00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
00891_fm_ptg01.indd 1 09/09/15 5:21 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
Intellectual Property
Ana.
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02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
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studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 20 ...
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed tha.
02277_ind_ptg01.indd 25 281115 221 PMWant to tusachazerbelq9l
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
02277_ind_ptg01.indd 25 281115 221 PMWant to tuSilvaGraf83
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpegWhatsApp Image .docxhelzerpatrina
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM (1).jpeg
WhatsApp Image 2020-02-19 at 11.05.18 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.19 PM.jpeg
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 20 ...
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed tha.
02277_ind_ptg01.indd 25 281115 221 PMWant to tusachazerbelq9l
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
02277_ind_ptg01.indd 25 281115 221 PMWant to tuSilvaGraf83
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
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Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
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02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxhoney690131
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxjacksnathalie
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
HR517-B02 Managerial Accounting
Assignment #2
1
ASSIGNMENT #2: COST SUMMARY FOR TRAINING SESSION & ONGOING
EDUCATION
Miller Clinic is a privately owned Naturopathic Clinic in Winnipeg, Manitoba that specializes in
classic Traditional Chinese Medicine (TCM) treatment. As part of a five-year plan, Miller has
recently completed its expansion into four major areas of Winnipeg. It now offers treatment at
locations in Fort Gary, St. Boniface, Tuxedo and North End. In order to maintain consistency in
its services across all four of its locations and offer high-quality treatment, Dr. Miller has
decided to offer training and ongoing education for its team of 87 staff and practitioners.
Management is trying to decide between two methods of Knowledge-Based training and has
asked for your help.
Self-Directed Computer-
Based Distance Training
Classroom Training
Development time*
Initial: five months
Yearly updates: one week
Initial: one month
Yearly updates: one week
Internal developers
Three subject matter experts
(Dr. Miller, his wife and
assistant)
Three subject matter experts
(Dr. Miller, his wife and
assistant)
External developers
Web-based training developer
at $200,000
None
Training population
All primary participants
Maximum fifty participants
per session
Frequency
One time per participant
Presented quarterly;
participants attend as needed
Length
Administrative staff: one day
in total; at leisure
Practitioners: four days in
total; at leisure
Administrative staff: one day
Practitioners: four days
Location
In office or at other location
Rental space at $2,500 per
day all expenses included
* The development time estimated here is based on the fact that the owners have subject matter experts with
experience in developing training curricula and that basic modules will be used in each of the population-specific
training packages. If development time exceeds our estimate, training costs will increase.
If the company decides to offer the classroom training, the staff and practitioners will be paid to
attend the training and will be exempt from performing regular duties. The company estimates
that revenue for four days of normal business practices is approximately $40,000 among the four
locations. At each location, Miller employs two full-time administrative staff who make $200 a
HR517-B02 Managerial Accounting
Assignment #2
2
day and two part-time administrative staff that make approximately $80 a day and work 20 hours
per week (exactly half the hours of the full-time staff). The remainder of Miller’s employees are
practitioners. The practitioners’ average salary is $500 per day. The Millers will be providing
lunch if they decide to implement the classroom training which they budgeted $1000 per day.
Write a report to Dr. Miller explaining which training method you recommend he implement for
his employees ...
MGT 660 Strategic Management New
Just Click on Below Link To Download This Course:
https://www.coursetutor.us/product/mgt-660-strategic-management-new/
MGT 660 Strategic Management New
MGT 660 Full Course Discussions
MGT 660 Topic 1 DQ 1
Discuss how doing case analysis will help you develop skills needed to prepare recommendations for consideration in a Strategic Plan. What is a business model and how can it disrupt a company, industry and or both? Provide at least two examples.
MGT 660 Topic 1 DQ 2
BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
BUSINESS AND SOCIAL MEDIA 2
Business and Social Media
Jude G. Akassap
Rasmussen University
COURSE#: PSY3738
Instructor: MariaKarabekou
Assignment Due Date: 4/18/2021
The business idea: Formation of a private enterprise making fashionable baby clothes.
The private enterprise will be involved in the production of high-end fashionable baby clothes. The clothes will be manufactured in the United States, and they will be released in limited editions. In order to stay ahead of the competition, proper market research on market trends and designs will be conducted. The company will seek to sell baby clothes to young parents who have substantial disposable income and appreciate fashionable clothing for their children, a parental age of 25-35 years. The main focus will be on the United States population with possibilities of expansion into other regions in the future. The clothes will be produced depending on the season such that there will be a mix of both winter wear and summer wear. The overall product mix will include sweaters, rompers, and clothes targeting both genders. The business will seek partners such as button manufacturers and zip companies in order to have an effective supply chain for the production of the clothes.
Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
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Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
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Print Number: 01 Print Year: 2018
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HR517-B02 Managerial Accounting
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ASSIGNMENT #2: COST SUMMARY FOR TRAINING SESSION & ONGOING
EDUCATION
Miller Clinic is a privately owned Naturopathic Clinic in Winnipeg, Manitoba that specializes in
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Self-Directed Computer-
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Classroom Training
Development time*
Initial: five months
Yearly updates: one week
Initial: one month
Yearly updates: one week
Internal developers
Three subject matter experts
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assistant)
Three subject matter experts
(Dr. Miller, his wife and
assistant)
External developers
Web-based training developer
at $200,000
None
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All primary participants
Maximum fifty participants
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One time per participant
Presented quarterly;
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Length
Administrative staff: one day
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Practitioners: four days in
total; at leisure
Administrative staff: one day
Practitioners: four days
Location
In office or at other location
Rental space at $2,500 per
day all expenses included
* The development time estimated here is based on the fact that the owners have subject matter experts with
experience in developing training curricula and that basic modules will be used in each of the population-specific
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If the company decides to offer the classroom training, the staff and practitioners will be paid to
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HR517-B02 Managerial Accounting
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2
day and two part-time administrative staff that make approximately $80 a day and work 20 hours
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BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
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Jude G. Akassap
Rasmussen University
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The business idea: Formation of a private enterprise making fashionable baby clothes.
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Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
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Network Analysis and Design
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Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
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Settings:
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network performance. Show the relevant graphs and comment on the results: (5%)
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iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
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Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
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I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
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Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
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Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
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Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Films on Africa 1. A star () next to a film i.docxoswald1horne84988
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Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
1
Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
1
BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
1
ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
1
Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. 00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business
Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ●
United States
00891_fm_ptg01.indd 1 09/09/15 5:21 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
2. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to
electronic rights restrictions,
some third party content may be suppressed. Editorial review
has deemed that any suppressed
content does not materially affect the overall learning
experience. The publisher reserves the right
to remove content from this title at any time if subsequent
rights restrictions require it. For
valuable information on pricing, previous editions, changes to
current editions, and alternate
formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the
product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
3. Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
5. sales in more
than 125 countries around the world. Find your local
representative at
www.cengage.com.
Cengage Learning products are represented in Canada by Nelson
Education, Ltd.
To learn more about Cengage Learning
Solution
s, visit www.cengage.com
Purchase any of our products at your local college store or at
our preferred
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For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product,
submit all requests online at www.cengage.com/permissions
Further permissions questions can be emailed to
[email protected]
00891_fm_ptg01.indd 2 09/09/15 5:21 PM
6. Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
WCN: 02-200-203
To Agnes, Grace, and James
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
7. time if subsequent rights restrictions require it.
iv
Preface ix
About the Author xiv
Part 1 Laying Foundations 1
Chapter 1: Globalizing Business 2
Chapter 2: Understanding Formal Institutions: Politics,
Laws, and Economics 34
Chapter 3: Emphasizing Informal Institutions: Cultures,
Ethics, and Norms 64
Chapter 4: Leveraging Resources and Capabilities 96
Part 1 PengAtlas 120
Part 1 Integrative Cases 126
8. Part 2 Acquiring Tools 147
Chapter 5: Trading Internationally 148
Chapter 6: Investing Abroad Directly 180
Chapter 7: Dealing with Foreign Exchange 208
Chapter 8: Capitalizing on Global and Regional Integration 236
Part 2 PengAtlas 266
Part 2 Integrative Cases 272
Part 3 Strategizing Around the Globe 295
Chapter 9: Growing and Internationalizing the Entrepreneurial
Firm 296
Chapter 10: Entering Foreign Markets 318
Chapter 11: Managing Global Competitive Dynamics 342
Chapter 12: Making Alliances and Acquisitions Work 372
9. Chapter 13: Strategizing, Structuring, and Learning Around the
World 402
Part 3 PengAtlas 432
Part 3 Integrative Cases 436
Part 4 Building Functional Excellence 455
Chapter 14: Competing on Marketing and Supply Chain
Management 456
Chapter 15: Managing Human Resources Globally 482
Brief Contents
00891_fm_ptg01.indd 4 09/09/15 5:21 PM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
10. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Brief Contents v
Chapter 16: Financing and Governing the Corporation Globally
508
Chapter 17: Managing Corporate Social Responsibility Globally
536
Part 4 PengAtlas 562
Part 4 Integrative Cases 566
Glossary 585
Name Index 595
Organization Index 604
Subject Index 607
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vi
Preface ix
About the Author xiv
Part 1 Laying Foundations 1
Chapter 1: Globalizing Business 2
What Is Global Business? 4
12. Why Study Global Business? 10
A Unified Framework 13
What Is Globalization? 18
Global Business and Globalization at a
Crossroads 22
Organization of the Content 25
Chapter 2: Understanding Formal Institutions:
Politics, Laws, and Economics 34
Understanding Institutions 37
What Do Institutions Do? 39
An Institution-Based View of Global
Business 40
Political Systems 44
Legal Systems 46
13. Economic Systems 50
Debates and Extensions 51
Management Savvy 55
Chapter 3: Emphasizing Informal Institutions:
Cultures, Ethics, and Norms 64
Where Do Informal Institutions Come From? 66
Culture 67
Cultural Differences 71
Ethics 78
Norms and Ethical Challenges 82
Debates and Extensions 83
Management Savvy 86
Chapter 4: Leveraging Resources
and Capabilities 96
14. Understanding Resources and Capabilities 98
Resources, Capabilities, and the Value Chain 101
From SWOT to VRIO 105
Debates and Extensions 108
Management Savvy 112
Part 1 PengAtlas 120
Part 1 Integrative Cases 126
1.1 Indigenous Reverse Innovation from
the Base of the Pyramid 126
1.2 The Future of Cuba 130
1.3 Political Risk of Doing Business in
Thailand 132
1.4 An Institution-Based View of IPR
Protection 134
15. 1.5 Bank Scandals: Bad Apples versus
Bad Barrels 138
1.6 Occidental Petroleum (Oxy): From
Also-Ran to Segment Leader 140
1.7 Ostnor’s Offshoring and Reshoring 145
Part 2 Acquiring Tools 147
Chapter 5: Trading Internationally 148
Why Do Nations Trade? 150
Theories of International Trade 153
Realities of International Trade 164
Debates and Extensions 171
Management Savvy 173
Chapter 6: Investing Abroad Directly 180
16. Understanding the FDI Vocabulary 182
Why Do Firms Become MNEs by Engaging
in FDI? 186
Table of Contents
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Table of Contents vii
Ownership Advantages 188
Location Advantages 189
17. Internalization Advantages 192
Realities of FDI 194
How MNES and Host Governments Bargain 197
Debates and Extensions 198
Management Savvy 201
Chapter 7: Dealing with Foreign Exchange 208
What Determines Foreign Exchange Rates? 210
Evolution of the International Monetary
System 219
Strategic Responses to Foreign Exchange
Movements 223
Debates and Extensions 225
Management Savvy 229
18. Chapter 8: Capitalizing on Global
and Regional Integration 236
Global Economic Integration 238
Organizing World Trade 240
Regional Economic Integration 244
Regional Economic Integration in Europe 246
Regional Economic Integration in the
Americas 252
Regional Economic Integration in the
Asia Pacific 254
Regional Economic Integration in Africa 257
Debates and Extensions 257
Management Savvy 259
Part 2 PengAtlas 266
19. Part 2 Integrative Cases 272
2.1 Brazil’s Quest for Comparative
Advantage 272
2.2 Twelve Recommendations to Enhance
UK Export Competitiveness 274
2.3 Would You Invest in Turkey? 281
2.4 The Myth Behind China’s Outward
Foreign Direct Investment 284
2.5 The Korea-US Free Trade Agreement
(KORUS) 288
Part 3 Strategizing Around
the Globe 295
Chapter 9: Growing and Internationalizing
the Entrepreneurial Firm 296
Entrepreneurship and Entrepreneurial Firms 298
Institutions, Resources, and Entrepreneurship 299
20. Growing the Entrepreneurial Firm 303
Internationalizing the Entrepreneurial Firm 305
Debates and Extensions 309
Management Savvy 312
Chapter 10: Entering Foreign Markets 318
Overcoming the Liability of Foreignness 320
Where to Enter? 321
When to Enter? 325
How to Enter? 327
Debates and Extensions 334
Management Savvy 336
Chapter 11: Managing Global Competitive
Dynamics 342
21. Competition, Cooperation, and Collusion 345
Institutions Governing Domestic and
International Competition 350
Resources Influencing Competitive Dynamics 353
Attack, Counterattack, and Signaling 356
Local Firms versus Multinational Enterprises 358
Debates and Extensions 360
Management Savvy 364
Chapter 12: Making Alliances and
Acquisitions Work 372
Defining Alliances and Acquisitions 374
Institutions, Resources, Alliances,
and Acquisitions 376
Formation of Alliances 383
22. Evolution and Dissolution of Alliances 385
Performance of Alliances 387
Motives for Acquisitions 388
Performance of Acquisitions 389
Debates and Extensions 392
Management Savvy 393
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23. viii Table of Contents
Chapter 13: Strategizing, Structuring,
and Learning Around the World 402
Multinational Strategies and Structures 404
How Institutions and Resources Affect
Multinational Strategies, Structures,
and Learning 412
Worldwide Learning, Innovation, and
Knowledge Management 417
Debates and Extensions 422
Management Savvy 424
Part 3 PengAtlas 432
Part 3 Integrative Cases 436
3.1 Farmacias Similares: Innovating in the
Mexican Healthcare Industry 436
24. 3.2 Wikimart: Building a Russian Version of
Amazon 441
3.3 Business Jet Makers Eye China 444
3.4 The Antitrust Case on the AT&T–
T-Mobile Merger 446
3.5 Teliasonera’s Alliances and Acquisitions
in Eurasia 449
3.6 China Merchants Group’s Acquisition
of the Newcastle Port 451
3.7 Japanese Multinationals in Emerging
Economies 453
Part 4 Building Functional Excellence 455
Chapter 14: Competing on Marketing
and Supply Chain Management 456
Three of the Four Ps in Marketing 459
25. From Distribution Channel to Supply Chain
Management 464
Triple As in Supply Chain Management 465
How Institutions and Resources Affect
Marketing and Supply Chain Management 468
Debates and Extensions 471
Management Savvy 473
Chapter 15: Managing Human Resources
Globally 482
Staffing 484
Training and Development 488
Compensation and Performance Appraisal 490
Labor Relations 494
Institutions, Resources, and Human
Resource Management 495
26. Debates and Extensions 499
Management Savvy 500
Chapter 16: Financing and Governing
the Corporation Globally 508
Financing Decisions 511
Owners 512
Managers 514
Board of Directors 517
Governance Mechanisms As a Package 519
A Global Perspective 522
Institutions, Resources, and Corporate
Finance and Governance 523
Debates and Extensions 526
27. Management Savvy 527
Chapter 17: Managing Corporate Social
Responsibility Globally 536
A Stakeholder View of the Firm 539
Institutions, Resources, and Corporate
Social Responsibility 546
Debates and Extensions 553
Management Savvy 554
Part 4 PengAtlas 562
Part 4 Integrative Cases 566
4.1 ESET: From a “Living-Room” Firm to a
Global Player in the Antivirus Software
Industry 566
4.2 Employee Retention and Institutional
Change at PIGAMU 570
28. 4.3 Sino Iron: Engaging Stakeholders
in Australia 578
Glossary 585
Name Index 595
Organization Index 604
Subject Index 607
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ix
29. Preface
The first three editions of Global Business aspired to set a
new standard for international business (IB) textbooks.
They have been widely used in Australia, Austria, Brazil,
Britain, Canada, China, Denmark, Egypt, France, Hong
Kong, India, Indonesia, Ireland, Israel, Lithuania,
Macau, Malaysia, Mexico, the Netherlands, Nether-
lands Antilles, New Zealand, Puerto Rico, Russia, Slove-
nia, South Africa, South Korea, Spain, Sweden, Switzer-
land, Taiwan, Thailand, and the United States. Based
on the enthusiastic support from more than 30 coun-
tries, the first three editions achieved unprecedented
success. Available in Chinese and Spanish, Global Busi-
ness has also launched a European adaptation (with
Klaus Meyer) and an Indian adaptation (with Deepak
Srivastava). In short, Global Business is global.
The fourth edition endeavors to achieve even more.
It continues the market-winning framework centered
on one big question and two core perspectives, and has
been thoroughly updated to capture the rapidly mov-
ing recent research and events. Written for undergrad-
uate and MBA students around the world, the fourth
30. edition will continue to make IB teaching and learning
(1) more engaging, (2) more comprehensive, (3) more
fun, and (4) more relevant.
More Engaging
As an innovation in IB textbooks, a unified frame-
work integrates all chapters. Given the wide range of
topics in IB, most textbooks present the discipline in
a fashion that “Today is Tuesday, it must be Luxem-
bourg.” Very rarely do authors address: “Why Luxem-
bourg today?” More important, why IB? What is the
big question in IB? Our unified framework suggests
that the discipline can be united by one big question
and two core perspectives. The big question is: What
determines the success and failure of firms around
the globe? To address this question, Global Business
introduces two core perspectives—(1) the institution-
based view and (2) the resource-based view—in all
chapters.1 It is this relentless focus on our big question
and core perspectives that enables this book to engage
a variety of topics in an integrated fashion. This pro-
vides unparalleled continuity in the learning process.
Global Business further engages readers through an
31. evidence-based approach. I have endeavored to draw on
the latest research, as opposed to the latest fads. As an
active researcher myself, I have developed the unified
framework not because it just popped up in my head
when I wrote the book. Rather, this is an extension of
my own research that consistently takes on the big ques-
tion and leverages the two core perspectives.2
Another vehicle to engage students is debates.
Most textbooks present knowledge “as is” and ignore
debates. But, obviously, our field has no shortage of
debates. It is the responsibility of textbook authors to
engage students by introducing cutting-edge debates.
Thus, I have written a beefy “Debates and Extensions”
section for every chapter.
More Comprehensive
Global Business offers the most comprehensive and
inno vative coverage of IB topics available on the market.
Unique chapters not found in other IB textbooks are:
Chapter 9 (entrepreneurship and small firms’ interna-
tionalization), Chapter 11 (global competitive dynamics),
and Chapter 16 (corporate finance and governance).
The most comprehensive topical coverage is made
32. possible by drawing on the latest and most comprehensive
range of the research literature. I have accelerated my own
1 On the integration of these two perspectives, see K. Meyer, S.
Estrin,
S. Bhaumik, & M. W. Peng, 2009, Institutions, resources, and
entry strategies in
emerging economies, Strategic Management Journal, 30(1): 61–
80; D. Zoogah,
M. W. Peng, & H. Woldu, 2015, Institutions, resources, and
organizational effec-
tiveness in Africa, Academy of Management Perspectives,
29(1): 7–31.
2 For the big question, see M. W. Peng, 2004, Identifying the
big question in
international business research, Journal of International
Business Studies,
35(2): 99–108. For the institution-based view, see M. W. Peng,
D. Wang, and
Y. Jiang, 2008, An institution-based view of international
business strategy: A
focus on emerging economies, Journal of International Business
Studies, 39(5):
920–936. For the resource-based view, see M. W. Peng, 2001,
The resource-
33. based view and international business, Journal of Management,
27(6): 803–829.
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to electronic rights, some third party content may be suppressed
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
x Preface
research, publishing a total of 30 articles after I finished
the third edition.3 Some of these recent articles appear in
top-tier outlets in IB, such as the Academy of Management
Journal (2012), Journal of International Business Studies (2014
and 2016), Journal of Management Studies (2012, 2013, and
2015), Journal of World Business (2012, 2014, and 2015), and
Strategic Management Journal (2013, 2015, and 2016). Writ-
34. ing Global Business has also enabled me to broaden the
scope of my research, publishing recently in top-tier jour-
nals in operations (Journal of Operations Management), eth-
ics (Journal of Business Ethics), entrepreneurship (Journal
of Business Venturing and Entrepreneurship Theory and Prac-
tice), and human resources (International Journal of Human
Resource Management). In addition to my own work, I have
also drawn on the latest research of numerous colleagues.
The end result is the unparalleled, most comprehensive
set of evidence-based insights on the IB market. While
citing every article is not possible, I am confident that I
have left no major streams of research untouched. Feel
free to check the Name Index to verify this claim. (Unfor-
tunately, a number of older references have to be deleted
to make room for more recent research.)
Finally, the fourth edition of Global Business contin-
ues to have a global set of cases contributed by scholars
around the world—an innovation on the IB market.
Virtually all other IB textbooks have cases written
by book authors. In comparison, this book has been
blessed by a global community of case contributors who
are based in Australia, Austria, Canada, China, Mexico,
and the United States. Many are experts who are located
in or are from the countries in which the cases take
35. place. For example, we now have a Mexico case penned
by two Mexico-based authors (see Integrative Case on
Farmacias Similares), and a China case written by a
China-based author (see Integrative Case on Ostnor).
This edition also features a Russia case contributed by
the world’s top two leading experts on Russian manage-
ment (see Integrative Case on Wikimart).
More Fun
If you fear this book must be boring because it draws so
heavily on latest research, you are wrong. I have used a
clear, engaging, conversational style to tell the “story.”
Relative to rival books, my chapters are shorter and
more lively. Some earlier users commented that read-
ing Global Business is like reading a “good magazine.” A
large number of interesting anecdotes have been woven
into the text. Non-traditional (“outside-the-box”) ex-
amples range from ancient Chinese military writings to
mutually assured destruction (MAD) strategy during
the Cold War, from LEGO toys to Tolstoy’s Anna Kar-
enina. Check out the following fun-filled features that
spice up the book:
The rebirth of the East India Company (Chapter 1
36. Opening Case)
Testing the Dell theory of peace in East Asia (Emerg-
ing Markets 2.2)
LEGO’s secrets (Chapter 4 Opening Case)
ANA: Refreshing the parts other airlines cannot
reach (In Focus 4.1)
Why are US exports so competitive? (Chapter 5
Closing Case)
One multinational versus many national companies
(In Focus 6.1)
Sriracha spices up American food (Chapter 9 Open-
ing Case)
Mickey goes to Shanghai (Chapter 10 Closing Case)
Patent wars and shark attacks (Chapter 11
Opening Case)
Is a diamond (cartel) forever? (In Focus 11.1)
Can mergers of equals work? (In Focus 12.2)
Marketing Aflac in the United States and Japan
37. (Chapter 14 Opening Case)
Dallas versus Delhi (Chapter 15 Closing Case)
High drama at Hewlett-Packard (HP) (Chapter 16
Opening Case)
Professor Michael Jensen as an outside director
(In Focus 16.2)
Global warming and Arctic boom (In Focus 17.1)
Finally, the PengAtlas allows you to conduct IB
research using informative maps and other geographic
tools to enhance your learning. In addition, a series of
new videos enhance the multi-media, fun aspects of
learning (see below).
More Relevant
So what? Most textbooks leave students to figure out
the crucial “so what?” question for themselves. In con-
trast, I conclude every chapter with an action-packed
section titled “Management Savvy.” Each section has
at least one table (or slide) to summarize key learning
points from a practical standpoint. No other IB book is
so savvy and so relevant.
38. As a theme, ethics cuts through the book, with at least
one “Ethical Dilemma” feature and a series of Critical
3 All my articles are listed at www.mikepeng.com and
www.utdallas.edu
/~mikepeng. Go to “Journal Articles.”
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Preface xi
Discussion Questions on ethics in each chapter. Finally,
many chapters offer career advice for students. For
39. example, Chapter 4 develops a resource-based view of the
individual—that is, about you, the student. The upshot?
You want to make yourself into an “untouchable,” some-
one who adds valuable, rare, and hard-to-imitate capa-
bilities indispensable to an organization. In other words,
you want to make sure your job cannot be outsourced.
What’s New in the
Fourth Edition?
In addition to the completely updated content, the
fourth edition has (1) created a new video package,
(2) dedicated more space to emerging economies,
(3) enhanced the quantity and variety of cases, and
(4) drawn directly on the author’s consulting experience.
First, a new video package has been created that is
tightly coupled with the content of the Opening and
Closing Cases for every chapter. Instructors can ask
students to watch such videos before class and answer
questions online, or to watch videos as a way to open or
close class sessions. In short, students can “watch TV”
and gain knowledge.
Second, this edition builds on Global Business’ previ-
ous strengths by more prominently highlighting emerg-
40. ing economies. At least one Emerging Markets feature is
launched in every chapter. Many of the Integrative Cases
deal with emerging economies, such as Brazil, China,
Cuba, Mexico, Russia, Slovakia, Thailand, and Turkey.
Numerous in-chapter features (Opening/Closing Cases,
In Focus, and Emerging Markets) deal with emerg-
ing economies other than those mentioned previously,
such as the Czech Republic, Greenland, Guinea, India,
Kenya, Liberia, Nigeria, Poland, Senegal, Sierra Leone,
South Africa, Taiwan, Tanzania, and the United Arab
Emirates.
Third, in response to students’ and instructors’
enthu siasm about the wide-ranging and globally relevant
cases in previous editions, the fourth edition has further
enhanced the quantity and variety of cases. The variety
has also been enhanced not only in terms of the geo-
graphic diversity noted above, but also in terms of the
mix of longer cases and shorter cases. In addition, I have
pushed myself to more actively participate in case writ-
ing. Finally, users of the online MindTap version of the
product will have access to Media Cases that pair the
Opening and Closing chapter cases with news articles
from sources such as the New York Times, The Economist,
41. and other leading publications, as well as videos from
sources such as the BBC and CBS and access to additional
information from Business Insights. More information on
the MindTap product is discussed later in this Preface.
Finally, I have directly drawn on my recent consult-
ing experience to inject new insights. Chapter 1 Clos-
ing Case (“Two Scenarios of the Global Economy in
2050”) is adapted from a major consulting engagement
I completed for the UK Government Office for Science
as part of its two-year Future of Manufacturing project.
Integrative Case 2.2 (“Twelve Recommendations to
Enhance UK Export Competitiveness”) is a direct
excerpt from the final report submitted (coauthored
with Klaus Meyer). Table 3.4 (“Texas Instruments
Guidelines on Gifts in China,” which is in the public
domain) is shared with me by a consulting client at TI.
Overall, I am confident that students can directly bene-
fit from such new insights gained from my consulting
engagements with multinationals and governments.
MindTap
Online resources are transforming many aspects of
everyday life and learning is not immune to the impact
of technology. Rather than simply take the book pages of
42. Global Business and place them on a screen to be accessed
via a PC, tablet, or smartphone, we have reset the con-
tent and have adapted it to fully utilize the potential that
the medium allows. Students can highlight passages, take
notes in the MindTap content, and compile their notes for
review in the EverNotes app. We have embedded assess-
ments for each chapter as well as provide Flash Cards
for all of the key terms that provide feedback to students
and provide guidance so that they can address gaps in
the course requirements. Faculty can use the results from
the quizzes as well as using the Media Cases for assign-
ments (see above) and utilize the assigned student work
outside the classroom to benefit from a “flipped learn-
ing” approach that can result in more favorable outcomes
and more rewarding experiences for students and faculty.
Additional apps such as ConnectYard allow faculty to
integrate social media capabilities into their course and
are especially useful in online and hybrid course delivery.
As part of the MindTap product, we are not limit ed
to the page length limitation of a physical book.
Students certainly don’t enjoy carrying 1,000-page vol-
umes, and are also frustrated when material included
in the book is not assigned by the instructor. Since we
are not limited by length online, faculty will also have
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
xii Preface
access to numerous additional cases that they can
select and add to their course. We have also included
additional homework assessments and unique pre- and
postcourse Global Literacy assessments that can be
used to demonstrate student awareness of global busi-
ness knowledge. We want to thank Anne Magi of the
University of Illinois at Chicago for her work on the
homework and Global Literacy assessments.
44. Finally, users of MindTap will also have access to
Business Insights: Global from Gale, which provides a
rich online research tool.
Support Materials
A full set of support materials is available for students
and adopting instructors:
●● Product Support Website
●● Instructor’s Manual
●● Test Bank
●● PowerPoint Slides
●● MindTap (see above)
●● Peng DVD
Acknowledgments
As Global Business celebrates the launch of its fourth edi-
tion, I first want to thank all the customers—instructors
and students around the world who have made the
book’s success possible. A special thank you goes to
Klaus Meyer (China Europe International Business
School, China) and Deepak Srivastava (Nirma Univer-
sity, India), who respectively spearheaded the adapta-
tion of the European, Middle Eastern, and African
(EMEA) edition and the Indian edition. In China, a big
45. thanks goes to Liu Yi (Shanghai Jiao Tong University),
Xie En and Wang Longwei (Xi’an Jiaotong University),
and Yi Jingtao (Renmin University of China). In
Mexico, my heart-felt appreciation goes to two groups
of colleagues: (1) professional translators Ma. del Pilar
Carril Villarreal and Magda Elizabeth Treviño Rosales
and (2) faculty colleagues who engaged in some tech-
nical revisions Claudia P. Gutiérrez Rojas (Tecnológico
de Monterrey, Campus Estado de México), Mercedes
Muñoz (Tecnológico de Monterrey, Campus Santa Fe
y Estado de México), and Enrique Benjamín Franklin
Fincowski (Facultad de Contaduría y Administración,
Universidad Nacional Autónoma de México). They
loved the book so much that they were willing to endure
the pain of translating it into Chinese and Spanish. My
kudos to these colleagues who have made Global Business
more global.
At the Jindal School at UT Dallas, I appreciate
Naveen Jindal’s generous support to fund the Jindal
Chair. I thank my colleagues Shawn Carraher, Larry
Chasteen, Emily Choi, Tev Dalgic, Van Dam, Greg
Dess, Dave Ford, Richard Harrison, Maria Hasenhuttl,
Charlie Hazzard, Jeff Hicks, Shalonda Hill, Seung-Hyun
46. Lee, Sheen Levin, John Lin, Ginny Lopez-Kidwell, Livia
Markóczy, Toyah Miller, Joe Picken, Orlando Richard,
Jane Salk, Rajiv Shah, Eric Tsang, Habte Woldu, and
Jun Xia—as well as Hasan Pirkul (dean) and Varghese
Jacob (associate dean). I also thank my PhD students
(Sergey Lebedev, Canan Mutlu, and Cristina Vlas) for
their assistance. One colleague (Charlie Hazzard),
three PhD students (Pawinee Changphao, Sergey
Lebedev, and Canan Mutlu), and an EMBA student
(Nagaraj Savithri) contributed excellent case materials.
At Cengage Learning, I thank the “Peng team”
that not only publishes Global Business, but also Global
Strategy: Erin Joyner, Vice President, Social Sciences
and Qualitative Business; Jason Fremder, Product
Director; Mike Roche, Senior Product Manager; John
Sarantakis, Content and Media Developer; Kristen
Hurd, Marketing Director; Emily Horowitz, Market-
ing Manager; Chris Walz, Marketing Coordinator; Kim
Kusnerak, Senior Content Production Manager.
In the academic community, I appreciate the metic-
ulous and excellent comments from the reviewers and
many colleagues and students who provided informal
feedback to me on the book. It is especially gratifying
47. to receive unsolicited correspondence from students.
Space constraints force me to only acknowledge those
who wrote me since the third edition, since those who
wrote me earlier were thanked in earlier editions.
(If you wrote me but I failed to mention your name
here, my apologies—blame this on the volume of such
emails.)
Rosemary Bernal (Del Mar College, USA)
Santanu Borah (University of North Alabama, USA)
Thierry Brusselle (Chaffey Community College, USA)
Lauren Carey (University of Miami, USA)
Limin Chen (Wuhan University, China)
John Clarry (Rutgers University, USA)
Ping Deng (Cleveland State University, USA)
Robert Eberhart (Santa Clara University, USA)
Gwyneth Edwards (HEC Montréal, Canada)
Felipe Fiuza (Florida Gulf Coast University, USA)
Kenneth Fox (The Citadel, USA)
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to electronic rights, some third party content may be suppressed
48. from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Preface xiii
Mike Geringer (Ohio University, USA)
C. Gopinath (O. P. Jindal Global University, India)
Steve Hurst (Mount Hood Community College, USA)
Anisul Islam (University of Houston, USA)
Michael Jacobsen (Copenhagen Business School,
Denmark)
Sajal Kabiraj (Dongbei University of Finance and
Economics, China)
Ann Langlois (Palm Beach Atlantic University, USA)
Yumei Li (Southwest University, China)
Lianlian Lin (California State Polytechnic University,
USA)
49. Leonid Lisenco (University of Southern Denmark,
Denmark)
Dong Liu (Georgia Institute of Technology, USA)
David Liu (George Fox University, USA)
Donna Lubrano (Newbury College, USA)
David Lucero (Yantai University, China)
Charles Mambula (Langston University, USA)
Asmat Nizam (Universiti Utara, Malaysia)
Eydis Olsen (Drexel University, USA)
Jung-Min Park (University of Ulsan, South Korea)
Gongming Qian (Chinese University of Hong Kong,
China)
Surekha Rao (Indiana University Northwest, USA)
Pradeep Ray (University of New South Wales,
Australia)
Daniel Rottig (Florida Gulf Coast University, USA)
Henryk Sterniczuk (University of New Brunswick,
Canada)
David Stiles (University of Canterbury, New Zealand)
Anne Smith (University of Tennessee, USA)
Clyde Stoltenberg (Wichita State University, USA)
50. Steve Strombeck (Azusa Pacific University, USA)
Vas Taras (University of North Carolina at Greens-
boro, USA)
Rajaram Veliyath (Kennesaw State University, USA)
Jose Vargas-Hernandez (Universidad de Guadala-
jara, Mexico)
Loren Vickery (Western Oregon University, USA)
George White (University of Michigan at Flint, USA)
Phil Wilton (University of Liverpool, UK)
Xiaohua Yang (University of San Francisco, USA)
Andrey Yukhanaev (Northumbria University, UK)
Wu Zhan (University of Sydney, Australia)
Man Zhang (Bowling Green State University, USA)
For the fourth edition, my gratitude goes to 23
colleagues who graciously contributed excellent case
materials:
Ruth Ann Althaus (Ohio University, USA)
Dirk Michael Boehe (University of Adelaide, Australia)
Charles Byles (Virginia Commonwealth Univer-
sity, USA)
51. Mauricio Cervantes (Tecnológico de Monterrey,
Mexico)
Pawinee Changphao (University of Texas at Dallas,
USA)
Zhu Chen (SIA Energy, China)
Charles Hazzard (University of Texas at Dallas, USA)
Sergey Lebedev (University of Texas at Dallas, USA)
Daniel McCarthy (Northeastern University, USA)
Klaus Meyer (China Europe International Business
School, China)—two cases
Miguel Montoya (Tecnológico de Monterrey, Mexico)
Canan Mutlu (Kennesaw State University, USA)
Sheila Puffer (Northeastern University, USA)
Alfred Rosenbloom (Dominican University, USA)
Nagaraj Savithri (University of Texas at Dallas, USA)
Arnold Schuh (Vienna University of Economics and
Business, Austria)
Weilei (Stone) Shi (Baruch College, City University
of New York, USA)
Pek-Hooi Soh (Simon Fraser University, Canada)
52. Sunny Li Sun (University of Missouri at Kansas City,
USA)
Hao Tan (University of Newcastle, Australia)
Yanli Zhang (Montclair State University, USA)
Yanmei Zhu (Tongji University, China)
David Zoogah (Morgan State University, USA)
Last, but by no means least, I thank my wife Agnes,
my daughter Grace, and my son James—to whom this
book is dedicated. When the first edition was conceived,
Grace was three and James one. Now my 13-year-old
Grace is already a voracious reader and a prolific writer
of young-adult novels, and my 11-year-old James can
beat me in chess. Both are competitive swimmers and
world travelers, having been to more than 30 countries.
As a third- generation professor in my family, I can’t
help but wonder whether one (or both) of them will
become a fourth- generation professor. To all of you, my
thanks and my love.
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53. to electronic rights, some third party content may be suppressed
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xiv
About the Author
Mike W. Peng is the
Jindal Chair of Global
Business Strategy at the
Jindal School of Manage-
ment, University of Texas
at Dallas. He is also a Na-
tional Science Foundation
(NSF) CAREER Award
winner and a Fellow of the
Academy of International
Business (AIB). At UT
Dallas, he has been the
54. number-one contributor to the list of 45 top journals
tracked by Financial Times, which consistently ranks
UT Dallas as a top 20 school in research worldwide.
Professor Peng holds a bachelor’s degree from
Winona State University, Minnesota, and a PhD degree
from the University of Washington, Seattle. He had pre-
viously served on the faculty at the Ohio State University,
University of Hawaii, and Chinese University of Hong
Kong. He has taught in five states in the United States
(Hawaii, Ohio, Tennessee, Texas, and Washington), as
well as in China, Hong Kong, and Vietnam. He has also
held visiting or courtesy appointments in Australia,
Britain, China, Denmark, Hong Kong, and the United
States, and lectured around the world.
Professor Peng is one of the most-prolific and most-
influential scholars in international business (IB).
Both the United Nations and the World Bank have
cited his work. During the decade 1996–2006, he was
the top seven contributor to IB’s number-one premier
outlet: Journal of International Business Studies. In 2015,
he received the Journal of International Business Studies
Decade Award. A Journal of Management article found
55. him to be among the top 65 most widely cited manage-
ment scholars, and an Academy of Management Perspectives
study reported that he is the fourth most-influential
management scholar among professors who obtained
their PhD since 1991. Overall, Professor Peng has pub-
lished more than 120 articles in leading journals, more
than 30 pieces in nonrefereed outlets, and five books.
Since the launch of Global Business’ third edition, he
has not only published in top IB journals, such as the
Academy of Management Journal, Journal of International
Business Studies, Journal of World Business, and Strate-
gic Management Journal, but also in leading outlets in
entrepreneurship (Entrepreneurship Theory and Practice),
ethics (Journal of Business Ethics), and human resources
(International Journal of Human Resource Management).
Used in more than 30 countries, Professor Peng’s
best-selling textbooks, Global Business, Global Strategy,
and GLOBAL, are global market leaders that have been
translated into Chinese, Portuguese, and Spanish.
A European adaptation (with Klaus Meyer) and an
Indian adaptation (with Deepak Srivastava) have been
successfully launched.
56. Truly global in scope, Professor Peng’s research
has investigated firm strategies in Africa, Asia Pacific,
Central and Eastern Europe, and North America. He
is best known for his development of the institution-
based view of strategy and his insights about the rise of
emerging economies such as China in global business.
With more than 18,000 Google citations and an H-index
of 57, he is listed among The World’s Most Influential
Scientific Minds (compiled by Thomson Reuters based
on citations covering 21 fields)—in the field of eco-
nomics and business, he is one of the only 95 world-class
scholars listed and the only IB textbook author listed.
Professor Peng is active in leadership positions. He
has served on the editorial boards of the AMJ, AMP,
AMR, JIBS, JMS, JWB, and SMJ; and guest-edited a spe-
cial issue for the JMS. At AIB, he co-chaired the AIB/
JIBS Frontiers Conference in San Diego (2006), guest-
edited a JIBS special issue (2010), chaired the Emerging
and Transition Economies track for the Nagoya confer-
ence (2011), and chaired the Richard Farmer Best Dis-
sertation Award Committee for the Washington con-
ference (2012). At the Strategic Management Society
(SMS), he was elected to be the Global Strategy Interest
Group Chair (2008). He also co-chaired the SMS Special
57. co
ur
te
sy
o
f
M
ik
e
P
en
g
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58. Editorial review has deemed that any suppressed content does
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About the Author xv
Conferences in Shanghai (2007) and in Sydney (2014).
He served one term as Editor-in-Chief of the Asia Pacific
Journal of Management. He managed the successful bid to
enter the Social Sciences Citation Index (SSCI), which
reported APJM’s first citation impact to be 3.4 and rated
it as the top 18 among 140 management journals (by
citation impact factor) for 2010. In recognition of his sig-
nificant contributions, APJM has named its best paper
award the Mike Peng Best Paper Award. Currently, he is
a Senior Editor at the Journal of World Business.
Professor Peng is also an active consultant, trainer,
and keynote speaker. He has provided on-the-job
training to more than 400 professors. He has con-
sulted and been a keynote speaker for multinational
enterprises (such as AstraZeneca, Berlitz, Nationwide,
59. SAFRAN, and Texas Instruments), nonprofit organi-
zations (such as World Affairs Council of Dallas-Fort
Worth), educational and funding organizations (such
as Canada Research Chair, Harvard Kennedy School
of Government, National Science Foundation of the
United States, and Natural Science Foundation of
China), and national and international organizations
(such as the UK Government Office for Science, US-
China Business Council, US Navy, and World Bank).
Professor Peng has received numerous honors,
including an NSF CAREER Grant ($423,000), a US
Small Business Administration Best Paper Award, a
JIBS Decade Award, a (lifetime) Distinguished Scholar
Award from the Southwestern Academy of Manage-
ment, a (lifetime) Scholarly Contribution Award from
the International Association for Chinese Management
Research (IACMR), and a Best Paper Award named
after him. He has been quoted by The Economist, News-
week, Dallas Morning News, Smart Business Dallas, Atlanta
Journal-Constitution, The Exporter Magazine, The World
Journal, Business Times (Singapore), CEO-CIO (Beijing),
Sing Tao Daily (Vancouver), and Brasil Econômico (São
Paulo), as well as on the Voice of America.
61. time if subsequent rights restrictions require it.
iS
to
ck
ph
ot
o.
co
m
/H
ar
ve
pi
no
p a r t
62. 1 Laying Foundations
Chapters
1 Globalizing Business
2 Understanding Formal Institutions: Politics,
Laws, and Economics
3 Emphasizing Informal Institutions: Cultures,
Ethics, and Norms
4 Leveraging Resources and Capabilities
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64. After studying this chapter, you should be able to
●● explain the concepts of international business
and global business, with a focus on emerging
economies.
●● give three reasons why it is important to study
global business.
●● articulate one fundamental question and
two core perspectives in the study of global
business.
●● identify three ways of understanding what
globalization is.
●● state the size of the global economy and its
broad trends, and understand your likely bias
in the globalization debate.
Chapter
1
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time if subsequent rights restrictions require it.
Ethical
Dilemma
Globalizing Business
Before picking up this book, the majority of readers are
likely to have already heard of the East India Company.
Yes, we are talking about the East India Company, the
colonial trading company that created British India,
founded Hong Kong and Singapore, and introduced
tea, coffee, and chocolate to Britain and large parts of
the world. Wait a minute—as you scratch your head
66. over your rusty memory from history books—wasn’t
the company dead? Yes, it was dead—or, technically,
dissolved or nationalized in 1874 by the British govern-
ment. But, no, it was not dead.
After a hiatus of more than 130 years, the East
India Company was reborn and relaunched in 2005 by
a visionary and entrepreneurial Indian businessman,
Sanjiv Mehta. With permissions granted by the UK
Treasury for an undisclosed sum of money, Mumbai-
born Mehta became the sole owner, chairman, and
CEO of the new East India Company, with the rights to
use the name and original trademarks. His goals were
to unlock and strengthen the potential value of the
world’s first multinational and the world’s first global
brand. In 2010, with much fanfare, the East India Com-
pany launched its first luxury fine foods store in the
prestigious Mayfair district of London. In 2014, the East
India Company set up a new boutique inside London’s
most prestigious department store, Harrods—a format
called “store in store.” The initial products included
premium coffees and teas, artisan sweet and savory
biscuits, an exquisite range of chocolates, and gour-
met salts and sugars. While the old company obviously
67. never had a website, the new one proudly announced
on its website:
We see our role as bringing together the best the
world has to offer; to create unique goods that
help people to explore and experience what’s out
there. Products that help people see their world in
a different and better light. Products that have the
power to amaze and astonish . . . The East India
Company made a wide range of elusive, exclusive,
and exotic ingredients familiar, affordable, and avail-
able to the world; ingredients which today form
part of our daily and national cuisines. Today we
continue to develop and market unique and innova-
tive products that breathe life into the history of
the Company. We trade foods crafted by artisans
and specialists from around the world, with care-
fully sourced ingredients, unique recipes, and dis-
tinguished provenances.
Just like the old East India Company, the new
company is a “born global” enterprise, which immedi-
ately declared its intention to expand globally upon its
launch. By 2014, it had expanded throughout Europe
(Austria, Finland, France, Germany, the Netherlands,
68. Norway, and Spain), Asia Pacific (Australia, China,
O p e n i n g C a s e
EmErging markEts: The Rebirth of the east india Company
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4 Part One Laying Foundations
Hong Kong, Japan, Malaysia, and South Korea), and
the Middle East (Kuwait and Qatar). Its online store
can deliver anywhere worldwide. Overall, in the first
five years since 2005, the East India Company spent
69. US$15 million to develop its new business. In 2011,
the Mahindra Group, one of India’s most respected
business houses, acquired a minority stake in the East
India Company. After receiving capital injection from
Mahindra, the East India Company announced that it
would invest US$100 million in the next five years to
grow the iconic brand.
What had made the (old) East India Company
such a household name? Obviously, the products
it traded had to deliver value to be appreciated by
customers around the world. At its peak, the com-
pany employed a third of the British labor force, con-
trolled half of the world’s trade, issued its own coins,
managed an army of 200,000, and ruled 90 million
Indians. Its organizational capabilities were awe-
some. Equally important were its political abilities to
leverage and control the rules of the game around
the world, ranging from managing politicians back
home in the UK to manipulating political intrigues in
India. Granted a royal charter by Queen Elizabeth I in
1600, the old East India Company certainly benefitted
from formal backing of the state. Informally, the
brand still resonates with the 2.5 billion people in the
70. British Commonwealth, especially Indians. Mehta
was tremendously moved by the more than 14,000
e-mails from Indians all over the world wishing him
well when he announced the acquisition. In his own
words: “I have not created the brand, history has cre-
ated it. I am just the curator of it.”
Blending continuity and change, the saga of the
East India Company continues. Mehta said he believed
the East India Company was the Google of its time.
But one reporter suggested, “Google is in fact the
East India Company of its modern era. Let’s see if
Google is still around and having the same impact in
400 years’ time.”
Sources: Based on (1) Arabian Business, 2014, The empire
strikes
back, October 4, www.arabianbusiness.com; (2) East India
Company,
2014, EIC today, www.theeastindiacompany.com; (3) East India
Company, 2014, History, www.theeastindiacompany.com; (4)
East
India Company, 2014, Press, www.theeastindiacompany.com;
(5) East
India Company, 2014, History of fine foods,
71. www.eicfinefoods.com;
(6) Economist, 2011, The Company that ruled the waves,
December 17;
(7) Economist, 2014, Hidden gems, April 12.
How do firms such as the old and the new East India Company
compete around the
world? How do they deal with the various rules of the game?
What capabilities do they
have? How do they enter new markets? What determines their
success and failure?
This book will address these and other important questions.
1-1 What Is Global Business?
1-1a Defining International Business and Global Business
Traditionally, international business (IB) is defined as a
business (firm) that engages
in international (cross-border) economic activities. It can also
refer to the action
of doing business abroad. The previous generation of IB
textbooks almost always
takes the foreign entrant’s perspective. Consequently, such
books deal with issues
such as how to enter foreign markets and how to select alliance
partners. The most
72. frequently discussed foreign entrant is the multinational
enterprise (MNE), defined as
a firm that engages in foreign direct investment (FDI) by
directly investing in, control-
ling, and managing value-added activities in other countries.1
Of course, MNEs and
their cross-border activities are important. But they only cover
one aspect of IB—the
foreign side. Students educated by these books often come away
with the impression
that the other aspect of IB—namely, domestic firms—does not
exist. Obviously, this
is not true. Domestic firms do not just sit around in the face of
foreign entrants. They
often actively compete and/or collaborate with foreign entrants
in their markets.
Learning Objective
Explain the concepts of
international business and
global business, with a focus on
emerging economies.
International business (IB)
73. (1) A business (firm) that
engages in international (cross-
border) economic activities,
and/or (2) the action of doing
business abroad.
Multinational enterprise (MNE)
A firm that engages in foreign
direct investment.
Foreign direct investment (FDI)
Investment in, controlling, and
managing value-added activities
in other countries.
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Chapter 1 Globalizing Business 5
Sometimes, strong domestic firms have also gone overseas
themselves. Overall, focus-
ing on the foreign entrant side captures only one side of the
coin at best.2
There are two key words in IB: international (I) and business
(B).3 However,
many previous textbooks focus on the international aspect (the
foreign entrant)
to such an extent that the business part (which also includes
domestic business)
almost disappears. This is unfortunate, because IB is
fundamentally about B (busi-
ness) in addition to being I. To put it differently, the IB course
in the undergradu-
ate and MBA curricula at numerous business schools is
probably the only one with
the word “business” in its title. All other courses are labeled
75. management, mar-
keting, finance, and so on, representing one functional area but
not the overall
picture of business. Does it matter? Of course! It means that
your IB course is an
integrative course that can provide you with an overall business
perspective (rather
than a functional view) grounded in a global environment.
Therefore, it makes
sense that your textbook should give you both the I and B parts,
not just the I part.
To cover both the I and the B parts, global business is defined
in this book as
business around the globe—thus, the title of this book is Global
Business (not IB).
In other words, global business includes both (1) international
(cross-border) busi-
ness activities covered by traditional IB books and (2) domestic
business activities.
Such deliberate blurring of the traditional boundaries separating
international
and domestic business is increasingly important today, because
many previously
domestic markets are now globalized.
76. Consider the competition in college textbooks, such as this
Global Business book
you are studying now. Not long ago, competition among college
business textbook
publishers was primarily on a nation-by-nation basis. The Big
Three—Cengage
Learning (our publisher, which is the biggest in the college
business textbook mar-
ket), Prentice Hall, and McGraw-Hill—primarily competed in
the United States.
A different set of publishers competed in other countries. As a
result, most text-
books studied by British students would be authored by British
professors and pub-
lished by British publishers, most textbooks studied by
Brazilian students would be
authored by Brazilian professors and published by Brazilian
publishers, and so on.
Now Cengage Learning (under British and Canadian
ownership), Pearson Prentice
Hall (under British ownership), and McGraw-Hill (under US
ownership) have sig-
nificantly globalized their competition, thanks to the rising
demand for high-quality
77. business textbooks in English. Around the globe, they are
competing against each
other in many markets, publishing in multiple languages and
versions. For instance,
Global Business and its sister books, Global Strategy, Global
(paperback), and Interna-
tional Business (an adaptation for the European market), are
published by different
subsidiaries in Chinese, Spanish, and Portuguese in addition to
English, reaching
customers in more than 30 countries. Despite such worldwide
spread of competition,
in each market—down to each school—textbook publishers have
to compete locally.
Since no professor teaches globally and all students study
locally, this means Global
Business has to win adoption every class, every semester.
Overall, it becomes difficult
to tell in this competition what is international and what is
domestic. Thus, “global”
seems to be a better word to capture the essence of this
competition.
1-1b Global Business and Emerging Economies
Global Business also differs from other books on IB because
78. most of them focus
on competition in developed economies. Here, by contrast, we
devote extensive
space to competitive battles waged throughout emerging
economies, a term that
Global business
Business around the globe.
Emerging economy
A term that has gradually
replaced the term “developing
country” since the 1990s.
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79. time if subsequent rights restrictions require it.
6 Part One Laying Foundations
has gradually replaced the term “developing countries” since
the 1990s. Another
commonly used term is emerging markets (see PengAtlas Map
1). How important
are emerging economies? Collectively, they command 48% of
world trade, attract
60% of FDI inflows, and generate 40% FDI outflows. Overall,
emerging econo-
mies contribute approximately 50% of the global gross domestic
product (GDP).4
In 1990, they accounted for less than one-third of a much
smaller world GDP.
Note that this percentage is adjusted for purchasing power
parity (PPP), which is
an adjustment to reflect the differences in cost of living (see In
Focus 1.1). Using
official (nominal) exchange rates without adjusting for PPP,
emerging economies
contribute about 30% of the global GDP. Why is there such a
80. huge difference
GDP, GNP, GNI, PPP—there is a bewildering vari-
ety of acronyms that are used to measure economic
development. It is useful to set these terms straight
before proceeding. Gross domestic product (GDP) is
measured as the sum of value added by resident
firms, households, and governments operating in an
economy. For example, the value added by foreign-
owned firms operating in Mexico would be counted
as part of Mexico’s GDP. However, the earnings of
non-resident sources that are sent back to Mexico
(such as earnings of Mexicans who do not live and
work in Mexico, and dividends received by Mexicans
who own non-Mexican stocks) are not included in
Mexico’s GDP. One measure that captures this is
gross national product (GNP). Recently, the World Bank
and other international organizations have used a new
term, gross national income (GNI), to supersede GNP.
Conceptually, there is no difference between GNI and
GNP. What exactly is GNI/GNP? It comprises GDP
plus income from non-resident sources abroad.
While GDP, GNP, and now GNI are often used
as yardsticks of economic development, differences
81. in cost of living make such a direct comparison less
meaningful. A dollar of spending in Thailand can buy
a lot more than in Japan. Therefore, conversion based
on purchasing power parity (PPP) is often necessary.
The PPP between two countries is the rate at which
the currency of one country needs to be converted into
that of a second country to ensure that a given amount
of the first country’s currency will purchase the same
volume of goods and services in the second country
(see Chapter 7 for details). According to the Interna-
tional Monetary Fund (IMF), the Swiss per capita GDP
is US$81,276 based on official (nominal) exchange
rates—a lot higher than the official US per capita GDP
of US$53,001. However, everything is more expen-
sive in Switzerland. A Big Mac costs US$6.83 in Swit-
zerland versus US$4.80 in the United States. Thus,
Switzerland’s per capita GDP based on PPP shrinks to
US$53,977—only slightly higher than the US per capita
GDP based on PPP of US$53,001 (the IMF uses the
United States as a benchmark in PPP calculation, which
does not change from the nominal number).
One of the most recent and probably most important
debates concerns the size of the Chinese GDP. Calcula-
82. tions based on the nominal exchange rates would find
China’s GDP to be 47% of the US GDP. But new calcula-
tions based on PPP released by the World Bank in 2014
reported China’s GDP to be 87% as large as the US GDP.
Given that the Chinese economy grows a lot more quickly
than the US economy, some experts believe that China
may become the world’s largest economy by the time
you read this book—as opposed to in the next decade
or so (see the Closing Case). Overall, when you read sta-
tistics about GDP, GNP, and GNI, always pay attention to
whether these numbers are based on official exchange
rates or PPP, which can make a huge difference.
Sources: Based on (1) Bloomberg Businessweek, 2014,
Recognizing
China’s clout, May 12: 14; (2) Economist, 2014, Calculating
European
GDP, August 23: 68–69; (3) Economist, 2014, The dragon takes
wing,
May 3: 65; (3) Economist, 2014, The Big Mac index, July 26:
61; (4)
International Monetary Fund, 2014, Report for Selected
Countries and
Subjects (PPP Valuation of Country GDP), October,
Washington, DC.
83. Emerging market
A term that is often used
interchangeably with “emerging
economy.”
Purchasing power parity (PPP)
A conversion that determines
the equivalent amount of goods
and services that different
currencies can purchase.
IN Focus 1.1
Setting the termS Straight
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Chapter 1 Globalizing Business 7
between the two measures? Because the cost of living (such as
housing and hair-
cuts) in emerging economies tends to be lower than that in
developed economies.
For instance, US$1 spent in Mexico can buy a lot more than
US$1 spent in the
United States.
Of many emerging economies, Brazil, Russia, India, and
China—commonly
referred to as BRIC—command more attention. With the
addition of South Africa,
BRIC becomes BRICS. As a group, BRICS countries have 40%
of the world’s popu-
lation, cover a quarter of the world’s land area, and contribute
more than 25%
of global GDP (on a PPP basis). In addition to BRICS, other
interesting terms
85. include BRICM (BRIC 1 Mexico), BRICET (BRIC 1 Eastern
Europe and Turkey),
and Next Eleven (N-11—consisting of Bangladesh, Egypt,
Indonesia, Iran, Korea,
Mexico, Nigeria, Pakistan, the Philippines, Turkey, and
Vietnam).
Does it make sense to group together as “emerging economies”
so many
countries with tremendous diversity in terms of history,
geography, politics,
and economics? As compared to developed economies, the label
of “emerging
economies,” rightly or wrongly, has emphasized the presumably
homogenous
nature of so many different countries. While this single label
has been useful,
more recent research has endeavored to enrich it. Specifically,
the two dimen-
sions illustrated in Figure 1.1 can help us differentiate various
emerging econ-
omies.5 Vertically, the development of market-supporting
political, legal, and
economic institutions has been noted as a crucial dimension of
institutional
86. transitions. Horizontally, the development of infrastructure and
factor markets
is also crucial.
Traditional (or stereotypical) emerging economies suffer from
both the lack of
institutional development and the lack of infrastructure and
factor market devel-
opment. Most emerging economies 20 years ago would have fit
this description.
Today, some emerging economies still have made relatively
little progress along
these two dimensions (such as Belarus and Zimbabwe).
However, much has changed. A great deal of institutional
development and infra-
structure and factor market development has taken place. Such
wide-ranging devel-
opment has resulted in the emergence of a class of mid-range
emerging economies
atlas
Mid-Range
Emerging
89. W
ea
k
St
ro
ng Newly
Developed
Economies
(e.g., SOUTH
KOREA)
Figure 1.1 a typology of emerging economies
Source: Adapted from R. Hoskisson, M. Wright, I. Filatotchev,
& M. W. Peng, 2013, Emerging multinationals from
mid-range economies: The influence of institutions and factor
markets (p. 1297), Journal of Management Studies, 50:
1295–1321.
Gross domestic product (GDP)
90. The sum of value added by
resident firms, households, and
governments operating in an
economy.
Gross national product (GNP)
GDP plus income from non-
resident sources abroad.
Gross national income (GNI)
GDP plus income from non-
resident sources abroad. GNI
is the term used by the World
Bank and other international
organizations to supersede the
term GNP.
BRIC
Brazil, Russia, India, and China.
BRICS
91. Brazil, Russia, India, China, and
South Africa.
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8 Part One Laying Foundations
that differ from both traditional emerging economies and
developed economies.
For example, the top-down approach to government found in
China has facilitated
infrastructure and factor market development. But China’s
political and market
institutions tend to be underdeveloped relative to physical
92. infrastructure. Alterna-
tively, India has strong political institutions supporting market
institutions. While
Indian government policy reforms have facilitated better market
institutions and
associated economic development, world-class physical
infrastructure is lacking.
In the middle area of Figure 1.1, Brazil and Russia are
examples, with democratic
political institutions and some infrastructure and factor market
development.
Finally, some economies have clearly graduated from the
“emerging” phase and
become what we call “newly developed economies.” South
Korea is such an exem-
plar country.
Overall, the Great Transformation of the global economy is
embodied by the tre-
mendous shift in economic weight and engines of growth toward
emerging econo-
mies in general and BRIC(S) in particular.6 Led by BRIC(S),
emerging economies
accomplished “the biggest economic transformation in modern
economy,” accord-
93. ing to the Economist.7 In China, per capita income doubled in
about ten years, an
achievement that took Britain 150 years and the United States
50 years as they
industrialized.8 Throughout emerging economies, China is not
alone. While group-
ings such as BRIC(S) and N-11 are always arbitrary, they serve
a useful purpose—
namely, highlighting the economic and demographic scale and
trajectory that
enable them to challenge developed economies in terms of
weight and influence
in the global economy.
Of course, the Great Transformation is not a linear story of
endless and uniform
high-speed growth. All BRIC(S) countries and most emerging
economies have
experienced some significant slowdown recently.9 It is possible
that they may not be
able to repeat their extraordinary growth sprints of the decade
between 1998 (the
Asian economic crisis) and 2008 (the global financial crisis).
For example, in 2007,
Brazil accomplished an annual economic growth of 6%, Russia
94. 8%, India 10%, and
China 14%. In 2017, they would be lucky to achieve half of
these enviable growth
rates. However, it seems that emerging economies as a group
are destined to grow
both their absolute GDP and their percentage of world GDP
relative to developed
economies. The debate centers on how much and how quickly
(or slowly) such
growth will be in the future (see the Closing Case).
1-1c Base of the Pyramid and Reverse Innovation
The global economy can be viewed as a pyramid (Figure 1.2).
The top consists of
about one billion people with per capita annual income of
US$20,000 or higher.
These are mostly people who live in the developed economies in
the Triad, which
consists of North America, Western Europe, and Japan. Another
one billion people
earning US$2,000 to US$20,000 per year make up the second
tier. The vast major-
ity of humanity—about five billion people—earn less than
US$2,000 per year and
comprise the base of the pyramid (BoP). Most MNEs focus on
95. the top and second
tiers and end up ignoring the BoP markets.10 An increasing
number of such low-
income countries have shown a great deal of economic
opportunities as income
levels have risen. More Western MNEs, such as General
Electric (GE), are investing
aggressively in the BoP and leveraging their investment to
tackle markets in both
emerging and developed economies.
Great Transformation
Transformation of the global
economy that is embodied
by the tremendous shift in
economic weight and engines
of growth toward emerging
economies in general and
BRIC(S) in particular.
Triad
North America, Western Europe,
and Japan.
96. Base of the pyramid (BoP)
Economies where people make
less than US$2,000 per capita
per year.
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Chapter 1 Globalizing Business 9
One interesting recent development out of emerging economies
is reverse
innovation—an innovation that is adopted first in emerging
97. economies and then dif-
fused around the world.11 Traditionally, innovations are
generated by Triad-based
multinationals, with the needs and wants of rich customers at
the top of the pyramid
in mind. When such multinationals entered lower-income
economies, they tended
to simplify the product features and lower prices. In other
words, the innovation flow
is top-down. However, as Deere & Company found out in India,
its large-horsepower
tractors designed for American farmers were a poor fit for the
different needs and
wants of Indian farmers. Despite Deere’s efforts to simplify the
product and reduce
the price, the price was still too high in India. Instead,
Mahindra & Mahindra brought its widely popular
small-horsepower tractors that were developed in
India to the United States and carved out a growing
niche that eventually propelled it to be the world’s
largest tractor maker by units sold.12 (Mahindra &
Mahindra is now so committed to the United States
that it sponsors bull-riding tournaments in Texas.)
In response, Deere abandoned its US tractor designs
and “went native” in India, by launching a local
98. design team charged with developing something
from scratch—with the needs and wants of farmers
in India (or, more broadly, in emerging economies)
in mind. The result was a 35-horsepower tractor that
was competitive with Mahindra & Mahindra not only
in India, but also in the United States and elsewhere.
In both cases, the origin of new innovations is from
the BoP. The flow of innovation is bottom-up—in
other words, reverse innovation.
Second Tier
Per capita GDP/GNI $2,000–$20,000
Approximately 1 billion people
Top Tier
Per capita GDP/GNI > $20,000
Approximately 1 billion people
Base of the Pyramid
Per capita GDP/GNI < $2,000
Approximately 5 billion people
Figure 1.2 the global economic Pyramid
99. Sources: Adapted from (1) C. K. Prahalad & S. Hart, 2002, The
fortune at the bottom of the pyramid, Strategy1Business, 26:
54–67; (2) S. Hart, 2005, Capitalism
at the Crossroads, Philadelphia: Wharton School Publishing,
111.
In
di
a
Pi
ct
ur
es
R
M
/D
in
od
ia
100. P
ho
to
s/
Al
am
y
Li
m
ite
d
Does this Mahindra & Mahindra tractor developed
from a BoP market have potential elsewhere?
Reverse innovation
An innovation that is adopted
first in emerging economies
and is then diffused around the
101. world.
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10 Part One Laying Foundations
The reverse innovation movement suggests that emerging
economies are no
longer merely low-cost production locations or attractive new
markets (hence
the term “emerging markets”). They are also sources of new
innovations that
may not only grow out of BoP markets, but also have the
potential to go uphill to
102. penetrate into the top of the global economic pyramid. For
example, a Chinese
start-up, Xiaomi, has recently dethroned Samsung and Apple in
the smart-
phone market in both China and India, selling its smartphones
for only US$100
(see Emerging Markets 1.1). Relative to a feature-rich US$600
Apple iPhone or
a US$500 Samsung Galaxy, a Xiaomi phone is merely good
enough. It is
3G-capable and has a solid processor, a passable camera, and
barely decent but
expandable memory (8 GB), which can be expanded to 64 GB
with cheap SD
cards. But its performance is certainly more than 20% of an
Apple or a Samsung.
Thus, to customers in the BoP and beyond, Xiaomi’s reverse
innovation deliv-
ers tremendous value relative to its price. In a Harvard Business
Review article,
Jeff Immelt, chairman and CEO of a leading practitioner of
reverse innovation,
GE, noted:
To be honest, the company is also embracing reverse innovation
103. for defensive reasons. If GE
doesn’t come up with innovations in poor countries and take
them global, new competi-
tors from the developing world—like Mindray, Suzlon,
Goldwind, and Haier—will . . . GE
has tremendous respect for traditional rivals like Siemens,
Philips, and Rolls-Royce. But it
knows how to compete with them; they will never destroy GE.
By introducing products that
create a new price-performance paradigm, however, the
emerging giants very well could.
Reverse innovation isn’t optional; it is oxygen.13
As advised by GE’s Immelt, today’s students—and tomorrow’s
business
leaders—will ignore the opportunities and challenges at the BoP
at their own
peril. This book will help ensure that you will not ignore these
opportunities
104. and challenges.
1-2 Why Study Global Business?
Global business (or IB) is one of the most exciting, most
challenging, and most
relevant subjects offered by business schools. Why study it?
Table 1.1 outlines three
compelling reasons.
First, you don’t want to be a loser. Mastering global business
knowledge helps
advance your employability and career in an increasingly
competitive global econ-
omy. Take a look at the Opening Day Quiz in Table 1.2. Can
you answer all the
questions correctly? If not, you will definitely benefit from
studying global business.
The answer to Question 1 is empirical—that is, based on data.
You should guess
first and then look at the label of your shirt yourself or ask a
friend to help you. The
key here is international trade. Do you wear a shirt made in
your own country or
another country? Why?
105. Learning Objective
Give three reasons why it
is important to study global
business.
table 1.1 Why Study global Business?
●● Enhance your employability and advance your career in the
global economy
●● Better preparation for possible expatriate assignments
abroad
●● Stronger competence in interacting with foreign suppliers,
partners, and competitors,
and in working for foreign-owned employers in your own
country
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106. Editorial review has deemed that any suppressed content does
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Chapter 1 Globalizing Business 11
In Question 2, smart students typically ask whether the mobile
device (such as a
smartphone or an iPad) means the motherboard or the
components. My answer is:
“I mean the whole device, all the production that went into
making the machine.”
Then some students respond: “But they could be made in
different countries!”
My point exactly. Specifically, the point here is to appreciate
the complexity of a
global value chain, with different countries making different
components and han-
dling different tasks. It is likely the tiny components inside
your mobile device have
crossed borders a dozen or more times. Such a value chain is
typically managed by
107. an MNE—such as Apple, Dell, Foxconn, HP, Lenovo, or
Samsung. The capabilities
necessary to organize a global supply chain hints at the
importance of resources
and capabilities—one of the two key themes of this book.
Question 3 is deceptively simple. Unfortunately, 100% of my
own students—
ranging from undergraduates to PhDs—miss it. Surprise! The
Group of 20 (G-20) only
has 19 member countries. The 20th member is the European
Union (EU)—a regional
bloc, not a single country. Ideally, why the G-20 is formed in
such an interesting way
will make you more curious about how the rules of the game are
made around the
world. In this case, why are 19 countries in, but numerous
others out? What is special
about the EU? Why are other regional blocs not included in the
G-20? A focus on the
rules of the game—more technically, institutions—is another
key theme of the book.
Question 4 is interesting. Most of my own students pick New
York, which has the
108. third-largest number of headquarters of Fortune Global 500
companies (measured by
sales). Beijing now has 52 Fortune Global 500 headquarters,
followed by 41 in Tokyo,
which until recently dethroned by Beijing had had the largest
cluster of Fortune
atlas
table 1.2 Opening Day Quiz
1. Which country made the shirt you are wearing?
(A) China (D) Romania
(B) Malaysia (E) US
(C) Mexico
2. Which country made your mobile device?
(A) China (D) Taiwan
(B) Germany (E) US
(C) Singapore
3. how many member countries does the g-20 have?
(A) 20 (D)19
(B) 21 (E)18
(C) 22
109. 4. Which city has the largest number of Fortune global 500
company headquarters?
(operational headquarters where top executives go to work, not
place of
registration)
(A) Beijing (D) New York
(B) Hong Kong (E) Tokyo
(C) London
5. a 2,000-employee manufacturing plant is closing in a
developed economy, and
production is moving to an emerging economy. how many of the
2,000 jobs will
the company keep?
(A) 0 (D) 20–30
(B) 5–10 (E) 30–50
(C) 10–20
Group of 20 (G-20)
The group of 19 major countries
plus the EU whose leaders meet
110. on a biannual basis to solve
global economic problems.
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12 Part One Laying Foundations
Global 500 headquarters. In comparison, New
York has 20 such headquarters (17 in New York
City and three outside the city).14 The rise of
Beijing is indicative of the changing global
economic winds, which have propelled China
to become the world’s second-largest economy
in the years between the second and third edi-
111. tions of this book. To gain a better understand-
ing of global economy, you need to pay more
attention to companies based in Beijing (and in
China and other emerging economies).
Question 5 will really frighten you. Some stu-
dents typically clarify: “Do you mean the few secu-
rity guards looking after the closed plant?” “Not
necessarily,” I point out. “The question is: How
many jobs will be kept by the company?” Students
eventually get it: even adding a few jobs as security
guards at the closed plant, the most optimistic estimates are that
only 30 to 50 jobs
may be kept. Yes, you guessed it: these jobs typically are high-
level positions such as the
CEO, CFO, CIO, factory director, and chief engineer. These
managers will be sent by
the MNE to start up operations in an emerging economy. You
need to realize that in a
2,000-employee plant, even if you may be the 51st-highest-
ranked employee, your fate
may be the same as the 2,000th employee. You really need to
work hard and work smart
to position yourself as one of the top 50 (preferably one of the
112. top 30). Doing well in
this class and mastering global business knowledge may help
make that happen.
In addition to the first reason to equip you with relevant
knowledge, the second
compelling reason why you should study global business is
related to Question 5.
Because many ambitious students aspire to join the top ranks of
large firms, exper-
tise in global business is often a prerequisite. Today, it is
increasingly difficult, if not
impossible, to find top managers at large firms without
significant global compe-
tence. Of course, eventually, hands-on experience, not merely
knowledge acquired
from this course, will be required. However, mastery of the
knowledge of, and dem-
onstration of interest in, global business during your education
will set you apart as
a more ideal candidate to be selected as an expatriate manager
(“expat”)—a man-
ager who works abroad—to gain such an experience (see
Chapter 15 for details).
113. Thanks to globalization, low-level jobs not only command lower
salaries, but are
also more vulnerable.15 However, high-level jobs, especially
those held by expats,
are both financially rewarding and relatively secure. Expats
often command a
significant international premium in compensation—a
significant pay raise when
working overseas. In US firms, an expat’s total compensation
package is approxi-
mately US$250,000 to US$300,000 (including perks and
benefits; not all is take-
home pay). When they return to the United States after a tour of
duty (usually
two to three years), a firm that does not provide attractive
career opportunities to
experienced expats often finds them to be lured away by
competitor firms. Com-
petitor firms also want to globalize their business, and tapping
into the expertise
and experience of these former expats makes such expansion
more likely to suc-
ceed. And yes, to hire away these internationally experienced
managers, competi-
tor firms have to pay an even larger premium. This indeed is a
115. /S
hu
tt
er
st
oc
k.
co
m
Do you know Beijing now has the world’s largest number
of Fortune Global 500 headquarters?
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Chapter 1 Globalizing Business 13
don’t want to be an expat, you really don’t want to join the
army of the unemployed
due to factory closings and business failures (see Figure 1.3).
Lastly, even if you do not aspire to compete for the top job at a
large company
and instead work at a small firm or are self-employed, you may
find yourself dealing
with foreign-owned suppliers and buyers, competing with
foreign-invested firms in
your home market, or perhaps even selling and investing
overseas. Alternatively,
you may find yourself working for a foreign-owned firm, your
domestic employer
acquired by a foreign player, or your unit ordered to shut down
for global consoli-
dation. Understanding how global business decisions are made
may facilitate your
117. own career in such firms. If there is a strategic rationale to
downsize your unit, you
want to be prepared and start polishing your résumé right away.
In other words, it
is your career that is at stake. Don’t be the last in the know!
1-3 A Unified Framework
Global business is a vast subject area. It is one of the few
courses that will make you
appreciate why your university requires you to take a number of
seemingly unre-
lated courses in general education. We will draw on major
social sciences, such
as economics, geography, history, political science, psychology,
and sociology. We
will also draw on a number of business disciplines, such as
strategy, finance, and
marketing. The study of global business is, thus, quite
interdisciplinary. It is easy
to lose sight of the “forest” while scrutinizing various “trees” or
even “branches.”
The subject is not difficult, and most students find it to be fun.
The number-one
student complaint (based on previous student feedback) is that
there is an over-
118. whelming amount of information. Honestly, this is also my
number-one complaint
as your author. You may have to read and learn this material,
but I have to bring it
all together in a way that makes sense and in a (relatively)
compact book that does
not go on and on and on for 990 pages.
To make your learning more focused, more manageable, and
(hopefully)
more fun, in this section—and throughout the book—we will
develop a unified
Learning Objective
Articulate one fundamental
question and two core
perspectives in the study of
global business.
Figure 1.3 Jobs Outsourced
Source: Harvard Business Review, April 2012: 34.
00891_ch01_ptg01.indd 13 09/09/15 12:17 PM
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14 Part One Laying Foundations
framework (shown in Figure 1.4). This will provide great
continuity to facilitate
your learning. Specifically, we will discipline ourselves by
focusing only on one
most fundamental question and two core perspectives. A
fundamental question
acts to define a field and to orient the attention of students,
practitioners, and
scholars in a certain direction. Our “big question” is: What
determines the success and
failure of firms around the globe?16 To answer this question,
we will introduce only two
120. core perspectives throughout this book: (1) an institution-based
view and (2) a
resource-based view.17 The remainder of this section outlines
this framework.
1-3a One Fundamental Question
What is it that we do in global business? Why is it so important
that practically all
students in business schools around the world are either
required or recommended
to take this course? While there are certainly many questions to
raise, a relentless
interest in what determines the success and failure of firms
around the globe serves
to focus the energy of our field. Global business is
fundamentally about not limit-
ing yourself to your home country. It is about treating the
global economy as your
potential playground (or battlefield). Some firms may be
successful domestically
but fail miserably overseas. Other firms successfully translate
their strengths from
their home markets to other countries. If you were expected to
lead your firm’s
efforts to enter a particular foreign market, wouldn’t you want
121. to find out what
drives the success and failure of other firms in that market?
Overall, the focus on firm performance around the globe defines
the field of
global business (or IB) more than anything else. Numerous
other questions all
relate in one way or another to this most fundamental question.
Therefore, all
chapters in this book will be centered on this consistent theme:
What determines
the success and failure of firms around the globe?
1-3b First Core Perspective: An Institution-Based View18
An institution-based view suggests that the success and failure
of firms are enabled
and constrained by institutions. By institutions, we mean the
rules of the game.
Doing business around the globe requires intimate knowledge
about both formal
rules (such as laws) and informal rules (such as values) that
govern competition in
Fundamental question:
122. What determines the
success and failure
of firms around the globe?
Resource-based view:
Firm-specific
resources and
capabilities
Institution-based view:
Formal and informal
rules of the
game
Figure 1.4 a Unified Framework for global Business
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123. Editorial review has deemed that any suppressed content does
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Chapter 1 Globalizing Business 15
various countries. Firms that do not do their homework and thus
remain ignorant
of the rules of the game in a certain country are not likely to
emerge as winners.
Formal institutions include laws, regulations, and rules. For
example, Hong
Kong’s laws are well known for treating all entrants, whether
from neighboring
mainland China (whose firms are still technically regarded as
“non-domestic”) or
far-away Chile, the same as they treat indigenous Hong Kong
firms. Such equal
treatment enhances the potential odds for foreign firms’
success. Thus, it is not sur-
prising that Hong Kong attracts numerous outside firms. Other