• Enhanced eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic practice
allows students to apply the very concepts they are reading about. Combining
resources that illuminate content with accessible self-assessment, MyLab
with Enhanced eText provides students with a complete digital learning
experience—all in one place.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare’s powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make great
learners who perform better in their courses.
Designed to help you develop and assess concept
mastery and critical thinking, the Writing Space
offers a single place to create, track, and grade
writing assignments, provide resources, and
exchange meaningful, personalized feedback with
students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own assignments, you
decide your level of involvement in evaluating students’ work. The auto-graded option allows you to assign
writing in large classes without having to grade essays by hand. And because of integration with Turnitin®,
Writing Space can check students’ work for improper citation or plagiarism.
• Branching, Decision-Making Simulations—Put your students in the
role of manager as they make a series of decisions based on a realistic
business challenge. The simulations change and branch based on their
decisions, creating various scenario paths. At the end of each simulation,
students receive a grade and a detailed report of the choices they made
with the associated consequences included.
Engage, Assess, Apply
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in
more sophisticated tasks and thinking. Now included with MyLab
with eText, Learning Catalytics enables you to generate classroom
discussion, guide your lecture, and promote peer-to-peer learning
with real-time analytics.
• LMS Integration—You can now link from Blackboard Learn, Brightspace
by D2L, Canvas, or Moodle to MyManagementLab. Access assignments,
rosters, and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
• Reporting Dashboard—View, analyze, and re.
with MyManagementLab®• Learning Catalytics™—Is an introsacrosdale
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice ...
with MyManagementLab®• Learning Catalytics™—Is an int.docxwashingtonrosy
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice ...
with MyManagementLab®• Learning Catalytics™—Is an int.docxadolphoyonker
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice .
Chapter 10
INTERNATIONAL
MONETARY SYSTEM
LEARNING OBJECTIVES
Describe the importance of exchange rates to business activites
Outline the factors that help determine exchange rates
Explain attempts to construct a system of fixed exchange rate
Describe efforts to create a system of floating exchange rates.
1. Importance of Exchange Rates
2. Factors that help determine exchange rates
Two important concepts:-
Law of Price
Purchasing Power Parity.
1.1 Exchanges rates do not guarantee or stabilize the buying power of currency.
1.2 Law of price states that an identical product (i.e. quality and content) must have identical price in countries where currency is the same.
2. Factors that help determine exchange rates, Cont’d...
1.3 expected vs. actual exchange rate = opportunity cost - benefit of buying product in one country at lower cost and selling at higher cost in another.
1.4. Law of price is useful in determining whether currency is over/under valued.(Big Mac)/Sales Tax imposed at different levels and varying marketing strategies used.
2.1 PPP is an economic theory that allows the comparison of the purchasing power of various world currencies to one another. It is a theoretical exchange rate that allows you to buy the same amount of good and services in every country.
Factors that help determine exchange rates, Cont’d...
3. Constructing a System of fixed exchange rates
4. Efforts to create a System of Floating Exchange Rates
4.1 A floating exchange rate is a regime where the a nation’s currency is set by the foreign exchange market based on supply and demand related to other currencies.
4.2 Hence, a system of floating exchange rate is a coordinated international monetary system
THE END
A01_BOVE2186_14_SE_FM.indd 1 11/7/17 3:19 PM
MyLabTM Management is an online homework,
tutorial, and assessment program constructed to work
with this text to engage students and improve results.
It was designed to help students develop and assess
the skills and applicable knowledge that they will need
to succeed in their courses and their future careers.
See what more than 25,000 students had to say
about MyLab Management:
“[MyLab Management] is great. I can access all of the
information needed for the course under the home
screen. It’s easy to navigate and includes helpful videos
and tips to help me better understand the course.”
— Sheena Dunio,
Student at Southern New Hampshire University
Mini Sims put students in business professional roles and give
them the opportunity to apply course concepts as they develop
decision making skills through real-world business challenges.
The simulations adapt based on each student’s decisions, creating
various scenario paths that help students understand how
critical thinking can affect their decisions in an organization.
“[MyLab Management] helped to first learn the concepts and vocab-
ulary. By watching videos and going through simulations it h ...
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
with MyManagementLab®• Learning Catalytics™—Is an introsacrosdale
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice ...
with MyManagementLab®• Learning Catalytics™—Is an int.docxwashingtonrosy
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice ...
with MyManagementLab®• Learning Catalytics™—Is an int.docxadolphoyonker
with MyManagementLab®
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in more
sophisticated tasks and thinking. Now included with MyLab with eText,
Learning Catalytics enables you to generate classroom discussion, guide
your lecture, and promote peer-to-peer learning with real-time analytics.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here’s how it
works: students complete a set of questions with a unique answer format that also
asks them to indicate their confidence level. Questions repeat until the student can
answer them all correctly and confidently. Once completed, Dynamic Study Modules
explain the concept using materials from the text. These are available as graded
assignments prior to class, and accessible on smartphones, tablets, and computers.
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your students
on track throughout the course with the new Reporting Dashboard.
Available via the MyLab Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class, section, and
program levels in an accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure our products are
as accessible as possible to all students. The platform team for our Business
MyLab products is working toward achieving WCAG 2.0 Level AA and Section 508
standards, as expressed in the Pearson Guidelines for Accessible Educational
Web Media. Moreover, our products support customers in meeting their
obligation to comply with the Americans with Disabilities Act (ADA) by providing
access to learning technology programs for users with disabilities.
The following information provides tips and answers to frequently asked
questions for those using assistive technologies to access the Business MyLab
products. As product accessibility evolves continuously, please email our
Accessibility Team at [email protected] for the most up-to-date
information.
• LMS Integration—You can now link from Blackboard Learn, Brightspace by
D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters,
and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
A L W A Y S L E A R N I N G
A01_ROBB3859_14_SE_FM.indd 1 24/09/16 11:56 am
mailto:[email protected]
A01_HANL4898_08_SE_FM.indd 2 24/12/14 12:49 PM
This page intentionally left blank
F o u r t e e n t h E d i t i o n
Essentials of
Organizational Behavior
Stephen P. Robbins
San Diego State University
Timothy A. Judge
The Ohio State University
New York, NY
A01_ROBB3859_14_SE_FM.indd 3 24/09/16 11:56 am
Vice .
Chapter 10
INTERNATIONAL
MONETARY SYSTEM
LEARNING OBJECTIVES
Describe the importance of exchange rates to business activites
Outline the factors that help determine exchange rates
Explain attempts to construct a system of fixed exchange rate
Describe efforts to create a system of floating exchange rates.
1. Importance of Exchange Rates
2. Factors that help determine exchange rates
Two important concepts:-
Law of Price
Purchasing Power Parity.
1.1 Exchanges rates do not guarantee or stabilize the buying power of currency.
1.2 Law of price states that an identical product (i.e. quality and content) must have identical price in countries where currency is the same.
2. Factors that help determine exchange rates, Cont’d...
1.3 expected vs. actual exchange rate = opportunity cost - benefit of buying product in one country at lower cost and selling at higher cost in another.
1.4. Law of price is useful in determining whether currency is over/under valued.(Big Mac)/Sales Tax imposed at different levels and varying marketing strategies used.
2.1 PPP is an economic theory that allows the comparison of the purchasing power of various world currencies to one another. It is a theoretical exchange rate that allows you to buy the same amount of good and services in every country.
Factors that help determine exchange rates, Cont’d...
3. Constructing a System of fixed exchange rates
4. Efforts to create a System of Floating Exchange Rates
4.1 A floating exchange rate is a regime where the a nation’s currency is set by the foreign exchange market based on supply and demand related to other currencies.
4.2 Hence, a system of floating exchange rate is a coordinated international monetary system
THE END
A01_BOVE2186_14_SE_FM.indd 1 11/7/17 3:19 PM
MyLabTM Management is an online homework,
tutorial, and assessment program constructed to work
with this text to engage students and improve results.
It was designed to help students develop and assess
the skills and applicable knowledge that they will need
to succeed in their courses and their future careers.
See what more than 25,000 students had to say
about MyLab Management:
“[MyLab Management] is great. I can access all of the
information needed for the course under the home
screen. It’s easy to navigate and includes helpful videos
and tips to help me better understand the course.”
— Sheena Dunio,
Student at Southern New Hampshire University
Mini Sims put students in business professional roles and give
them the opportunity to apply course concepts as they develop
decision making skills through real-world business challenges.
The simulations adapt based on each student’s decisions, creating
various scenario paths that help students understand how
critical thinking can affect their decisions in an organization.
“[MyLab Management] helped to first learn the concepts and vocab-
ulary. By watching videos and going through simulations it h ...
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxstarkeykellye
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C ...
This training manual designed for University of Phoenix employees, will offer instructional guidance regarding the availability of social media tools, their benefits, and correlation with the understanding of social learning for professional development.
Could you increase your knowledge—and raise your grade—i.docxfaithxdunce63732
Could you increase your knowledge—
and raise your grade—if you…
…used an online tutorial that assisted you with Access
and Excel skills mapped to this book?
…learned to use Microsoft’s SharePoint, the number one
organizational tool for file sharing and collaboration?
…had flashcards and student PowerPoints
to prepare for lectures?
Visit , a valuable tool
for your student success and your
business career.
www.myMISlab.com
www.myMISlab.com
INTEGRATING BUSINESS WITH TECHNOLOGY
By completing the projects in this text, students will be able to demonstrate business knowledge, application
software proficiency, and Internet skills.These projects can be used by instructors as learning assessment tools
and by students as demonstrations of business, software, and problem-solving skills to future employers. Here
are some of the skills and competencies students using this text will be able to demonstrate:
Business Application skills: Use of both business and software skills in real-world business applications.
Demonstrates both business knowledge and proficiency in spreadsheet, database, and Web page/blog creation
tools.
Internet skills: Ability to use Internet tools to access information, conduct research, or perform online
calculations and analysis.
Analytical, writing and presentation skills: Ability to research a specific topic, analyze a problem, think
creatively, suggest a solution, and prepare a clear written or oral presentation of the solution, working either
individually or with others in a group.
Business Application Skills
BUSINESS SKILLS
Finance and Accounting
Financial statement analysis
Pricing hardware anrj software
Technology rent vs. buy decision
Total Cost of Ownership (TCO) analysis
Analyzing telecommunications services anrj costs
Risk assessment
Retirement planning
Capital budgeting
Human Resources
Employee training and skills tracking
Job posting database and Web page
Manufacturing and Production
Analyzing supplier performance and pricing
Inventory management
Bill of materials cost sensitivity analysis
Sales and Marketing
Sales trend analysis
SOFTWARE SKILLS
Spreadsheet charts
Spreadsheet formulas
Spreadsheet downloading and formatting
Spreadsheet formulas
Spreadsheet formulas
Spreadsheet formulas
Spreadsheet charts and formulas
Spreadsheet formulas and logical functions
Spreadsheet formulas
Database design
Database querying and reporting
Database design
Web page design and creation
Spreadsheet date functions
Database functions
Data filtering
Importing data into a database
Database querying and reporting
Spreadsheet data tables
Spreadsheet formulas
Database querying and reporting
CHAPTER
Chapter 2*
Chapter 10
Chapter 5
Chapter 5*
Chapter 7
Chapter 8
Chapter 11
Chapter 14
Chapter 14*
Chapter 13*
Chapter 15
Chapter 2
Chapter 6
Chapter 12*
Chapter 1
Customer reservation system
Improving marketing decisions
Customer profiling
Customer service analysis
Sales lead and.
How Content Strategy Drives the High Impact Learning OrganizationXyleme
According to research by Bersin, profits from High Impact Learning Organizations (HILO) grew three times faster than other organizations studied. So, what makes some Learning & Development organizations better than others? One core capability is Learning Content Strategy.
In this webinar, David Mallon, VP of Research at Bersin by Deloitte, will dive into the evolving nature of learning content and share findings from Bersin’s recent High Impact Learning Organization report. Joining David will be Michael Miller, Process and Standards Supervisor at Caterpillar, Inc. Together they will discuss how eLearning has become a small part of the larger pie that now includes the delivery of contextual-based content at the right time and in the right format to drive performance outcomes. Key takeaways for Senior Learning & Talent executives will include the methodologies used by HILOs to build a sustainable content strategy that helps companies solve business and operational problems.
Issues in Public Interest. Dedicated to the innumerable parents who stretch beyond their means to give a wonderful education to their children.
The intent of this document is to help Students, Universities and Employers harness the power of LinkedIn for Education by proper implementation of the LinkedIn for Education.
This framework specifically addresses aspects pertaining to Information Divide, Branding of Students, Universities and does not address aspects related to Employability.
Thunderbird is the world’s No. 1-ranked school of international business with nearly 70 years of experience in developing leaders with the global mindset, business skills, and social responsibility necessary to create real, sustainable value for their organizations, communities, and the world.
Thunderbird Online, a professional development division of Thunderbird School of Global Management, provides online courses and executive certificates to busy professionals seeking to continue learning throughout their professional career. Thunderbird Online develops and delivers innovative continuing education programs designed specifically for working professionals looking to improve their marketability and gain a leading edge over their competition. These programs are also ideal for experienced executives seeking to gain expertise in a global business focus area, and take their organization to the next level with enhanced knowledge and skills in today’s dynamic global marketplace.
…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
More Related Content
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Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxstarkeykellye
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C ...
This training manual designed for University of Phoenix employees, will offer instructional guidance regarding the availability of social media tools, their benefits, and correlation with the understanding of social learning for professional development.
Could you increase your knowledge—and raise your grade—i.docxfaithxdunce63732
Could you increase your knowledge—
and raise your grade—if you…
…used an online tutorial that assisted you with Access
and Excel skills mapped to this book?
…learned to use Microsoft’s SharePoint, the number one
organizational tool for file sharing and collaboration?
…had flashcards and student PowerPoints
to prepare for lectures?
Visit , a valuable tool
for your student success and your
business career.
www.myMISlab.com
www.myMISlab.com
INTEGRATING BUSINESS WITH TECHNOLOGY
By completing the projects in this text, students will be able to demonstrate business knowledge, application
software proficiency, and Internet skills.These projects can be used by instructors as learning assessment tools
and by students as demonstrations of business, software, and problem-solving skills to future employers. Here
are some of the skills and competencies students using this text will be able to demonstrate:
Business Application skills: Use of both business and software skills in real-world business applications.
Demonstrates both business knowledge and proficiency in spreadsheet, database, and Web page/blog creation
tools.
Internet skills: Ability to use Internet tools to access information, conduct research, or perform online
calculations and analysis.
Analytical, writing and presentation skills: Ability to research a specific topic, analyze a problem, think
creatively, suggest a solution, and prepare a clear written or oral presentation of the solution, working either
individually or with others in a group.
Business Application Skills
BUSINESS SKILLS
Finance and Accounting
Financial statement analysis
Pricing hardware anrj software
Technology rent vs. buy decision
Total Cost of Ownership (TCO) analysis
Analyzing telecommunications services anrj costs
Risk assessment
Retirement planning
Capital budgeting
Human Resources
Employee training and skills tracking
Job posting database and Web page
Manufacturing and Production
Analyzing supplier performance and pricing
Inventory management
Bill of materials cost sensitivity analysis
Sales and Marketing
Sales trend analysis
SOFTWARE SKILLS
Spreadsheet charts
Spreadsheet formulas
Spreadsheet downloading and formatting
Spreadsheet formulas
Spreadsheet formulas
Spreadsheet formulas
Spreadsheet charts and formulas
Spreadsheet formulas and logical functions
Spreadsheet formulas
Database design
Database querying and reporting
Database design
Web page design and creation
Spreadsheet date functions
Database functions
Data filtering
Importing data into a database
Database querying and reporting
Spreadsheet data tables
Spreadsheet formulas
Database querying and reporting
CHAPTER
Chapter 2*
Chapter 10
Chapter 5
Chapter 5*
Chapter 7
Chapter 8
Chapter 11
Chapter 14
Chapter 14*
Chapter 13*
Chapter 15
Chapter 2
Chapter 6
Chapter 12*
Chapter 1
Customer reservation system
Improving marketing decisions
Customer profiling
Customer service analysis
Sales lead and.
How Content Strategy Drives the High Impact Learning OrganizationXyleme
According to research by Bersin, profits from High Impact Learning Organizations (HILO) grew three times faster than other organizations studied. So, what makes some Learning & Development organizations better than others? One core capability is Learning Content Strategy.
In this webinar, David Mallon, VP of Research at Bersin by Deloitte, will dive into the evolving nature of learning content and share findings from Bersin’s recent High Impact Learning Organization report. Joining David will be Michael Miller, Process and Standards Supervisor at Caterpillar, Inc. Together they will discuss how eLearning has become a small part of the larger pie that now includes the delivery of contextual-based content at the right time and in the right format to drive performance outcomes. Key takeaways for Senior Learning & Talent executives will include the methodologies used by HILOs to build a sustainable content strategy that helps companies solve business and operational problems.
Issues in Public Interest. Dedicated to the innumerable parents who stretch beyond their means to give a wonderful education to their children.
The intent of this document is to help Students, Universities and Employers harness the power of LinkedIn for Education by proper implementation of the LinkedIn for Education.
This framework specifically addresses aspects pertaining to Information Divide, Branding of Students, Universities and does not address aspects related to Employability.
Thunderbird is the world’s No. 1-ranked school of international business with nearly 70 years of experience in developing leaders with the global mindset, business skills, and social responsibility necessary to create real, sustainable value for their organizations, communities, and the world.
Thunderbird Online, a professional development division of Thunderbird School of Global Management, provides online courses and executive certificates to busy professionals seeking to continue learning throughout their professional career. Thunderbird Online develops and delivers innovative continuing education programs designed specifically for working professionals looking to improve their marketability and gain a leading edge over their competition. These programs are also ideal for experienced executives seeking to gain expertise in a global business focus area, and take their organization to the next level with enhanced knowledge and skills in today’s dynamic global marketplace.
…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
☰Menu×NURS 6050 Policy and Advocacy for Improving Population H.docxanhlodge
☰
Menu
×
NURS 6050 Policy and Advocacy for Improving Population Health
Back to Course Home
Course Calendar
Syllabus
Course Information
Resource List
Support, Guidelines, and Policies
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
.
▪ Learning Outcomes1.Understand the basic concepts and termin.docxanhlodge
▪
Learning Outcomes:1.
Understand the basic concepts and terminology used in Strategic Management. (Lo 1.2)2.
Understand the Corporation Social Responsibility
(Lo 1.4).3.
Explain how executive leadership is an important part of strategic management (Lo 3.4)
✓
Question 1
: How does strategic management typically evolve in a corporation? (
1Mark)
✓
Question 2
: Discuss the influence of globalization, social responsibility and environmental sustainability on strategic management of a corporation.(
2 Marks
)
✓
Question 3:
In what ways can a corporation’s structure and culture be internal strengths or weaknesses? Justify your answer by examples from real market. (
1Mark)
✓
Question 4:
When does a corporation need a board of directors? Justify your answer by an example from Saudi market.
(1 Mark)
Notes:
-
Your answers
(for the
4
questions)
MUST include at least
three scholarly peer-reviewed references
,
using a proper referencing style (APA).
Keep in mind that these scholarly references
can be found
in the
Saudi Digital Library (SDL).
-
Make sure to support your statements with logic and argument, citing all sources referenced.
Your answers should not include m
.
● What are some of the reasons that a MNE would choose internationa.docxanhlodge
● What are some of the reasons that a MNE would choose international expansion through an acquisition? An IJV? An alliance?
● What are the variables that would influence the decision?
● Which choice do you believe is best for the likely benefit of the firm? (Cite and reference).
.
▶︎ Prompt 1 Think about whether you identify with either Blue or .docxanhlodge
▶︎ Prompt 1:
Think about whether you identify with either Blue or Red or "Left vs. Right" characteristics of conservative or liberal, left or right America. Do you see yourself, or the people in the place you grew up, on either side of the divide, or perhaps in a different political category? Share some ways in which you identify with some of the descriptions, or ways in which they seem foreign to you.
I'll attach the picture below
.
⁞ InstructionsChoose only ONE of the following options .docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
.
⁞ InstructionsChoose only ONE of the following options below.docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
When you are done posting your paraphrase, reply to at least one classmate’s paraphrase, commenting on what s/he has done well and what s/he can improve with the wording. Your response should be written in no fewer than 75 words.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
Your discussion post will be graded according to the following criteria:
- Clear paraphrase the selected text in your own words with minimal use of quotations
.
⁞ InstructionsAfter reading The Metamorphosis by Frank .docxanhlodge
⁞ Instructions
After reading
The Metamorphosis
by Frank Kafka , choose
one
of the following assertions and write a 200-word response supporting why you agree or disagree with it.
Gregor’s transformation highlights his isolation and alienation before his metamorphosis.
Or
Despite having become an insect, Gregor is more humane and sensitive than his family.
Or
If Gregor had been a stronger person, he would have been able to avoid all of the suffering and alienation he endures.
.
⁞ InstructionsAfter reading all of Chapter 5, please se.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 5
, please select
ONE
of the following
primary source readings
:
“Utilitarianism” by John Stuart Mill
(starting on page 111)
-or-
“A Theory of Justice” by John Rawls
(starting on page 115)
-or-
“The Entitlement Theory of Justice” by Robert Nozick
(starting on page 122)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
⁞ InstructionsAfter reading all of Chapter 2, please select.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 2
, please select
ONE
of the following
primary source readings
:
“Anthropology and the Abnormal” by Ruth Benedict
(starting on page 33)
-or-
“Trying Out One’s New Sword” by Mary Midgley
(starting on page 35)
Write a short, objective summary of
250
which summarizes the main ideas being put forward by the author in this selection.
Write a short summary that identifies the thesis and outlines the main argument.
Reading summaries are not about your opinion or perspective – they are expository essays that explain the content of the reading.
All reading summaries must include substantive content based on the students reading of the material.
Reading Material: Doing Ethics
ORIGINIAL WORK. NO PLAGIARISM
.
⁞ Instructions After reading all of Chapter 9, please .docxanhlodge
⁞ Instructions:
After reading all of
Chapter 9
, please select the following
primary source reading
:
“A Defense of Abortion” by Judith Jarvis Thomson
(starting on page 237)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
…Multiple intelligences describe an individual’s strengths or capac.docxanhlodge
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (textbook quote, [H2] Learning Styles].
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey
, create a survey that has:
At least five questions based on Gardner’s theory
Five questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ readiness
Assist in the creation of differentiated lesson plans.
.
•••••iA National Profile ofthe Real Estate Industry and.docxanhlodge
•••••i
A National Profile of
the Real Estate Industry and
the Appraisal Profession
by J. Reid Cummings and Donald R. Epley, PhD, MAI, SRA
FEATURES
T
J- he
he real estate industry has been devastated on many fronts' in the years
following the Great Recession, whieh began in 2007^ due to the bursting of the
housing bubble and the subsequent finaneial crisis relating to the mortgage
market meltdown.' The implosion of the mortgage markets initially began when
two Bear Stearns mortgage-backed securities hedge funds, holding nearly $10
billion in assets, disintegrated into nothing.* Panie quickly spread to financial
institutions that could not hide the extent of their toxic, subprime exposures, and
a massive, worldwide credit squeeze ensued; outright fear soon replaced panic.
Subsequent eredit tightening and substantial illiquidity in the financial markets
rapidly and severely affected the housing and construction markets.' Throughout
the United States, properties of all kinds saw dramatic value declines.
In thousands of cases, real estate foreclosures disrupted people's lives,
forced businesses to close, eaused financial institutions to falter, capsized wbole
market segments, devastated entire industries, and squeezed municipal and state
government budgets dependent upon use and property tax revenues.* While the
effeets of property value declines and the waves of foreclosures in markets across
the country captured most of the headlines, one significant impact of the upheaval
in US real estate markets has gone largely unreported: its impact on employment
in the real estate industry, and specifically, the real estate appraisal profession.
This article presents a
current employment
profile of the US real
estate industry, with
special attention given
to appraisal profes-
sionals. It serves as an
informative picture of
the appraisal profession
for use as a benchmark
for future assessment
of growth. As a
component of the real
estate industry, the
appraisal profession
ranks as the smallest
in employment, is
highly correlated to
movements in empioy-
ment of brokers and
agents, and relies on
commerciai banking,
credit, and real estate
lessors and managers
to deliver its products.
1. James R. DeLisle, "At the Crossroads of Expansion and Recession," TheAppraisalJournal 75, no. 4 (Fall 2007):
314-322; James R. DeLisle, "The Perfect Storm Rippiing Over to Reai Estate," The Appraisal Journal 76, no,
3 (Summer 2008): 200-210.
2. Randaii W. Eberts, "When Wiii US Empioyment Recover from tiie Great Recession?" International Labor Brief
9, no. 2 (2011): 4-12 (W. E. Upjohn Institute for Employment Research): Chad R. Wilkerson, "Recession and
Recovery Across the Nation: Lessons from History," Economic Review 94, no. 2 (2009): 5-24.
3. Kataiina M. Bianco, The Subprime Lending Crisis: Causes and Effects of the Mortgage Meltdown (New York:
CCH, inc., 2008): Lawrence H. White, "Fédérai Reserve Policy and the Housing Bubbie," in Lessons Fro.
Let us consider […] a pair of cases which I shall call Rescue .docxanhlodge
“Let us consider […] a pair of cases which I shall call Rescue I and Rescue II. In the first Rescue story we are hurrying in our jeep to save some people – let there be five of them – who are imminently threatened by the ocean tide. We have not a moment to spare, so when we hear of a single person who also needs rescuing from some other disaster we say regretfully that we cannot rescue him, but must leave him to die. To most of us, this seems clear […]. This is Rescue I and with it I contrast Rescue II. In this second story we are again hurrying to the place where the tide is coming in in order to rescue the party of people, but this time it is relevant that the road is narrow and rocky. In this version, the lone individual is trapped (do not ask me how) on the path. If we are to rescue the five we would have to drive over him. But can we do so? If we stop he will be all right eventually: he is in no danger unless from us. But of course, all five of the others will be drowned. As in the first story, our choice is between a course of action that will leave one man dead and five alive at the end of the day and a course of action which will have the opposite result. (Philippa Foot, “Killing and Letting Die,” from Abortion and Legal Perspectives, eds. Garfield and Hennessey, 2004, University of Massachusetts Press)
1. What would Mill tell the rescuer to do, in Rescue I and Rescue II, according to his theory of utilitarianism? Be clear in explaining Mill’s recommendation, and how he would justify it. In doing so, you must include a discussion of the following:
o The Principle of Utility and how it would specifically apply in this situation—who gets “counted” and how?
2. What would Kant tell the rescuer to do, in Rescue I and Rescue II, according to his deontological theory? Be clear in explaining Kant’s recommendation and how he would justify it. In doing so, you must include a discussion of the following:
o The first version of the Categorical Imperative and how it would specifically apply in these two situations (hint, you have to say what the maxim would be and what duty would be generated according to it).
o The second version of the Categorical Imperative and how it would specifically apply in this situation.
3. Explain one criticism of both Mill and Kant. Afterward, argue for which ethical approach, on your view is superior. Be specific and provide reasons for your claim.
.
• Here’s the approach you can take for this paperTitle.docxanhlodge
• Here’s the approach you can take for this paper:
Title page (ensure team members and IDs are listed)
Introduction – provide a background of the selected organization.
Risk #1
Description
Impact on organization
Recommendation on how to manage it
Risk #2
Description
Impact on organization
Recommendation on how to manage it
Risk #3
Description
Impact on organization
Recommendation on how to manage it
Conclusion
References (minimum of 12 reputable sources)
Appendix (if any)
The paper will range from 15-to-20-pages includes title page, content, and references.
Please write in APA Style.
.
•Your team will select a big data analytics project that is intr.docxanhlodge
•Your team will select a big data analytics project that is introduced to an organization of your choice … please address the following items:
•Provide a background of the company chosen.
•Determine the problems or opportunities that that this project will solve. What is the value of the project?
•Describe the impact of the problem. In other words, is the organization suffering financial losses? Are there opportunities that are not exploited?
•Provide a clear description regarding the metrics your team will use to measure performance. Please include a discussion pertaining to the key performance indicators (KPIs).
•Recommend a big data tool that will help you solve your problem or exploit the opportunity, such as Hadoop, Cloudera, MongoDB, or Hive.
•Evaluate the data requirements. Here are questions to consider: What type of data is needed? Where can you find the data? How can the data be collected? How can you verify the integrity of the data?
•Discuss the gaps that you will need to bridge. Will you need help from vendors to do this work? Is it necessary to secure the services of other subject matter experts (SMEs)?
•What type of project management approach will you use this initiative? Agile? Waterfall? Hybrid? Please provide a justification for the selected approach.
•Provide a summary and conclusion.
.
•your reason for applying to Waldorf •your academic and p.docxanhlodge
•your reason for applying to Waldorf
•your academic and professional goals
•explanation of past academic history issues
•explanation of withdrawals
•any other information you would like us to consider regarding admitting you to the University
.
A Strategic Approach: GenAI in EducationPeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1.4 modern child centered education - mahatma gandhi-2.pptx
• Enhanced eText—Keeps students engaged in learning on th.docx
1. • Enhanced eText—Keeps students engaged in learning on
their own time,
while helping them achieve greater conceptual understanding of
course
material. The worked examples bring learning to life, and
algorithmic practice
allows students to apply the very concepts they are reading
about. Combining
resources that illuminate content with accessible self-
assessment, MyLab
with Enhanced eText provides students with a complete digital
learning
experience—all in one place.
• MediaShare for Business—Consisting of a curated
collection of business
videos tagged to learning outcomes and customizable, auto-
scored
assignments, MediaShare for Business helps students
understand why they
are learning key concepts and how they will apply those in their
careers.
Instructors can also assign favorite YouTube clips or original
content and
employ MediaShare’s powerful repository of tools to maximize
student
accountability and interactive learning, and provide
contextualized feedback
for students and teams who upload presentations, media, or
business plans.
2. • Writing Space—Better writers make great
learners who perform better in their courses.
Designed to help you develop and assess concept
mastery and critical thinking, the Writing Space
offers a single place to create, track, and grade
writing assignments, provide resources, and
exchange meaningful, personalized feedback with
students, quickly and easily. Thanks to auto-graded, assisted-
graded, and create-your-own assignments, you
decide your level of involvement in evaluating students’ work.
The auto-graded option allows you to assign
writing in large classes without having to grade essays by hand.
And because of integration with Turnitin®,
Writing Space can check students’ work for improper citation or
plagiarism.
• Branching, Decision-Making Simulations—Put your
students in the
role of manager as they make a series of decisions based on a
realistic
business challenge. The simulations change and branch based on
their
decisions, creating various scenario paths. At the end of each
simulation,
students receive a grade and a detailed report of the choices
they made
with the associated consequences included.
Engage, Assess, Apply
• Learning Catalytics™—Is an interactive, student response
tool that
3. uses students’ smartphones, tablets, or laptops to engage them
in
more sophisticated tasks and thinking. Now included with
MyLab
with eText, Learning Catalytics enables you to generate
classroom
discussion, guide your lecture, and promote peer-to-peer
learning
with real-time analytics.
• LMS Integration—You can now link from Blackboard
Learn, Brightspace
by D2L, Canvas, or Moodle to MyManagementLab. Access
assignments,
rosters, and resources, and synchronize grades with your LMS
gradebook.
For students, single sign-on provides access to all the
personalized
learning resources that make studying more efficient and
effective.
• Reporting Dashboard—View, analyze, and report learning
outcomes clearly and easily, and get the information you need
to
keep your students on track throughout the course with the new
Reporting Dashboard. Available via the MyLab Gradebook and
fully mobile-ready, the Reporting Dashboard presents student
performance data at the class, section, and program levels in an
accessible, visual manner.
• Accessibility (ADA)—Pearson works continuously to ensure
our products
are as accessible as possible to all students. The platform team
for our
Business MyLab products is working toward achieving WCAG
4. 2.0 Level AA
and Section 508 standards, as expressed in the Pearson
Guidelines for
Accessible Educational Web Media. Moreover, our products
support
customers in meeting their obligation to comply with the
Americans with
Disabilities Act (ADA) by providing access to learning
technology programs
for users with disabilities.
The following information provides tips and answers to
frequently
asked questions for those using assistive technologies to access
the
Business MyLab products. As product accessibility evolves
continuously,
please email our Accessibility Team at [email protected]
for the most up-to-date information.
A L W A Y S L E A R N I N G
with MyManagementLab®
mailto:[email protected]
International
Business
Environments & Operations
New York, NY
John D. Daniels
5. University of Miami
Lee H. Radebaugh
Brigham Young University
Daniel P. Sullivan
University of Delaware
Sixteenth Edition
Vice President, Business Publishing: Donna Battista
Director of Portfolio Management: Stephanie Wall
Portfolio Manager: Daniel Tylman
Editorial Coordinator: Linda Albelli
Vice President, Product Marketing: Roxanne McCarley
Director of Strategic Marketing: Brad Parkins
Strategic Marketing Manager: Deborah Strickland
Product Marketer: Becky Brown
Field Marketing Manager: Lenny Ann Kucenski
Product Marketing Assistant: Jessica Quazza
Vice President, Production and Digital Studio,
Arts and Business: Etain O’Dea
Director of Production, Business: Jeff Holcomb
Managing Producer, Business: Ashley Santora
Operations Specialist: Carol Melville
Creative Director: Blair Brown
Manager, Learning Tools: Brian Surette
Content Developer, Learning Tools: Lindsey Sloan
Managing Producer, Digital Studio, Arts
7. logos, or icons that may appear in this work are the property of
their
respective owners, and any references to third-party trademarks,
logos, icons, or other trade dress are for demonstrative or
descriptive
purposes only. Such references are not intended to imply any
sponsorship, endorsement, authorization, or promotion of
Pearson’s prod-
ucts by the owners of such marks, or any relationship between
the owner and Pearson Education, Inc., or its affiliates, authors,
licensees,
or distributors.
Library of Congress Cataloging-in-Publication Data Is
Available On Request
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-420005-5
ISBN 13: 978-0-13-420005-7
http://www.pearsoned.com/permissions/
Preface xxii
About the Authors xxix
Part one: Background for International Business 1
1 Globalization and International Business 1
Part two: Comparative Environmental Frameworks 25
2 The Cultural Environments Facing Business 25
3 The Political and Legal Environments Facing Business 57
4 The Economic Environments Facing Business 93
5 Globalization and Society 129
8. Part three: Theories and Institutions: Trade and Investment 153
6 International Trade and Factor Mobility Theory 153
7 Governmental Influence on Trade 183
8 Cross-National Cooperation and Agreements 207
Part Four: World Financial Environment 235
9 Global Foreign-Exchange Markets 235
10 The Determination of Exchange Rates 257
11 Global Capital Markets 279
Part Five: Global Strategy, Structure, and Implementation 301
12 The Strategy of International Business 301
13 Country Evaluation and Selection 335
14 Export and Import 361
15 Direct Investment and Collaborative Strategies 397
16 The Organization of International Business 427
Part Six: Managing International Operations 461
17 Marketing Globally 461
18 Global Operations and Supply-Chain Management 493
19 International Accounting
and Finance Issues 517
20 International Human Resource Management 545
Brief Contents
iii
Contents
Preface xxii
About the Authors xxix
9. • Part one: Background For international BuSineSS 1
1 Globalization and International Business 1
CASE: The Globalized Business of Sports 2
Introduction 4
Why Study About Globalization, IB, and Their Relationship? 5
How Does IB Fit In? 5
The Study of IB 5
The Forces Driving Globalization and IB 6
Factors in Increased Globalization 7
The Criticisms of Globalization 10
Threats to National Sovereignty 10
Environmental Stress 11
Growing Income Inequality and Personal Stress 11
Point-Counterpoint
Is Offshoring of Production a Good Strategy? 12
Why Companies Engage in IB 14
Sales Expansion 14
Resource Acquisition 14
Risk Reduction 14
IB Operating Modes 15
Merchandise Exports and Imports 15
Service Exports and Imports 15
Investments 16
Types of International Organizations 16
Why do Companies’ External Environments Affect How they
May
Best Operate Abroad? 16
10. Physical Factors 17
Institutional Factors 17
The Competitive Environment 18
Looking to the Future
Three Major Scenarios on Globalization’s Future 19
CASE: Carnival Cruise Lines 21
Endnotes 23
iv
Contents v
• Part two: comParative environmental
FrameworkS 25
2 The Cultural Environments Facing Business 25
CASE: Saudi Arabia’s Dynamic Culture 26
Culture’s Importance in IB and Trickiness To Assess 29
National Cultures as a Point of Reference 29
The People Factor 30
Building Cultural Awareness 31
Shortcomings in Cultural Assessments 31
Influences on Cultural Formation and Change 32
Sources of Change 32
Language as Both a Diffuser and Stabilizer of Culture 32
Religion as a Cultural Stabilizer 34
Major Behavioral Practices Affecting Business 35
11. Issues in Social Stratification 35
Work Motivation 37
Relationship Preferences 40
Risk-Taking Behavior 40
Information and Task Processing 41
Problems in Communicating Across Cultures 42
Translation of Spoken and Written Language 42
Silent Language 43
Guidelines For Cultural Adjustment 45
Host Society Acceptance 45
Degree of Cultural Differences 45
Ability to Adjust: Culture Shock 46
Company and Management Orientations 46
Strategies for Instituting Change 47
Point-Counterpoint
Does IB Lead To Cultural Imperialism? 48
Looking to the Future
Scenarios on The Evolvement of National Cultures 50
CASE: Tesco PLC: Leveraging Global Knowledge 52
Endnotes 55
3 The Political and Legal Environments Facing Business 57
CASE: China: Big Opportunities, Complicated Risks 58
Politics, Laws, and Operating Internationally 60
The Political Environment 62
Individualism 62
12. vi Contents
Collectivism 62
Political Ideology 63
Democracy 64
Totalitarianism 65
The State of Political Freedom 67
The Prevalence of Political Freedom 68
The Struggles of Political Freedom 68
The Allure of Authoritarianism 71
Looking to the Future
Political Ideology and MNEs’ Actions 72
Political Risk 74
Classifying Political Risk 74
Point-Counterpoint
Proactive Political Risk Management: The Superior Approach
76
The Legal Environment 78
Types of Legal Systems 79
The Foundation of Legality 80
Mapping the Basis of Law 81
Which Rule When? 82
Implications to Managers 84
Legal Issues Facing International Companies 84
Operational Concerns 85
Strategic Concerns 86
Politics, Law, and the Business Environment 88
13. CASE: It’s a Knockoff World 89
Endnotes 91
4 The Economic Environments Facing Businesses 93
CASE: Emerging Economies: Comeback or Collapse? 94
International Economic Analysis 95
Navigating Challenges 96
Who’s Who in the Global Business Environment 97
Developed Economies 97
Developing Economies 98
Economies in Transition 100
The Issue of Different Degrees of Development 101
Economic Freedom 103
The Value of Economic Freedom 105
The Prevalence of Economic Freedom 106
Economic Freedom and Type of Economic Environment 107
The Paradox of Promise Versus Prevalence 107
Contents vii
Looking to the Future
State Capitalism: Detour or Destination? 110
Types of Economic Systems 111
The Market Economy 111
The Command Economy 112
Mixed Economy 113
Assessing Economic Development, Performance, and Potential
114
14. Monetary Measures 114
Improving Economic Analytics 116
The Wildcard: The Shadow Economy 118
Sustainability and Stability 119
Sustainability 119
Stability 120
Point-Counterpoint
Growth: Positive and Productive? 121
Elements of Economic Analysis 123
Integrating Economic Analysis 123
Economic Freedom, Innovation, and Competitiveness 125
CASE: Economic Environments of the West:
Problems, Puzzles, and the 4th Industrial
Revolution 126
Endnotes 128
5 Globalization and Society 129
CASE: Ecomagination and the Global Greening
of GE 130
Introduction 132
Stakeholder Trade-Offs 132
The Economic Impact of the MNE 133
Balance-of-Payments Effects 134
Growth and Employment Effects 135
The Foundations of Ethical Behavior 136
Why Do Companies Care About Ethical Behavior? 137
15. The Cultural Foundations of Ethical Behavior 137
Relativism Versus Normativism 137
The Legal Foundations of Ethical Behavior 138
Legal Justification: Pro and Con 138
Corruption and Bribery 139
Petrobras: Corruption in Brazil with a Global Twist 140
The Consequences of Corruption 140
What’s Being Done About Corruption? 141
viii Contents
Ethics and the Environment 142
What Is “Sustainability”? 142
Global Warming and The Paris Agreement on Climate Change
143
Ethical Dilemmas of Labor Conditions 144
Point-Counterpoint
Should MNEs Accept Full Responsibility for the Unethical
Behavior of Their Employees? 144
The Problem of Child Labor 146
What MNEs Can and Can’t Do 147
Corporate Codes of Ethics: How Should a Company Behave?
147
Motivations for Corporate Responsibility 147
Developing a Code of Conduct 147
Looking to the Future
Dealing with Ethical Dilemmas in the Global Economy 148
16. CASE: Anglo American PLC in South Africa: What Do You
Do When Costs Reach Epidemic Proportions? 149
Endnotes 151
• Part three: theorieS and inStitutionS: trade
and inveStment 153
6 International Trade and Factor Mobility Theory 153
CASE: The Evolution of Taiwan’s International Trade 154
Introduction: Why Do Policymakers Rely on International Trade
and Factor
Mobility Theories? 156
Interventionist and Free Trade Theories 158
Mercantilism 158
Neomercantilism 158
Free Trade Theories 159
Theory of Absolute Advantage 159
Theory of Comparative Advantage 161
Theories of Specialization: Some Assumptions
and Limitations 162
Theories to Explain National Trade Patterns 164
How Much Does A Country Trade? 164
What Types of Products Does A Country Trade? 166
With Whom Do Countries Trade? 167
The Dynamics of Export Capabilities 168
Product Life Cycle (PLC) Theory 168
The Diamond of National Competitive Advantage 170
The Theory and Major Effects of Factor Mobility 172
17. Contents ix
Point-Counterpoint
Should Nations Use Strategic Trade Policies? 172
Why Production Factors Move 174
Effects of Factor Movements 175
The Relationship between Trade and Factor Mobility 176
Substitution 176
Complementarity 176
Looking to the Future
Scenarios That May Change Trade Patterns 177
CASE: Ecuador: A Rosy Export Future? 179
Endnotes 182
7 Governmental Influence on Trade 183
CASE: The U.S.–Vietnamese Catfish Dispute 184
Conflicting Outcomes of Trade Protectionism 186
The Role of Stakeholders 187
Economic Rationales for Governmental Trade Intervention
and Outcome Uncertainties 187
Fighting Unemployment 187
Protecting “Infant Industries” 188
Developing an Industrial Base 189
Economic Relationships with Other Countries 190
Governments’ Noneconomic Rationales and Outcome
18. for Trade Intervention 192
Maintaining Essential Industries 192
Promoting Acceptable Practices Abroad 193
Point-Counterpoint
Should Governments Impose Trade Sanctions? 193
Maintaining or Extending Spheres of Influence 195
Preserving National Culture 195
Major Instruments of Trade Control 195
Tariffs: Direct Price Influences 195
Nontariff Barriers: Direct Price Influences 196
Nontariff Barriers: Quantity Controls 198
How Companies Deal With Governmental Trade
Influences 201
Tactics for Dealing with Import Competition 201
Convincing Decision-Makers 201
Involving the Industry and Stakeholders 201
Preparing for Changes in the Competitive Environment 202
Looking to the Future
Dynamics and Complexity of Future World Trade 202
x Contents
CASE: Should U.S. Imports of Prescription Drugs from Canada
Be Widened? 203
Endnotes 205
19. 8 Cross-National Cooperation and Agreements 207
CASE: Toyota’s European Drive 208
Forms of Economic Integration 209
The World Trade Organization—Global Integration 210
GATT: Predecessor to the WTO 210
What Does the WTO Do? 210
Regional Economic Integration 211
Bilateral Agreements 211
Geography Matters 211
The Effects of Integration 212
Major Regional Trading Groups 213
The European Union 214
The North American Free Trade Agreement (NAFTA) 218
Regional Economic Integration in the Americas 221
Regional Economic Integration in Asia 223
Regional Economic Integration in Africa 225
Point-Counterpoint
Is Regional Economic Integration a Good Idea? 226
The United Nations and Other NGOs 227
Commodity Agreements 229
Commodities and the World Economy 229
Consumers and Producers 229
The Organization of the Petroleum Exporting Countries
(OPEC) 230
Looking to the Future
Will the WTO Overcome Bilateral and Regional Integration
Efforts? 231
20. CASE: Walmart Goes South 232
Endnotes 234
• Part Four: world Financial environment 235
9 Global Foreign-Exchange Markets 235
CASE: Going Down to the Wire in the Money-Transfer
Market 236
What is Foreign Exchange and Who are The Major Players
in The Market? 237
Contents xi
Some Aspects of The Foreign-Exchange Market 238
How to Trade Foreign Exchange 238
Global OTC Foreign-Exchange Instruments 239
Size, Composition, and Location of the Foreign-Exchange
Market 239
Foreign-Exchange Trades and Time Zones 241
Major Foreign-Exchange Markets 243
The Spot Market 243
The Forward Market 244
Options 244
Futures 245
The Foreign-Exchange Trading Process 245
Banks and Exchanges 245
Top Exchanges for Trading Foreign Exchange 246
How Companies Use Foreign Exchange 247
21. Cash Flow Aspects of Imports and Exports 247
Other Financial Flows 248
Point-Counterpoint
Is It OK to Speculate on Currency? 249
Looking to the Future
Where Are Foreign-Exchange Markets Headed? 251
CASE: Do Yuan to Buy Some Renminbi? 252
Endnotes 255
10 The Determination of Exchange Rates 257
CASE Venezuela’s Rapidly Changing Currency 258
Introduction 259
The International Monetary Fund 260
Origin and Objectives 260
The IMF Today 260
The Role of the IMF in Global Financial Crises 261
Evolution to Floating Exchange Rates 261
Exchange-Rate Arrangements 262
Three Choices: Hard Peg, Soft Peg, or Floating Arrangement
262
Hard Peg 263
Soft Peg 263
Floating Arrangement 263
The Euro 263
Point-Counterpoint
Should Africa Develop a Common Currency? 265
Determining Exchange Rates 266
22. Nonintervention: Currency in a Floating-Rate World 266
xii Contents
Intervention: Currency in a Fixed-Rate or Managed Floating-
Rate
World 267
Black Markets 268
Foreign-Exchange Convertibility and Controls 268
Exchange Rates and Purchasing Power Parity 269
Exchange Rates and Interest Rates 271
Other Factors in Exchange-Rate Determination 272
Forecasting Exchange-Rate Movements 272
Fundamental and Technical Forecasting 272
Fundamental Factors to Monitor 272
Business Implications of Exchange-Rate Changes 273
Marketing Decisions 273
Production Decisions 274
Financial Decisions 274
Looking to the Future
Changes in the Relative Strength of Global
Currencies 274
Case: Welcome to the World of Sony—Unless the Falling
Yen Rises (or Falls) Again 275
Endnotes 278
11 Global Capital Markets 279
CASE: Tax Wars: Pfizer Versus the U.S. Government 280
23. The Finance Function 281
The Role of the CFO 281
Capital Structure 282
Leveraging Debt Financing 282
Factors Affecting the Choice of Capital Structure 282
Global Debt Markets 284
Eurocurrencies and the Eurocurrency Market 284
International Bonds 285
Global Equity Markets 286
The Size of Global Stock Markets 287
Taxation of Foreign-Source Income 289
International Tax Practices 289
Taxing Branches and Subsidiaries 290
Transfer Prices 292
Double Taxation and Tax Credit 293
Dodging Taxes 294
Offshore Financing and Offshore Financial Centers 294
What is an OFC? 294
Contents xiii
Point-Counterpoint
Should Offshore Financial Centers and Aggressive Tax
Practices Be Eliminated? 296
Looking to the Future
The Growth of Capital Markets and the Drive by Governments
to Capture More Tax Revenues by MNEs 297
CASE: Does the Devil Really Wear Prada? 298
24. Endnotes 300
• Part Five: gloBal Strategy, Structure,
and imPlementation 301
12 The Strategy of International Business 301
CASE: Zara’s Disruptive Vision: Data-Driven Fast-Fashion
302
Strategy in the MNE 304
Getting Started: Vision and Mission 305
Moving Onward: Strategic Planning 307
Making Sense to Make Strategy 307
The Role of Resources, Capabilities, and Competencies 308
The Quest to Create Value 310
The Cost Leadership Strategy 310
The Differentiation Strategy 311
The Integrated Cost Leadership/Differentiation Strategy 312
Point-Counterpoint
Is Strategic Planning Productive? 313
Organizing Value Creation: The Value Chain 314
Configuring the Value Chain 315
Looking to the Future
Digits, Widgets, and Changing Location Advantages 319
Global Integration Versus Local Responsiveness 321
The Potential for Standardization 322
The Characteristics of Consumer Preferences 323
The Effect of Institutional Agents 324
25. Global Integration and Local Responsiveness: Mapping
their Interaction 324
International Corporate-Level Strategies 326
The International Strategy 326
The Localization Strategy 328
Global Strategy 329
Transnational Strategy 330
xiv Contents
CASE: The Multinational Enterprise of the Future:
Leading Scenarios 332
Endnotes 334
13 Country Evaluation and Selection 335
CASE Burger King® 336
The Importance of Location 338
Comparing Countries Through Scanning 338
Why Is Scanning Important? 338
Scanning Versus Detailed Analysis 339
Opportuniity and Risk Variables 340
Opportunities: Sales Expansion 340
Opportunities: Resource Acquisition 341
Risks 343
Analyzing and Relating the Opportunity
and Risk Variables 348
Sources and Shortcomings of Comparative Country
Information 350
26. Some Problems with Research Results and Data 350
External Sources of Information 351
Internally Generated Data 352
Point-Counterpoint
Should Companies Operate in and Send Employees
to Violent Areas? 352
Alternatives for Allocating Resources among Locations 353
Alternative Gradual Commitments 353
Geographic Diversification Versus Concentration 354
Reinvestment and Harvesting 355
Noncomparative Location Decisions 356
Looking to the Future
Conditions That May Cause Prime Locations to Change 356
CASE: Carrefour 357
Endnotes 360
14 Export and Import 361
CASE: SpinCent: The Decision to Export 362
Introduction 364
Exporting: Principles and Practices 365
Who are Exporters? 366
The Matter of Advantages 366
Characteristics of Exporters 367
Contents xv
27. Exporting: Motivation and Methods 368
Profitability 368
Productivity 369
Diversification 369
Export: Start-Up and Expansion 370
Incremental Internationalization 370
The Born-Global Phenomenon 371
The Influence of Time and Place 371
The Wildcard of Serendipity 372
Approaches to Exporting 372
Which Approach When? 373
Point-Counterpoint
Exporting E-waste: A Fair
Solution
? 374
Importing: Principles and Practices 378
Characteristics of Importers 378
Importing: Motivation and Methods 379
Import Drivers 379
Who Are Importers? 380
Importing and Exporting: Problems
28. and Pitfalls 380
Financial Risks 381
Customer Management 381
International Business Expertise 382
Marketing Challenges 382
Top Management Commitment 382
Government Regulation 383
Trade Documentation 384
Importing and Exporting: Resources
and Assistance 385
Public Agencies 386
Private Agents 387
Reconciling Opportunity and Challenge: An Export
Plan 390
Looking to the Future
Technology Transforms International
Trade 391
Countertrade 393
Costs 393
29. Benefits 394
CASE: The Borderfree Option: Going
Global—Simplified 394
Endnotes 396
xvi Contents
15 Direct Investment and Collaborative Strategies 397
CASE: Meliá Hotels International 398
Introduction 401
Why Export and Import May Not Suffice 402
When It’s Cheaper to Produce Abroad 403
When Transportation Costs Too Much 403
When Domestic Capacity Isn’t Enough 403
When Products and Services Need Altering 403
When Trade Restrictions Hinder Imports 403
When Country of Origin Becomes an Issue 404
Why and How do Companies Make Wholly Owned FDI 404
30. Reasons for Wholly Owned Foreign Direct Investment 404
Acquisition Versus Greenfield 405
Why Companies Collaborate 406
General Motives for Collaborative Arrangements 406
International Motives for Collaborative Arrangements 408
Forms of and Choice of Collaborative Arrangements 409
Some Considerations in Choosing a Form 409
Point-Counterpoint
Should Countries Limit Foreign Control of Key
Industries? 410
Licensing 411
Franchising 412
Management Contracts 413
Turnkey Operations 413
Joint Ventures (JVs) 414
Equity Alliances 415
Why Collaborative Arrangements Fail or Succeed 415
Reasons for Failure 416
Helping Collaborative Operations Succeed 417
31. Looking to the Future
Growth in Project Size and Complexity 420
CASE: The oneworld Airline Alliance 421
Endnotes 425
16 The Organization of International Business 427
CASE: Organizing Global Operations: The “Gore
Way” 428
Introduction 430
Contents xvii
Changing Times, Changing Organizations 430
Expanding Scope of IB 431
The Internet as a Design Standard 431
Managerial Standards 431
Social Contract 432
Change and Challenge: MNEs Respond 432
32. Classical Organization Structures 433
Vertical Differentiation 433
Horizontal Differentiation 435
The Functional Structure 435
Divisional Structures 436
Global Matrix Structure 439
Mixed Structure 440
Neoclassical Structures 440
The Challenge of Boundaries 440
The Goal of Boundarylessness 441
The Network Structure 442
Virtual Organization 443
Neoclassical Structures in Action 444
Pitfalls of Neoclassical Structures 444
Point-Counterpoint
The Hierarchical Structure: The Superior Format 445
Coordination Systems 447
Coordination by Standardization 448
Coordination by Plan 449
Coordination by Mutual Adjustment 450
Control Systems 451
33. Bureaucratic Control 451
Market Control 451
Clan Control 452
Control Mechanisms 452
Which Control System When? 453
Organizational Culture 453
A Key Piece of the Performance Puzzle 453
The Power of Common Cause 454
Developing an Organizational Culture 455
Looking to the Future
The Rise of Corporate Universities 456
CASE: Building a Magical Organization at Johnson
& Johnson 458
Endnotes 460
xviii Contents
• Part Six: managing international oPerationS 461
34. 17 Marketing Globally 461
CASE: Tommy Hilfiger 462
International Marketing Strategies: Orientations, Segmentation,
and Targeting 463
Marketing Orientations 464
Segmenting and Targeting Markets 466
Product Policies: Country Adaptation Versus Global
Standardization 467
Why Firms Adapt Products 467
Alteration Costs 468
The Product Line: Extent and Mix 469
International Pricing Complexities 469
Potential Obstacles in International Pricing 469
Should Promotion Differ Among Countries? 472
The Push–Pull Mix 472
Some Problems in International Promotion 473
International Branding Strategies 475
Global Brand Versus Local Brands 476
35. Point-Counterpoint
Should Home Governments Regulate Their Companies’
Marketing in Developing Countries? 477
Distribution Practices and Complications 479
Deciding Whether to Standardize 479
Internalization or Not? 480
Distribution Partnership 480
Distribution Challenges and Opportunities 481
Gap Analysis: A Tool for Helping to Manage the International
Marketing Mix 482
Usage Gaps 483
Product-Line Gaps 484
Distribution and Competitive Gaps 484
Aggregating Countries’ Programs 484
Looking to the Future
How Might International Market Segmentation
Evolve? 485
CASE: Grameen Danone Foods in Bangladesh 486
36. Endnotes 491
Contents xix
18 Global Operations and Supply-Chain Management 493
CASE: Apple’s Global Supply Chain 494
Global Supply-Chain Management 496
What is Supply-Chain Management? 496
Global Supply-Chain and Operations Management Strategies
497
Operations Management Strategy 497
Global Sourcing 499
Why Global Sourcing? 501
Major Sourcing Configurations 501
The Make-or-Buy Decision 502
Point-Counterpoint
Should Firms Outsource Innovation? 502
Supplier Relations 504
37. Conflict Minerals 504
The Purchasing Function 504
Information Technology and Global Supply-Chain
Management 505
Electronic Data Interchange (EDI) 505
Enterprise Resource Planning/Material Requirements
Planning 505
Radio Frequency ID (RFID) 505
E-commerce 506
Quality 507
Zero Defects 507
Lean Manufacturing and Total Quality
Management (TQM) 508
Six Sigma 509
Quality Standards 509
Looking to the Future
Uncertainty and the Global Supply Chain 511
CASE: Nokero: Lighting the World 511
Endnotes 516
38. 19 International Accounting and Finance Issues 517
CASE: GPS Capital Markets: In the Market for an Effective
Hedging Strategy? 518
The Crossroads of Accounting and Finance 520
What Does the Controller Control? 520
xx Contents
Differences in Financial Statements Internationally 521
Differences in the Content of Financial Information 521
Factors Affecting Accounting Objectives, Standards, and
Practices 522
Cultural Differences in Accounting 523
International Standards and Global Convergence 524
Mutual Recognition Versus Reconciliation 524
The First Steps in Establishing IFRS 525
The International Accounting Standards Board 525
39. Point-Counterpoint
Should U.S. Companies Be Allowed to Use IFRS? 526
Transactions in Foreign Currencies 527
Recording Transactions 527
Correct Procedures for U.S. Companies 528
Translating Foreign-Currency Financial Statements 528
Translation Methods 529
International Financial Issues 531
Capital Budgeting in a Global Context 531
Internal Sources of Funds 533
Global Cash Management 534
Foreign-Exchange Risk Management 536
Types of Exposure 536
Exposure-Management Strategy 537
Looking to the Future
Will IFRS Become the Global Accounting Standard? 539
CASE: H&M: The Challenges of Global Expansion
and the Move to Adopt International Financial
Reporting Standards 541
40. Endnotes 543
20 International Human Resource Management 545
CASE: Globalizing Your Career 546
International Human Resource Management 548
The Strategic Role of IHRM 550
IHRM’s Mission 551
The Perspective of the Expatriate 551
Who’s Who? 551
Trends in Expatriate Assignments 552
The Economics of Expatriates 554
The Enduring Constant 554
Staffing Frameworks in the MNE 554
The Ethnocentric Framework 555
Contents xxi
The Polycentric Staffing Framework 556
The Geocentric Staffing Framework 558
41. Which Staffing Framework When? 559
Expatriate Selection 560
Technical Competence 560
Self-Orientation 560
Others-Orientation 561
Resourcefulness 561
Global Mindset 561
Expatriate Preparation and Development 562
Pre-Departure Preparation Programs 563
In-Country Development Programs 564
Family Matters 564
Point-Counterpoint
English: Destined to Be the Global Language? 565
Expatriate Compensation 567
Types of Compensation Plans 568
Components of Expatriate Compensation 569
Compensation Complications 570
Expatriate Repatriation 570
Repatriation Challenges 571
Improving Repatriation 571
42. Expatriate Failure 572
The Costs of Failure 572
The Wildcard 573
Looking to the Future
I’m Going Where? The Changing Locations of International
Assignments 573
CASE: Tel-Comm-Tek: Selecting the Managing Director
of its Indian Subsidiary 574
Endnotes 577
glossary 579
company index 589
name index 595
Subject index 614
This textbook is one of the best-selling U.S. and worldwide
international business
43. (IB) textbooks. Widely used in both undergraduate and MBA
level courses, this text
has had authorized translations into Albanian, Chinese,
Macedonian, Russian,
Spanish, Korean, and Thai. Its first edition in 1976, according
to many professors,
defined the IB field. Its subsequent 14 editions have set the
global standard for
studying IB’s environments and operations. Students, faculty,
and managers have
praised our text for its compelling balance between rigorous,
authoritative theory
and meaningful practice within the context of a fresh, current
analysis of IB. The
elements of success that have driven this performance anchor
our efforts to make
this 16th edition the best version yet. We believe these efforts
result in a textbook that
provides you and your students the best possible understanding
of what is happen-
ing and is likely to happen in the world of business.
WHAT’S NEW TO THE SixTEENTH EdiTiON?
Ongoing trends and new development in the global business
environment called for
44. us to rethink and revise our interpretations of the environments
of operations of inter-
national business. Incorporating the corresponding changes
convinced the publishers
and the authors of the usefulness of publishing a 16th edition.
• Global Changes
IB, probably more so than any other subject, needs updating
because of the number
of and rapidity of global changes. The period since our last
edition was no exception.
Among the many changes we have referenced in our text are the
spread of mosquito-
borne epidemics (Zika, Ebola, dengue fever, and yellow fever);
changes in national
borders (e.g., Crimea now a part of Russia rather than the
Ukraine); the rise of ISIS
and its extended terrorism; the expanding scale and scope of
technology; oil technol-
ogy that has altered global supply locations and prices; the
evolving role of Bitcoins
for international currency exchange and investment
opportunities; the emergence
of disruptive technologies such 3-D printers, robotics, and
artificial intelligence; the
45. opening of U.S.–Cuban diplomatic exchanges; the advent of
negative interest-rate
policies in many Western markets; the termination of an
embargo on Iran; the near
breakup of certain countries (e.g., the United Kingdom and
Spain); the use of cor-
porate inversions to reduce taxes; ongoing ups and downs by
prominent emerging
markets; accelerating sophistication of communication systems;
decreasing degrees
of political and economic freedom throughout the world; greater
agreement that the
global climate is warming; the game changing implications of
social media; an almost
unprecedented refugee movement into Europe; and greater
support in many coun-
tries for more national sovereignty leading to the possible
breakup of regional eco-
nomic groups.
• Theories and Evidence to Explain IB and Globalization
It is now over 40 years since we started writing this text’s first
edition. We can remem-
ber when the Academy of International Business (AIB), the
main IB academic orga-
46. nization, attracted fewer than 40 attendees for its annual
meeting; now it routinely
Preface
xxii
PrefaCe xxiii
draws more than a thousand. Journals with an emphasis on
international business
were virtually nonexistent; thus the few people working directly
in the field had to
depend on discipline- and functional-based journals as outlets
for their research. We
all know how this has changed, which has, on the one hand,
helped us to under-
stand the global business environment in innovative, exciting
ways. Nevertheless, the
expanding scale of globalization and IB growth fuels such an
abundance of published
materials that academicians have had to specialize in narrower
areas to stay abreast
47. of relevant research. The growth has also created a challenge
for authors, such as us,
to keep sufficiently up to date on the breadth of research being
published on all the
functional and disciplinary topics we cover in an introductory
text. We are the first to
admit that we cannot, but, at the same time, when we have
revised for each new edi-
tion, we have discovered work that goes well beyond a slight
movement in existing
knowledge frontiers. It is gratifying for us to delve deeper into
emerging trends such
as those we described above, and thus we have added significant
new material to the
16th edition.
• Reduced Length
Over the years, we received sporadic objections to the length of
our text. And com-
plicating matters was the sense that as the text expanded,
students increasingly
preferred learning in shorter, focused bursts. Hence, we set a
goal of reducing the
text length by 200 pages without sacrificing content, coverage,
or quality; we more
48. than met our goal. We did this partially by shifting end notes to
an easily-accessed
online location, removing all cartoons because they did not
sufficiently enhance
students’ learning, and reducing tables of data that quickly
became obsolete. How-
ever, to our surprise, our biggest reduction by far was from
tightening our prose.
Completing chapters very quickly to reach a deadline for a two-
year cycle had
caused us to be much too wordy and to lead us to undue
redundancy among our
chapters. We quickly learned that reducing 200 pages was more
time consuming
than adding 200, but we feel that the text is now far more
engaging, interesting,
and readable.
• Improved In-Text Learning Aids
1. We aligned our objectives at each chapter’s opening with
major headings
within the chapters. This meant, in many cases, reorganizing the
materi-
als within the chapter. However, this should help students
49. master materials
more effectively and efficiently. Further, the change has
permitted the gen-
erators of the corresponding test bank to key questions better
with learning
objectives.
2. We already had marginal notes to refer back to previous
chapters. We expanded
those considerably and now refer to the specific pages where
students can find
earlier materials.
3. We dropped the “Geography and International Business”
feature. It had not
appeared in all the chapters, and we incorporated the coverage
into specific parts
of the chapters.
4. We dropped the “Summary” and “Key Terms” sections from
the end of our
chapters. Our reasoning is that our marginal notes cover all the
summary
points in greater detail and next to the material being covered.
All key terms
50. are shown in bold and included in the glossary, thus we
eliminated this
redundancy.
xxiv PrefaCe
5. We updated all of our cases. In addition, we replaced seven
cases with new ones
as follows:
Chapter 4: Economic Environments of the West: Problems,
Puzzles, and the
4th Industrial Revolution
Chapter 6: The Evolution of Taiwan’s International Trade
Chapter 7: Should U.S. Imports of Prescription Drugs from
Canada be
Widened?
Chapter 10: Venezuela’s Rapidly Changing Currency
Chapter 11: Tax Wars: Pfizer Versus the U.S. Government
Chapter 14: The Borderfree Option: Going Global—Simplified
Chapter 16: Organizing Global Operations: The “Gore Way”
• Improved Chapter Placements
51. Adopter feedback led to adjusting the sequence of chapters.
Specifically, we repo-
sitioned Chapter 11, Globalization and Society. Its new slot is
Chapter 5, thereby
effectively expanding our coverage of the environments of IB.
• Limiting Authors’ Names
Early on, we observed that students too often thought that they
needed to memorize
the names of all the authors who were cited. Thus, we have
made it a point to cite
only classic authors, such as Adam Smith. If students (or
instructors) want to know
the origin of materials, they can find this information in the end
note section.
Building on SucceSS
For the record, fewer than one percent of textbooks reach 16
editions. The longevity
of this text signifies its successful adaptation to the changing
domain of globalization
and IB. Indeed, sustainability has become a byword within the
global economy. Sus-
tainability, such as for a text, calls for building on what works
well and eliminating
52. what does not. Here are some highlights of the 16th edition
building blocks.
FOcuSiNg ON BOTH MAcrO ANd MicrO PErFOrMANcE
We have always, and steadfastly continue to present materials
from a broader per-
spective than company performance. First, although IB affects
nearly all business,
many students will be only tangentially involved. Second,
knowledge of IB supports
good citizenship, helping students interpret macro policies that
affect their personal
lives and career ambitions.
rESPONdiNg TO uPdATEd LiTErATurE
From the beginning, we have constantly assessed academic and
practitioner pub-
lications to stay abreast of relevant issues and events. We have
made no exception
for this edition. A review of our exhaustive endnotes shows a
citation mix of classic
treatises along with significant IB materials that have been
published since the pre-
ceding edition. Further, the companies cited in the “Company
Index and Trademarks”
53. section come from a variety of industries—large and small, U.S.
and non-U.S.—and
the list continues to be comprehensive and contemporary.
PrefaCe xxv
rELAyiNg PErSONAL ExPEriENcES
We regularly interact with IB stakeholders—managers, students,
professors, and
people affected by trade and other international events—through
our teaching of
degree-earning and executive students, attendance at academic
and civic meetings,
and foreign travel. For example, since the 15th text edition was
published, we have
traveled collectively to 25 countries, largely dealing with IB
managers in each. These
exchanges, taking place in every region of the world, provide
insights and anecdotes
that develop new materials and prioritize coverage via chapter
content and cases. We
believe no other textbook comes as close to effectively blending
a comprehensive
54. review of international business theory with exhaustive
attention to what happens in
the many parts of the world.
iNcOrPOrATiNg cASES
We maintain the inclusion of a case to open and close each
chapter. With few excep-
tions, we wrote the cases ourselves. When we did not, we
worked closely with the
authors to assure that the focus of each fit precisely with
chapters’ materials. These
cases span the globe and engage an extensive range of topics
from environmen-
tal, institutional, country, industry, company, and individual
perspectives. They also
include a wide range of company perspectives, from large
MNEs to small exporters,
from old-line manufacturers to emergent cyber businesses, and
from product manu-
facturers to service providers.
The opening cases set the stage for the chapters’ major issues,
highlighting themes
and ideas that are then covered throughout the chapter. These
also include questions
55. to guide students to real situations as they read the chapters.
The closing cases, also
anchored with questions, integrate the ideas and tools presented
in the chapter and
call upon the students to analyze issues and propose actions.
POiNT-cOuNTErPOiNT
To reinforce our strong applications orientation, we carry on a
feature in every chapter
that brings to life a major debate in contemporary IB and
globalization. We use a
point-counterpoint style to highlight opposing viewpoints that
managers and poli-
cymakers face when trying to make sense of vital issues. The
give and take between
two sides reinforces this textbook’s effort to link theory and
practice.
LOOkiNg TO THE FuTurE
As in previous editions, each chapter offers future scenarios
that are important to
managers, companies, or the world. The topic of each Looking
to the Future feature
alludes to the ideas discussed in the chapter in a way that
prompts students to engage
56. their imagination about the future of the world.
MAPS
Geographic literacy is essential in international business. Thus,
we have maintained
an Atlas, now located immediately after this Preface. Not only
does it show loca-
tions, it includes the almost equally important pronunciations of
the countries and
xxvi PrefaCe
territories that are included. In addition to the Atlas, we have an
abundance of maps
throughout that are visual presentations of materials, such as the
major locations of
a country’s export markets.
ENgAgiNg iN-TExT LEArNiNg AidS
To support students’ concentration on fundamental information
and lessons, we
introduce each new major term in bold. These terms are also
included in a Glos-
57. sary to help them recall definitions when they see these terms in
later chapters. We
use marginal notes to summarize discussions, and we include
marginal chapter
review notes to lead students back to earlier material that helps
them fathom later
discussions.
iNSTrucTOr SuPPLEMENTS
Instructors can access the following downloadable supplemental
resources by sign-
ing into the Instructor Resource Center at
www.pearsonhighered.com/educator.
• Instructor’s Manual
• Test Item File and TestGen® Computerized Test Bank—
includes multiple
choice, true/false, short answer, and essay questions that are
tagged to Learning
Objectives, Skill, Difficulty, Learning Outcomes, and AACSB
Learning Standards
to help measure whether students are grasping the course
content that aligns
with AACSB guidelines.
58. • PowerPoint Slides
• Image Library
Need help? Our dedicated Technical Support team is ready to
assist instruc-
tors with questions about the media supplements that
accompany this text. Visit
support.pearson.com/getsupport for answers to frequently asked
questions and
toll-free user-support phone numbers.
AckNOWLEdgMENTS
PiNPOiNTiNg Our rEviEWS
Although we have always depended on outside reviewers to give
us advice, the pro-
cess had several shortcomings in terms of our recent needs. The
most basic one is
that instructors were asked to comment on the entire book,
which led to responses
that were too general to help us sufficiently, such as “I’ve used
the book for sev-
eral years and am happy with it.” Or, reviewers had never
adopted the book, thus
59. the responses were obviously based on a mere scanning of
materials without any
specific substantive suggestions. There was a tendency to
propose additions with-
out eliminations that would compensate for them. In addition,
some of the recom-
mendations were made by users who to go into greater depth in
an area without
considering the breadth required for our book. Given that the
reviews came to us
anonymously, we could not speculate on the type of student
market about which
they were evaluating the text.
For our present edition, we received early on three anonymous
reviews,
thus we cannot acknowledge them by name. We then solicited
people who are
well-known scholars to review only one chapter that
corresponded to their major
http://www.pearsonhighered.com/educator
PrefaCe xxvii
60. expertise. We asked them to not only inform us of errors, but
also to suggest
important omissions. In addition, we needed their
recommendations on where we
could cut material in order to meet the demands of the market in
terms of length.
We cannot thank the following people enough for making
thorough, practical,
and insightful recommendations.
Benjamin Bader, Lüneburg University (Germany)
Mary Yoko Brannen, University of Victoria (Canada)
F. Greg Burton, Brigham Young University (USA)
Jean J. Boddewyn, Baruch College (USA)
Fidel León Darder, Universitat de València (Spain)
Tom Foster, Brigham Young University (USA)
Simon Greathead, Brigham Young University (USA)
Lichung Jen, National Taiwan University (Taiwan)
Steve Katsaros, Founder and CEO of Nokero (USA)
Jeffrey A. Krug, Bloomsburg University (USA)
Sumit K. Kundu, Florida International University (USA)
Shige Makino, Chinese University of Hong Kong (Hong Kong)
Ali R. Manbeian, Managing Partner, GPS Capital Markets Inc.
(USA)
61. Kurt Norder, University of Delaware (USA)
Jon Jungbien Moon, Korea University (Korea)
Terence Mughan, Royal Roads University (Canada)
Daniel Rottig, Florida Gulf Coast University (USA)
Manuel G. Serapio, University of Colorado Denver (USA)
Saeed Samiee, University of Tulsa (USA)
Cristina Villar, Universitat de València (Spain)
Sharon Watson, University of Delaware (USA)
In addition to the reviewers cited above, there have been
countless individuals who
have helped us through the years. Because this is the
culmination of several previ-
ous editions, we would like to acknowledge everyone’s efforts.
However, many more
individuals than we can possibly list have helped us. To those
who must remain
anonymous, we offer our sincere thanks.
We would also like to acknowledge people whom we
interviewed in writing cases.
These are Brenda Yester (Carnival Cruise Lines); Omar Aljindi,
Nora al Jundi, and Talah
Tamimi (Saudi Arabia’s Dynamic Culture); Mauricio Calero
(Ecuador: A Rosy Export
62. Future?); Raul Arguelles Diaz Gonzales and Francisco Suarez
Mogollon (Walmart
Goes South); Jonathan Fitzpatrick, Julio A. Ramirez, Arianne
Cento, and Ana Miranda
(Burger King); several executives at American Airlines and
oneworld who wish to
remain anonymous (The oneworld Airline Alliance); and Ali R.
Manbien (GPS Capital
Markets Inc). In addition, we would like to thank several people
who authored or
coauthored cases for us: Mary Yoko Brannen and Terence
Mughan at the University
of Victoria and Royal Roads University for Tesco PLC:
Leveraging Global Knowledge
(Chapter 2), various executives at Walmart for their assistance
with Walmart Goes
South (Chapter 8), Fidel León-Darder and Cristina Villar at
Universitat de València
for Meliá Hotels International (Chapter 15), Jon Jungbien
Moon at Korea University
for Grameen Danone Foods in Bangladesh (Chapter 17), and
Manuel Serapio at the
University of Colorado Denver and Steve Katsaros, founder and
CEO of Nokero for
Nokero: Lighting the World (Chapter 18); others who helped
63. with administrative and
research matters include Ian G. Daniels, Maddison Daines, Lisa
Curlee, Allison John-
son, and Katie Cooper Redding.
xxviii PrefaCe
It takes a dedicated group of individuals to take a textbook from
first draft to final
manuscript. We would like to thank our partners at Pearson
Education for their tireless
efforts in bringing the 16th edition of this book to fruition. Our
thanks go to Director
of Portfolio Management, Stephanie Wall; Portfolio Manager,
Daniel Tylman; Manag-
ing Producer, Ashley Santora; Production Director, Jeff
Holcomb; Managing Producer,
Alison Kalil; Product Marketer, Becky Brown; Editorial
Coordinator, Linda Albelli;
Project Manager, Karin Williams; and Project Manager at
Integra, Preetha Menon.
Our sincerest thanks also go out to Lisa Cherivtch at Oakton
64. Community College,
Mamoun Benmamoun at Saint Louis University, and Susan
Leshnower at Midland
College, as well as Meg O’Rourke and Emily Yelverton, for
their contributions to the
instructor resources and MyManagementLab content.
Three respected and renowned scholars show your students how
dynamic, how real,
how interesting, and how important the study of international
business can be.
John d. daniels, the Samuel N. Friedland Chair of Executive
Management emeri-
tus at the University of Miami, received his BBA, MBA, and
PhD respectively at the
University of Miami, University of the Americas, and the
University of Michigan.
He also holds an honorary doctorate from UPAO in Peru. His
dissertation won first
place in the award competition of the Academy of International
Business. Since then,
he has been an active researcher and won a decade award from
65. the Journal of Interna-
tional Business Studies. His articles have appeared in such
leading journals as Academy
of Management Journal, Advances in International Marketing,
California Management
Review, Columbia Journal of World Business, International
Marketing Review, Interna-
tional Trade Journal, Journal of Business Research, Journal of
High Technology Management
Research, Journal of International Business Studies,
Management International Review,
Multinational Business Review, Strategic Management Journal,
Transnational Corpora-
tions, and Weltwirtschaftliches Archiv. Professor Daniels has
published 15 books, most
recently Multinational Enterprises and the Changing World
Economy (coedited with
Ray Loveridge, Tsai-Mei Lin, and Alan M. Rugman), three
volumes on Multinational
Enterprise Theory, and three volumes on International Business
and Globalization (all
coedited with Jeffrey Krug). On its 30th anniversary,
Management International Review
referred to him as “one of the most prolific American IB
scholars.” He served as presi-
66. dent of the Academy of International Business and dean of its
Fellows. He also served
as chairperson of the international division of the Academy of
Management, which
named him Outstanding Educator of the Year in 2010. Professor
Daniels has worked
and lived a year or longer in 7 different countries, worked
shorter stints in approxi-
mately 30 other countries on 6 continents, and traveled in many
more. His foreign
About the Authors
From left to right: Daniel sullivan, John Daniels, and Lee
radebaugh.
xxix
xxx about the authors
work has been a combination of private sector, governmental,
teaching, and research
assignments. He was formerly a faculty member at Georgia
67. State University and The
Pennsylvania State University, director of the Center for
International Business Edu-
cation and Research (CIBER) at Indiana University, and holder
of the E. Claiborne
Robins Distinguished Chair at the University of Richmond.
lee h. radebaugh is the emeritus Kay and Yvonne Whitmore
Professor of
International Business and former Director of the Whitmore
Global Management
Center/CIBER at Brigham Young University. He received his
MBA and DBA from
Indiana University. He was a faculty member at The
Pennsylvania State University
from 1972 to 1980. He also has been a visiting professor at
Escuela de Administración
de Negocios para Graduados (ESAN) in Lima, Peru. In 1985,
Professor Radebaugh
was the James Cusator Wards visiting professor at Glasgow
University, Scotland. His
other books include International Accounting and Multinational
Enterprises (John Wiley
and Sons, 6th edition) with S. J. Gray and Erv Black;
Introduction to Business: Interna-
68. tional Dimensions (South-Western Publishing Company) with
John D. Daniels; and
seven books on Canada–U.S. trade and investment relations,
with Earl Fry as coedi-
tor. He has also published several other monographs and articles
on international
business and international accounting in journals such as the
Journal of Accounting
Research, Journal of International Financial Management and
Accounting, Journal of Inter-
national Business Studies, and the International Journal of
Accounting. He is the former
editor of the Journal of International Accounting Research and
area editor of the Journal
of International Business Studies. His primary teaching interests
are international busi-
ness and international accounting. Professor Radebaugh has
been an active member
of the American Accounting Association, the European
Accounting Association, the
International Association of Accounting Education and
Research, and the Academy
of International Business, having served on several committees
as the president of
the International Section of the AAA and as the secretary
69. treasurer of the AIB. He is
a member of the Fellows of the Academy of International
Business. In 2007, Profes-
sor Radebaugh received the Outstanding International
Accounting Service Award
of the International Accounting Section of the American
Accounting Association,
and in 1998, he was named International Person of the Year in
the state of Utah
and Outstanding International Educator of the International
Section of the Ameri-
can Accounting Association. In 2012, Lee was honored when
the award for the top
article published in the Journal of International Accounting
Research in the past decade
was named the Lee H. Radebaugh Notable Contribution to
International Account-
ing Research.
daniel P. Sullivan, Professor of International Business at the
Alfred Lerner College
of Business of the University of Delaware, received his PhD
from the University of
South Carolina. He researches a range of topics, including
globalization and busi-
70. ness, international management, global strategy, competitive
analysis, and corporate
governance. His work on these topics has been published in
leading scholarly jour-
nals, including the Journal of International Business Studies,
Management International
Review, Law and Society Review, and Academy of Management
Journal. In addition,
he has served on the editorial boards of the Journal of
International Business Studies
and Management International Review. Professor Sullivan has
been honored for both
his research and teaching, receiving grants and winning awards
for both activities
while at the University of Delaware and, his former affiliation,
the Freeman School
of Tulane University. He has been awarded numerous teaching
honors at the under-
graduate, MBA, and EMBA levels—most notably, he has been
voted Outstanding
about the authors xxxi
71. Teacher by the students of 18 different executive, MBA, and
undergraduate classes
at the University of Delaware and Tulane University. Professor
Sullivan has taught,
designed, and administered a range of in-class and online
graduate, undergraduate,
and nondegree courses on topics spanning globalization and
business, international
business operations, international management, strategic
perspectives, executive
leadership, and corporate strategy. In the United States, he has
delivered lectures
and courses at several university sites and company facilities. In
addition, he has
led courses in several foreign countries, including China, Hong
Kong, Bulgaria, the
Czech Republic, France, South Korea, Switzerland, Taiwan, and
the United Kingdom.
Finally, he has worked with many managers and consulted with
several multina-
tional enterprises on issues of international business.
xxxii an atLas
72. An Atlas
Satellite television transmission now makes it commonplace for
us to watch events as they
unfold in other countries. Transportation and communication
advances and government-
to-government accords have contributed to our increasing
dependence on foreign goods
and markets. As this dependence grows, updated maps are a
valuable tool. They can show
the locations of population, economic wealth, production, and
markets; portray certain
commonalities and differences among areas; and illustrate
barriers that might inhibit trade.
In spite of the usefulness of maps, a substantial number of
people worldwide have a poor
knowledge of how to interpret information on maps and even of
how to find the location of
events that affect their lives.
We urge you to use the following maps to build your awareness
of geography.
Map 1 World View 2000, page xxxiii
Map 2 Africa, page xxxiv
73. Map 3 Europe, page xxxv
Map 4 Asia, page xxxvi
Map 5 North America, page xxxvii
Map 6 South America, page xxxviii
Map 7 Oceania, page xxxix
Map Index, pages xl–xliii
atLas xxxiii
Eq
ua
to
r
Tr
op
ic
o
f
C
128. M e d i t e r r a n e a n S e a
At lant i c
Ocean
0
0 250 500 km
250 500 mi
MAHÉ I.
NORTH I.
SILHOUETTE I.
PRASLIN I.
LA DIGUE I.
SANTO
ANTÃO
129. BRAVA FOGO
SÃO TIAGO
MAIO
BOA
VISTA
SÃO VICENTE
SÃO
NICOLAU
SAL
SANTA
LUZIA
An island nation o� the
east coast of Madagascar.
An archipelago in the Indian Ocean north-
northeast of Madagascar.
A cluster of islands that lie o� the coast of
Mauritania and Senegal.
130. Port Louis
Beira
Blantyre
Dar es Salaam
Antananarivo
AntsirabeBulawayo
Harare
Gaborone
Serowe
Francistown
Windhoek
Luanda
Benguela
215. 1
A B C D E F G H
T
U
RK
EY
P
AR
T
IN
E
U
RO
PE
216. atLas xxxvii
M5 NORTH AMERICA
San Juan
Santo
Domingo
Port of
Spain
DOMINICAN
REPUBLIC
BARBADOS
TRINIDAD
& TOBAGO
GRENADA
ST VINCENT &
THE GRENADINES
221. San Diego Phoenix
Tucson
Ciudad
Juárez San Antonio Houston
ShreveportFort Worth
Dallas
Little
Rock
Milwaukee
Chicago
Des Moines
Indianapolis
Cincinnati
Louisville
Mobile
Jackson
232. At lant i c
Ocean
Paci�c
Ocean
Caribbean
Sea
San Cristóbal
Córdoba
Corrientes
La Plata
Bahia Blanca
San Juan
Santiago
del Estero
233. San Miguel
de Tucumán
Río Cuarto
Santa Fe
Paraná
Rosario
Buenos Aires
Montevideo
Stanley
Santiago
Mendoza
Temuco
Concepción
Rancagua
Valdivia
234. Talcahuano
Valparaíso
Viña del Mar Rio Grande
Pelotas
Ponta
Grossa
Pôrto Alegre
Santa
Maria
Posadas
Curitiba
Asunción
Itabuna
Uberlândia
Belo Horizonte
289. Turks and Caicos Islands
Virgin Islands (U.S. - Br.)
¯tē-mor-´lesh-
´
tā
t rks- nd- ´kā- k s
Solomon Islands ´säl-ə-mən — Map 7, C6
Somalia sō-´mäl-ē-ə E6 Map 2, F8
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The world’s a stage; each plays his part,
and takes his share.
—Dutch proverb
290. MyManagementLab®
Improve Your Performance
When you see this icon , visit
www.mymanagementlab.com for
activities that are applied, personalized,
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Objectives
After studying this chapter, you should be able to
1-1 Relate globalization and international business
(ib) to each other and explain why their study
is important
1-2 Grasp the forces driving globalization and ib
1-3 Discuss the major criticisms of globalization
1-4 Assess the major reasons companies seek
to create value by engaging in ib
1-5 Define and illustrate the different operating
modes for companies to accomplish their
international objectives
291. 1-6 Recognize why national differences in compa-
nies’ external environments affect how they may
best improve their ib performance
background for international business PARt One
chAPteR 1
Globalization and international
business
So
ur
ce
: e
br
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as
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ot
ol
292. ia
Marathon in Berlin, Germany. ▶
http://www.mymanagementlab.com
Case The Globalized Business of sports
tennis pros come from every inhabited continent. For 2017 the
As-
sociation of Tennis Professionals (ATP) sanctioned 68
tournaments
in 33 countries. It also requires pros to compete in a certain
number
of events—and thus play in a number of countries—to maintain
international rankings.
Because no tennis pro can possibly play in every tournament,
organizers compete for top draws to fill stadium seats and land
lucrative TV contracts. Prizes can be extremely generous
(about
US $2.7 million for each of the 2016 Australian Open singles
champions).
293. Tournaments earn money through ticket sales, corporate spon-
sorship agreements, television contracts, and leasing of
advertising
space. The larger the stadium and TV audiences, the more
backers
and advertisers will pay to get their attention. Moreover,
international
broadcasts attract sponsorship from companies in various
industries
and countries.
From National to International Sports
Pastimes
Some countries have legally designated a national sport as a
means
of preserving traditions; others effectively have one. Map 1.1
shows
a sample of these. However, other sports have sometimes
replaced
national sports in popularity, such as cricket replacing field
hockey
as India’s most popular sport.
Baseball was popular only in its North American birthplace for
294. most of its history, but the International Baseball Federation
now
has over 100 member countries. As TV revenues flattened in
North
America, Major League Baseball (MLB) broadened its fan base
by
broadcasting games to international audiences, which also
showed
youngsters all over the world how the game was played. The
aver-
age MLB clubhouse is now a bastion of multilingual
camaraderie,
with players and coaches talking baseball in Spanish, Japanese,
Mandarin, and Korean as well as English.
The WIde World oF TelevISed
SPorTS
Not surprisingly, other professional sports have expanded their
global
TV coverage (and marketing programs). Most viewers of
Stanley Cup
hockey watch from outside North America. Fans can watch
NASCAR
races (National Association for Stock Car Auto Racing) and
295. NBA
games in most countries.
TV isn’t the only means by which sports organizations are seek-
ing foreign fan bases and players. The National Football League
(NFL) of the United States underwrites football programs in
Chinese
schools and plays some regular games in Europe. The NBA is
helping
to build basketball youth leagues in India.
Sports may be the world’s most globalized business.1 Fans
demand
to see the best, and “best” has become a global standard of com-
petition. (The opening photo shows a marathon in Berlin,
Germany
that had runners from over 130 nations and more than a million
spectators.) Satellite TV brings live events from just about
anywhere
in the world to fans just about anywhere else. This gives the key
sports-business participants—athletes, team owners, league
repre-
sentatives, and sports associations—broadened audience
exposure,
expanded fan bases, and augmented revenues.
296. National sports federations’ sponsorship of international com-
petitions are common, most notably the longstanding World Cup
in
football (soccer) and the Olympics. More national organizations
par-
ticipate in these events than there are United Nations (UN)
members,
and probably more people follow them than follow most of the
UN’s
activities. How do these international competitions relate to
busi-
ness? Cities and countries compete to host events to attract
tourists
and publicize their business opportunities. In turn, companies
pay
for marketing rights as sponsors. Finally, individual athletes,
such as
Michael Phelps in swimming, compete not only for medals, but
also
for lucrative contracts to endorse products.
While the Olympics and the World Cup participations have long
been global, the competitive location has been less so. This has
re-
297. cently changed with the 2010 World Cup in South Africa, the
2016
Olympics in Brazil, and the 2022 World Cup in Qatar.
The INTerNaTIoNal Job MarkeT
The search for talent has become worldwide. Professional
basket-
ball scouts search remote areas of Nigeria for tall high-potential
youngsters. Baseball agents provide live-in training camps for
Do-
minican Republic teenagers in exchange for a percentage of
their
future professional signing bonuses. However, assembling talent
is
necessary but insufficient for making a sports business
successful.
Shrewd marketing and financial management are crucial too.
For
instance, Fútbol Barcelona, one of recent years’ best
professional
soccer teams, turned to young business graduates to help reduce
its
financial problems.
298. Most of today’s top-notch athletes are willing to follow the
money
anywhere. About two-thirds of the players in England’s
professional
soccer league (Premiership) are from other countries, which
helps
improve the caliber of play and increase the TV fan base outside
England.
how the aTP Courts Worldwide Support
You’ve probably noticed that individual sports professionals are
globe hoppers. Take tennis. No country boasts enough fans to
keep
players at home for year-round competition, yet today’s top-
flight
Chapter 1 Globalization and International Business 3
BANGLADESH
kabaddi
(hadudu)
300. cricket
DOMINICAN
REPUBLIC
baseball
COLOMBIA
tejo
RUSSIA
bandy
MaP 1.1 examples of National Sports
Some 63 countries have either defined a national sport by law or
de facto have a national sport. Some national sports are shared
by more than one country, such as
cricket by England and seven of its former colonies. Some
others have been established to protect an historical heritage,
such as tejo in Colombia and pato in Argentina.
Note also that Canada has two designations, one for winter and
one for summer.
Source: The information on sports was taken from Wikipedia,
http://en.wikipedia.org/wiki/National_sport (accessed March 18,
2016).
301. The Top-Notch Pro as Upscale brand
Many top players are effectively global brands, such as U.S.
tennis
pro Serena Williams and Portuguese soccer forward Cristiano
Ronal-
do. Because of their sports success and charisma, companies
within
and outside the sports industry pay them handsomely for
endorsing
clothing, equipment, and other products.
Promotion as Teamwork
A few teams, such as the New York Yankees in baseball, the
New
Zealand All Blacks in rugby, and Manchester United (Man U) in
soc-
cer also have enough brand-name cachet to be global brands for
selling clothing and other items. Just about every team can get
something for the rights to use its logo, while some have
enough
name recognition to support global chains of retail outlets.
Simi-
larly, companies both sponsor and seek endorsements from
well-
302. known teams, such as the placement of “Fly Emirates” on Real
Madrid’s soccer jerseys.
Still others pay for naming rights to arenas and other venues.
Of course, teams themselves can be attractive international
invest-
ments. For instance, U.S. investors bought the Liverpool
Football Club
of the United Kingdom.
The Upsides and downsides of Globalized
Sports
What does all this mean to a sports fan? Now that pro sports
have
become a global phenomenon, fans can enjoy a greater variety—
and a higher level of competition—than any former generation.
That’s the upside, but people don’t always take easily to another
country’s sport. Despite many efforts, cricket, although popular
in
countries that were British colonies for centuries, is not popular
elsewhere. Nor has American football gained much popularity
out-
side the United States. One possible reason is that rules for
cricket
and American football are so complicated. However, basketball
303. and
soccer have traveled to new markets more readily because they
are
easier to understand and require little specialized equipment.
Further, there is disagreement about the economic effect of suc-
cessfully winning a bid to host big international competitions
such as
the World Cup and Olympics. On the one hand, they help spur
tour-
ism, foreign investment, infrastructure construction, and
improve-
ment of blighted areas that will speed future economic growth.
On
the other hand, in light of threats from global terrorism, the cost
of
security has skyrocketed, while hosts may have to spend on
stadi-
ums and facilities that have no use afterward. Many
competitions
http://en.wikipedia.org/wiki/National_sport
4 part 1 Background for International Business