kevin and
Elise and Dalton). Use these ONLY as examples for how to use
critical thinking skills.
In addition, you will want to review the Universal Intellectual
Standards on pages 336-347 and the Logical Fallacies on
pages 396-399 in the textbook.
Individual Exercise 1: You are to assess the arguments made in
the essay, “Sweatshirts from Sweatshops,” found on pages 406-
408.
Instructions:
Read “Sweatshirts from Sweatshops” on pages 406-408 and
complete the following:
· Part 1 – Applying the Universal Intellectual Standards
· Provide specific examples from the essay that violate one or
more of the Universal Intellectual Standards.
· Specify what is needed to correct the error.
· Minimum of TWO errors must be correctly identified to earn a

passing grade (35 points) on this part. To earn an excellent
grade (50 points), you must correctly identify FOUR errors and
specifically state what is needed to correct each.
· Part 2 – Identifying Logical Fallacies
· Provide specific examples from the essay that are considered
logical fallacies from the list provided on pages 396-399 of the
textbook.
· Explain WHY the essay is flawed by describing the logical
fallacy by name and applying the fallacy to the statement.
· Minimum of TWO logical fallacies must be correctly
identified to earn a passing grade (35 points) on this part. To
earn an excellent grade (50 points), you must correctly identify
FOUR errors and specifically state why each statement is
flawed.
Type your answers using MS Word with the following
formatting: Maximum length is 2 pagestyped, double-spaced,
12-point Times New Roman font, MS Word default margins;
cover page with title “Individual Exercise 1,” student’s name,
and due date.
You may use the grading form supplied in a different file as a
guide for completing this exercise.
All written work will be evaluated based on the UHD College of
Business Writing Rubric located on the last page of the course
syllabus. Any written work that is deemed to be unacceptable
as described in the rubric will receive a failing grade.
Grammar and spelling will be graded in this exercise. A
maximum of 10 points will be deducted for grammar and
spelling errors.

Submit your completed Individual Exercise 1 by the due date.
Note: Students are responsible for knowing and following
instructions given for this exercise.
Student Name:
Assessing Sweatshop Essay
The points allocated are designed to give you the maximum of
70 if you identified correctly and eliminated the error associated
with 2 intellectual standards and 2 logical fallacies. You can
verify this by adding the points awarded in the excellent
column. If you opted to identify 4 additional violations (2
intellectual standards and 2 logical fallacies), then you could
have earned 100 points maximum (or an additional 30 if your
answer was excellent).
Objective/Criteria
Performance Indicators
Poor
Good
Excellent
Intellectual Standard #1
(10 points)
Standard identified but application is incorrect and the error
was not eliminated.
(14 points)
Standard correctly applied but error not eliminated
(17.5 points)
Standard correctly applied and error eliminated

(10 points)
Standard identified but application is incorrect and the error
was not eliminated.
(14 points)
(17.5 points)
(3.5 points)
Standard identified but application is incorrect and error not
eliminated.
(5.5 points)
(7.5 points)
(3.5 points)
Standard identified but application is incorrect and error not
eliminated.
(5.5 points)
(7.5 points)

Logical Fallacy #1
(10 points)
Fallacy identified but not correctly applied or eliminated.
(14 points)
Fallacy correctly applied but not eliminated.
(17.5 points)
Fallacy correctly applied and eliminated.
Logical Fallacy #2
(10 points)
(14 points)
(17.5 points)
Logical Fallacy #3
(3.5 points)
(5.5 points)
(7.5 points)

Logical Fallacy #4
(3.5 points)
(5.5 points)
(7.5 points)
out of 100
Ethics Case Study
1. Johnson & Johnson: The Tylenol Crisis (Case 11.1, p.441)
2. Nike in Southeast Asia (Case 13.1, p. 501)
3. H. B. Fuller in Honduras (Case 13.2, p.528)
4. Merck and AIDS in South Africa (Case 13.3, p.530)
5. Google in China (Case 13.4, p. 532)
6. Starbucks and Fair Trade Coffee (Case 12.2, p. 492)
Case Analysis Format
As assigned. Use external sources in addition to what the case
provides.
Use the following outline:
Introduction
Background of the Case
Problem(s) Identification
Analysis
Respond to Questions (If any)
Conclusion & Recommendations
(References or Work Cited on a separate page)

Note:
For the Go/No Go Decision, each team will assume to represent
the company analyzed in the case analysis.
Term Paper
(Use APA or MLA Style).
Show headings, subheadings, and proper in-text citation.
Topic: Cross-Culture in Global Business.
At a minimum, use the following Outline:
Introductory
Background
Significance
Research Question(s)
Review of the Literature
Analysis
Conclusion and Recommendations
(References or Work Cited on a separate page)BA 3300 –
BUSINESS CORNERSTONE
TEAM FEASIBILITY STUDY—GO/NO GO DECISION
REPORT AND/OR PRESENTATION
Instructions
· Teams are assigned a real corporation and will research the
feasibility of conducting or not conducting business in a
developing country.
· Each team will have a different country, which will be
assigned.
· Scenario: The Corporation for whom you work has assigned

you to a team to investigate whether to conduct business in a
developing country. The team is to research different aspects of
the country they find relevant in making their recommendation.
· Aspects to consider include:
· Economic and/or political conditions
· Competition (local and international)
· Culture (cultural attitudes toward women and children,
education level of workers in the country, values and attitudes,
religious customs, physical environment)
· Labor conditions (safety and fairness, labor laws, availability
of skilled and unskilled workers)
Each team is required to have a minimum of ten sources (at
least two from each group of reference material listed below).
Teams are not allowed to use Wikipedia as a source.
General Source: Newspaper (i.e. New York Times), magazine,
internet sites
Secondary Source: Books or internet sites such as CIA World
FactBook or CountryWatch
Primary Source: Abstract or Journal
I. Report
· Minimum length is 10 pagestyped, double-spaced, 12-point
Times New Roman font, MS Word default margins, excluding
appendix material and references; cover page with title of
report, team name, member’s names, and due date.
· Minimum of two aspects (culture and labor conditions) must
be covered in depth and the remaining aspects must be covered
in brief in the introduction

· Minimum of two (2) references for each issue chosen from the
“Aspects to consider” above (total of 10) including at least five
(5) print references. All references must be cited properly
within the report. A minimum of two (2) sources must be cited
for each aspect to consider chosen.
· Adherence to MLA 7th edition guidelines in the presentation
of the report and Works Cited page.
II. Presentation
· Each team’s presentation will include a (1) brief highlight of
their corporation, (2) research of their country and critical
analysis (what the research means to the corporation) and (3) a
slide explaining the team’s final recommendation (to conduct or
not conduct business in the country).
· Each person on the team must research a different aspect of
the country and assess what their research means to their
corporation.
· Each person will present their own research and assessment in
the presentation as a team. The team may choose who presents
the brief highlight of their corporation and final
recommendation.
· Each team has 15 minutes for their presentation. Due to the
time constraint of other teams needing to present, teams will be
cut off after 15 minutes! Teams are strongly encouraged to
practice as a team to insure they’re within the time limit and
that the presentation flows smoothly from person to person and
slide to slide.
· Minimum of two (2) references for each issue chosen from the
“Aspects to consider” above (total of 10) including at least five
(5) print references. All references must be cited properly
within the presentation. A minimum of two (2) sources must be
cited for each aspect to consider chosen.

· Adherence to MLA 7th edition guidelines is required in the
presentation and Works Cited page.
Grading Criteria for Team Research Presentation
Caution: Individual grades will be adjusted downward from the
overall team grade based on the quality of your individual work
cited page and contributions to the team project.
1. ________ (40pts) to what extent (depth)did you analyze your
research? (Critical thinking). What your research means to your
corporation? Extent to which your final recommendation
reflects that you thought critically about your position
2._________ (20 pts) How much creativity/effort did your
presentation have? (Did you exceed—go over and beyond-- the
assignment at hand?)
3._________ (15 pts)To what extent was the presentation
polished and practiced?
(-) Did you speak hesitantly?
(+) Or with confidence and conviction
(-) Did you read too much from notes or slides
(+) Were you comfortable (calm and self-assured)?
(-) Or ill-at-ease (or so nervous that you were ineffective?)
(+) Did you transition from person to person smoothly?
(-) Or did one person speak too long and cut into someone
else’s time or cause the rest of the presentation to be rushed
4._________ (15 pts) How effectively did your team use
graphical and/or any other type of aids in the presentation?

(+) Did you know the material well enough to look and talk to
the audience and only referred to your aids periodically/did
NOT mainly read from slides or notes
(-) Did you turn your back to the audience and talk to the
screen?
(+) Were your graphics clearly visible to everyone in the room?
(+) Were your slides easy to read (not text heavy).
(+) Slides followed template (research point and what it means
to your company)
5. _________(5 pts) Did your team stay focused and within your
allotted time? (18 minutes maximum)
(-) Was your time too short or too long?
(+) Did you stay focused on the purpose of the project?
(-) Or did you repeatedly drift away from the topic and/or focus
too much on minor/irrelevant points?
6. _________ (5 pts) Did you develop and maintain a rapport
and/or hold the attention of your audience?
(+) Did you infuse your personality into your presentation?
(-) Or were you a wooden and/or robot-like
(+) Did you maintain good eye contact with your audience by
glancing around the room and encompassing the totality of your
audience?
(-) barely look at anyone

BA 3300 – BUSINESS CORNERSTONE
TEAM FEASIBILITY STUDY—GO/NO GO DECISION
Suggested Countries
West Africa: Guinea, Ghana, Nigeria
East Africa: Kenya, Ethiopia, Tanzania
North-Central Africa: Niger, Chad, Cameroon
Southern Africa: Namibia, Botswana, Zimbabwe
Eurasia: Georgia, Armenia, Azerbaijan
Eurasia: Tajikistan, Kazakhstan, Uzbekistan
South Asia: Pakistan, Nepal, Bhutan
East Asia: Vietnam, Cambodia
Southeast China: Guizhou
Central America: Honduras, Nicaragua, El Salvador, Trinidad &
Tobago
Group 1:
Nigeria
Group 2:
Kenya
Group 3:
Armenia
Group 4:

Pakistan
Group 5:
Vietnam
Group 6:
Nicaragua
TITLE OF RESEARCH REPORT
Introduction
Include a paragraph under this major section that briefly
describes the topic or problem your research addresses. Also
include any aspects from the list given that are not covered in
depth
Findings
Include a paragraph introducing the points you will be
discussing, i.e., the two required aspects: Culture and Labor
Conditions and their elements.
Culture
Introduce this aspect.
Cultural attitudes toward women and children. Discuss this
element of the Culture aspect with citations.
Education level of workers in the country. Discuss this element
of the Culture aspect with citations.
Values and attitudes. Discuss this element of the Culture aspect
with citations.
Religious customs. Discuss this element of the Culture aspect
with citations.

Physical environment. Discuss this element of the Culture
aspect with citations.
Labor Conditions
Introduce this aspect.
Safety and fairness. Discuss this element of the Labor
Conditions aspect with citations.
Labor laws. Discuss this element of the Labor Conditions
aspect with citations.
Availability of skilled and unskilled workers. Discuss this
element of the Labor Conditions aspect with citations.
Conclusions and Recommendations
Include a brief review of the issues and the conclusions and
recommendations (go or no go) reached.
Appendix A
Writing Rubric
UHD College of Business
Criteria
Unacceptable (1)
Almost Acceptable (2)
Acceptable (3)
Superior (4)
Organization
Writing is not concise and has a tendency to ramble. Lack of
focus interferes with understanding.

Number or severity of focus inconsistencies causes direction to
wander.
Focus and direction of writing are acceptable and do not
interfere with understanding, but could use a little work.
Writing is concise. Information is easy to understand. Focus and
direction of the writing are extremely clear.
Sentence Structure
Sentence structure is poor, making understanding difficult.
Sentences are awkward or lack structure.
Multiple errors and/or awkward patterns impair understanding.
Sentences are not generally awkward or lacking in appropriate
structure. Overall, most sentences clearly express ideas.
Sentences are clear, well developed, and express concise ideas.
Transitions
Connections between topics, ideas, or arguments are confusing.
Connections between one or more topics, ideas, or arguments
need strengthening.
Most sentences within a paragraph build upon a single issue. A
few ideas lack good transitional sentences.
The writing enhances readability. Sentences build upon singular
ideas. Transitions are good.
Background,
Evidence

Ideas lack support, or are supported with personal views only
(and assignment requires evidence, references, data, etc.). Ideas
are not constructed well.
Citations to evidence and references (beyond personal opinion)
need expanding in quantity or quality to support arguments
adequately.
Ideas are supported with occasional citations or with class
lessons. Paragraphs generally support the main idea.
Arguments are supported with cited references or relevant facts.
Arguments support ideas which support the premise.
Punctuation and
Spelling
Writing contains numerous and/or significant punctuation and
spelling errors, distracting from the message.
Errors in punctuation and/or spelling are significant enough to
impair the message.
Writing contains occasional errors that do not distract from the
message.
Writing is nearly error free.
Professionalism
Document is not professionally written. Tone, word choice, and
aesthetics are inappropriate.
Tone, word choice, and/or aesthetics distract the reader and/or

diminish the message.
Writer uses familiar but not sophisticated words that are not
distracting. Document is fairly professional looking.
Wit, insights, and sophistication provide evidence of due
diligence. Tone adds to the writing quality. Document is neat
and professional looking.
Content
Content does not satisfy the assignment requirements. Content
is too general, off topic, unrelated, or inadequate to satisfy
assignment requirements.
Content is related to assignment requirements, but not sufficient
in depth and/or breadth.
Content is sufficient in depth and breadth to satisfy the
assignment requirements.
Content satisfies assignment requirements and also includes
appropriate content beyond the minimum requirements.
Introduction and
Conclusion
Main idea is not established in the introduction, and/or the
conclusion is weak.
Reader must work to discern the main idea. Intro fails to clearly
establish the main idea, and/or the conclusion falls short of
satisfactory closure.
Main idea and direction of the paper are established in the
introduction. The conclusion is satisfactory.
The introduction not only establishes the main topic and
direction, but also has an interesting hook. The writing is
brought to closure with justified insight or lasting revelations.
Last updated July 2008.
Appendix B

Oral Presentation Rubric
AACSB Assessment
Authored by Assessment Sub-Committee
Criteria
Unacceptable
(1)
Almost Acceptable (2)
Acceptable/
Proficient
(3)
Exemplary
(4)
Organization
Audience cannot understand presentation because there is no
sequence of information.
Student generally presents information in a logical, interesting
sequence which audience can follow, but occasionally skips
around.
Student presents information in a logical, interesting sequence
which audience can follow.
Thesis is clearly stated and developed; specific examples are
appropriate and support thesis development; well organized,
resulting in a logical, engaging flow of information.
Content

Student does not have a grasp of the information; student cannot
answer questions about the subject.
Student is somewhat uncomfortable and is able to answer only
rudimentary questions about the subject.
Student is at ease with expected answers, but fails to elaborate.
Student demonstrates full knowledge (more than required) by
answering all class questions with explanations and
elaborations.
Visual Aids/Slides
Visual aids are lacking or inappropriate.
Student occasionally uses some visual aids that support the
presentation.
Student's visual aids are sufficient to support the presentation.
Student's visual aids explain, enhance, and reinforce the
presentation.
Elocution
Student mumbles and/or often mispronounces words; back of
audience is unable to hear entire presentation.
Student's voice is low; audience must work to hear; only
occasionally mispronounces words.
Student's voice is clear; rarely mispronounces words; audience
can hear without difficulty.
Student uses clear voice and correct pronunciation; audience
can comfortably hear all of presentation.

Audience Engagement
Presentation is repetitive with virtually no creativity and/or
originality. Audience is not engaged, displays little interest.
Little eye contact displayed.
Presentation has little or no variety/originality resulting in
minimal audience engagement. Only minimal eye contact
displayed.
Presentation displays some originality and/or creativity.
Audience is engaged for most of presentation. Adequate eye
contact displayed.
Presentation is creative, original, and/or uses the unexpected.
Audience is clearly engaged. Eye contact is maintained
throughout the presentation.
Presence/
Enthusiasm
Student's delivery is monotone, conveying virtually no interest
and/or negativity toward topic. Enthusiasm is clearly lacking.
Student reads off slides or notes, conveying some ambivalence
toward topic. Minimal enthusiasm displayed.
Student demonstrates confidence and enthusiasm for the topic.
Student embellishes presentation, conveying a high degree of
interest in the topic.
Mechanics
Student's presentation has numerous spelling errors,
grammatical errors, or mechanical distractions (such as random
acts of capitalization) in the presentation.
Presentation has frequent misspellings, grammatical errors, or
mechanical distractions in the presentation.

Presentation has occasional, but noticeable, misspellings,
grammatical errors, or mechanical distractions in the
presentation.
Presentation has very few or no easily noticeable misspellings,
grammatical errors, or mechanical distractions in the
presentation.
Appendix C
Critical Thinking Evaluation Rubric
Critical Thinking-Evaluation Rubric
1 = Non-Critical Thinking
2 = Pre-Critical Thinking
3 = Critical Thinking
4 = Critically Integrative and Innovative Thinking
How To Improve Your Score:
Accurately identifies key facts
Does not appear to attempt to identify key facts, but rather
tends to view all facts as having the same importance
Attempts to identify key facts but is not able to do so with
consistent accuracy
Acts to identify key facts and is usually accurate in the activity
Has a refined ability to discern the key facts in any setting and
then to incorporate those into the overall critical thinking
process
Ask which of the facts before you is most convincing to you.
Ask which of the facts before you would seem to convince an
expert in this area.
Ask which of the evidence before you would be considered most
important to someone with opposing views.
Ask which of the facts before you is critical to reaching a
conclusion.
Accurately identifies the relationships between key facts
Appears to view each key fact as standing alone, and does not
appear to fully appreciate that the relationship between key

facts are a key component of critical thinking
Understands that the relationships between key facts is
important, but is not accurate in identifying those relationships
Can accurately point to relationships between key facts
Accurately identifies and understands that the interplay between
key facts is vitally important to creative and innovative
problem-solving
Ask what happens if all of these facts are true.
Ask what happens if one or several of these facts are not true.
Ask whether any of these facts contradict one another.
Ask whether several of these facts seem to merge together in a
convincing way.
Limits arguments to those which are important to this specific
question
Does not appear to understand the value of limiting arguments,
or does not try to do so
Understands the need to limit arguments, but is not consistently
able to accurately do so
Understands the need to limit arguments and limits them based
on their importance to the question
Is able to understand holistically which arguments are critical to
the question, and limits the arguments to those which contribute
to creative solutions
Ask which arguments do little to address the question at hand.
Ask which arguments essentially repeat other arguments.
Ask which arguments must be addressed to resolve this
question.
Ask what the three strongest arguments when used together are.
Weighs the relative importance of each key fact
Does not appear to understand that a key fact has importance
relative to the other available key facts
Understands that each key fact has importance relative to the
other available key facts, but fails to give each fact a weighting
relative to all other key facts

other available key facts, and attempts to give each key fact a
weighting relative to all other key facts
other key facts, and accurately gives each key fact a weighting
relative to all other key facts
Ask how you would rank order each key fact.
Ask on what basis you would decide which key facts are more
important than others.
Ask which key facts you think are most accurate.
Ask what key facts you think are most persuasive.
Weighs the relative importance of each argument
Does not appear to understand that each argument has
importance relative to the other available arguments
Understands that each argument has importance relative to the
other available arguments, but fails to give each argument a
weighting relative to all other arguments
other available arguments, and attempts to give each argument a
weighting relative to all other arguments
other arguments, and accurately gives each argument a
weighting relative to all other key facts
Ask how you would rank order each argument.
Ask on what basis you would decide which arguments are more
important than others.
Ask which argument you think is most accurate.
Ask which argument you think is most persuasive.
Considers all possible ways of viewing each key fact
Does not seem to understand that each key fact may lead to a
number of different and potentially contradictory conclusions
Understands that each key fact may lead to a number of
different and potentially contradictory conclusions, but does not
attempt to evaluate each key fact in this framework

different and potentially contradictory conclusions, and
attempts to evaluate each key fact in this framework
different and potentially contradictory conclusions, and
effectively evaluates each key fact in this framework
Ask which key facts contradict other key facts.
Ask what are all of the possible conclusions that could be drawn
from this set of key facts.
Ask whether all of the possible conclusions that could be drawn
from each key fact contradict one another.
Ask if these key facts fit together to form a coherent picture.
Considers all evidence, key facts, and arguments from a neutral,
non-biased point of view
Does not seem to understand the importance of considering each
piece of evidence, key fact, and argument in a neutral, non-
biased, non-conclusionary manner
Understands the importance of considering each piece of
evidence, key fact, and argument in a neutral, non-biased, non-
conclusionary manner, but does not follow the chain of thought
which results regardless of pre-conceived views
conclusionary manner, and regardless of pre-conceived views
attempts to follow the chain of thought which results
conclusionary manner, and regardless of pre-conceived views
effectively follows the chain of thought which results
Ask at the outset, what are your preconceptions.
Ask at the outset, how you can set your preconceptions aside.
Ask as you proceed, whether your pre-conceptions are affecting
your process.
Ask at the conclusion, if you are satisfied that you have not

biased the process, and, if the outcome matches you
preconceptions, ask the same question again very thoughtfully.
Correctly utilizes qualitative and quantitative decision-making
tools in evaluating information, key facts, and arguments
Does not seem to understand that both qualitative and
quantitative decision-making tools have strengths and
limitations
Understands that both qualitative and quantitative decision-
making tools have strengths and limitations, but does not utilize
each with careful respect for the limitations so that neither is
used to draw conclusions which go beyond those reasonable to
that particular tool
making tools have strengths and limitations, and attempts to
utilizes each with careful respect for the limitations so that
neither is used to draw conclusions which go beyond those
reasonable to that particular tool
making tools have strengths and limitations, and utilizes each
with careful respect for the limitations so that neither is used to
draw conclusions which go beyond those reasonable to that
particular tool
Ask which kinds of decision-making tools are going to be best
for this particular process.
Ask whether your mix of quantitative and qualitative decision
processes seems to be leading you to reasonable outcomes.
Ask whether you are giving too much weight to one particular
form of decision-making.
Ask whether altering the decision-making tools mix
significantly changes the outcome.
Appendix D
BBA Learning Objective Matrix
Business Cornerstone

BA3300
Number
BBA Learning Objective
Course Activities to Facilitate
Accomplishing Learning Objective
Assessment Methods/Metric/Rubric to Determine if Learning
Accomplished
1
Effective written communications
Sweatshirtsfrom Sweatshops Essay
Include informal and formal papers related to reality-based
education.
Appendix A—COB Writing Rubric
2
Effective oral communications
Oral presentations of group/individual assignments/exercises,
case analysis, etc. using PowerPoint software and other
graphics.
Important components of the undergraduate business curriculum
that will be addressed directly and indirectly throughout the
semester in class discussions and other activities.
Appendix B—Oral Presentation Rubric
3
Critical Thinking – Inductive1
This course does not focus directly on these learning outcomes.
However, they are an important component of the undergraduate
business curricula, and they will be addressed indirectly
throughout the semester in class discussions and other
activities.
Critical Thinking – Deduction2

Critical Thinking – Analysis3
Critical Thinking – Inference4
Sweatshirts from Sweatshops Essay
Critical Thinking – Evaluation5
Sweatshirts from Sweatshops Essay
Appendix C—COB Critical Thinking--Evaluation Rubric
4
Core business knowledge6
Strategic planning models and techniques
Feasibility Study – Go/No Go Decision
5
Other course or program specific learning objectives7
6
Reality-based business education8
Feasibility Study – Go/No Go Decision
Use of COB Writing Rubric as a guide to grading of
assignments.
Use of COB Oral Presentation Rubric in evaluating live or
recorded presentations.
1Inductive Reasoning: Inductive reasoning occurs when the
evidence at hand means that a given conclusion is probably true.
When predictions about how things will happen in the future are
based on past experiences inductive reasoning is being used.
2Deductive Reasoning: Is deciding that, no matter what, it is
impossible that the conclusion being considered is false, given
that all the premises of the argument are true. For example, “if

the batter swings and misses three pitches, the batter is out, and
Johnnie just did that, so Johnnie is out” is a deductive
inference.
3Analysis: Is used when separating the premises and the
assumptions being used from the conclusion that is being
reached. For example, someone proposes that that we
should”cut our product prices” because the competition is
setting their prices to steal market share from us. An analysis of
this person’s position would reveal that the person is making
assumptions about what the competition is doing (“cutting their
prices” ) and about what the competition is intending (“to steal
our market share”).
4Inference: When conclusions are based on reasons and
evidence. Either deductive or inductive reasoning inference
skills may be used. Inference skills may be applied to all sorts
of things including beliefs, opinions, facts, conjectures,
principles, and assumptions. It is important to keep separate
what we know to be true and what conclusions we infer based
on what we know.
5Evaluation: When deciding how strong or how weak a person’s
arguments are, or when we determine the believability of a
given statement evaluation is occurring. Ideas and arguments
are evaluated all the time.
6 Refer to ETS Major Field Test Results.
7 Reference major or concentration learning objectives
assessment plan developed for SACS.
8 Describe any activities that foster the student’s ability to
apply the course theoretical material to actual or “real”
situations that can bring about better decisions or more effective
operations.
Team – Peer Evaluation

Name: ___________________________
Rate the other members of your team regarding their
“Contributions to Team Project & Performance.”
Then, rate yourself. Use the following numerical rating scale:
0 – 4 (no contribution); 5 (poor); 6 (fair); 7 (satisfactory); 8
(good); 9 (very good); 10 (excellent)
Names =>
1
Understanding of Project
Assignment
2
Application of Course Content
to Group Discussions

3
Relevance of Research
Materials
4
Completion of Assigned
Materials
5
Organization of Materials

6
Innovation, Creativity, &
Decision Making
7
Relationship with other
Group Members
8
Tolerance

9
Negotiation Skills
10
Overall Contribution to
Group Success

Peer Average Rating
Instructor’s Individual
Average Rating
Instructor’s Group Average
Rating
Total Average Rating

BA 3300 – CRN 10895
Business Cornerstone
Fall 2013
[Write about who you are here…fill the space with a couple of
paragraphs about you, where you’re from, what defines that
which makes you “you”.]
[Write about your (intended) major and why you chose it
here…be specific in your reasoning.]
[Write about your plans for after graduation here...include both
your short and long term goals.]

Study Guide:
Ch 8 & 9
· What is critical thinking?
· Understand critical thinking as a self-directed, self-
disciplined, self-monitored and self-corrective process.
· To analyze thinking, what should you do?
· To evaluate or assess thinking, what should you do?
· To improve thinking, what should you do?
· The best critical thinker pays close attention to thinking by _?
· - Analyzing it
· - Evaluating it
· - Improving it
· Thinking critically, what must you do?
· -Examine your thinking and put it to test
· -Take your thinking apart, to see it as something constructed
out of parts
· -Identify weaknesses, while recognizing the strengths
· -Creatively reconstruct your thinking to make it better,
overcoming the natural tendency of the mind to be rigid
· Universal Intellectual Standards
· Three Kinds of Questions: Question of Fact; Question of
Preference; Question of Judgment

· Socratic Thinking
· What are the attributes of critical thinkers?
· -Use theories to explain how the mind works
· -Then apply those theories to the way they live every day
· -CT have: Self-command of the principles of critical thinking;
keep alive in the mind; and have continual engagement in
everyday life
· What are the standards you should maintain as an effective
critical thinker?
· - Become a critic of your thinking
· - Establish new habits of thought
· - Develop confidence in your ability to reason and figure
things out
· - Apply intellectual standards to thinking
· - Focus on clarity, accuracy, precision, relevance, depth,
breadth, logic, significance, and fairness (avoid sweeping
statements that could lead to serious errors)
Ch 10
· What is ethics?
· Describe the ethical process
· What are the characteristics of the ethical process?
· What is the progression of the ethical process?

· What is ethical dilemma?
· What are the advantages and disadvantages of disagreements?
Ch 11
· How would ethics affect business decision making?
· What is economic interest?
· What is operational interest?
· At the business decision making level, ethics in business could
affect __?
· - Individual; Organization; Business System
· Relate ethics, economics and law
· What role does ethics play in Management?
Ch 12
· What is the significance of corporate ethics?
· Why is a corporation viewed as a legal entity, but its leaders
could be held responsible for their ethical decisions?
· Social responsibility is __?
· Corporate social responsibility is __?
· Identify the following terms relating to corporate governance:
· - Interested groups vs. Corporate goals
· - Stakeholders Theory
· - Property Rights and Social Institutions Theory

· - Contractual Theory
· - Agency Theory
· - Codes of Ethics
Ch 13
· International business is __?
· In what ways can ethics affect international business?
· Multinational Corporations (MNC) are - ?
· Explain the guidelines for MNCs
· What do you understand by the theory of absolutism and
relativism?
· Identify and briefly explain some issues of concern in
international business:
· - Wages and Working Conditions
· - What is a Justified Wage?
· - Foreign Bribery
· - Cultural Differences
· - Employment Practices
· - Consumer Protection
· - Environmental Protection
· - Political Payments and Involvement

· Identify and briefly explain some issues of concern in
international business:
· - Wages and Working Conditions
· - What is a Justified Wage?
· - Foreign Bribery
· - Cultural Differences
· - Employment Practices
· - Consumer Protection
· - Environmental Protection
· - Political Payments and Involvement

Research Methods and International Business Study Guide

Recommended

Recommended

More Related Content

Similar to Research Methods and International Business Study Guide

Similar to Research Methods and International Business Study Guide (20)

More from hanneloremccaffery

More from hanneloremccaffery (20)

Recently uploaded

Recently uploaded (20)

Research Methods and International Business Study Guide