Giáo trình international bussiness 16e by geringer ball 1

Surveying CEOs of the 162 largest firms on Fortune’s list CEOs strongly believed 1 an international orientation should be an important part of college business education; 2 internatio

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Geringer McNett Minor Ball

InternatIonal

busIness

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More than 60%

of all students agreed Connect was a

very or extremely helpful learning tool

*Based on 750,000 student survey responses

Jan - Dec 2011 Jan - Mar 2012

*Study: 690 students / 6 institutions

http://bitly.com/TryConnect

> Shop and Sign In

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COMPARE AND CHOOSE WHAT’S RIGHT FOR YOU

PRINT BOOK SMARTBOOK ASSIGNMENTS

The #1 Student Choice!

Pop the pages into your own binder or carry just the pages you need

SmartBook—all in one digital product for maximum savings!

> Buy directly from the source at http://shop.mheducation.com.

What you know (green) and what you still need to review (yellow), based on your answers

Connect Insight helps you track your performance on assignments Let’s see how confident you

are on the question.

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with-Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper

1 2 3 4 5 6 7 8 9 0 RMN/RMN 1 0 9 8 7 6 5

ISBN 978-1-259-31722-4

MHID 1-259-31722-6

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All credits appearing on page or at the end of the book are considered to be an extension of the

copyright page.

Library of Congress Cataloging-in-Publication Data

Geringer, J Michael (John Michael)

International business / J Michael Geringer, Michael S Minor, Jeanne M McNett.—1st edition.

ISBN 978-1-259-31722-4 (alk paper)—ISBN 1-259-31722-6 (alk paper) 1 International business enterprises 2 International trade 3 International finance 4 International economic relations I Minor, Michael S II McNett, Jeanne M., 1946– III Title

HD2755.5.G47 2016

658'.049—dc23

2015020683 The Internet addresses listed in the text were accurate at the time of publication The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered

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BRIEF CONTENTS

Forces 150

Forces 208

Context 354

Perspective 416

Management 470

Glossary 501Company Name Index 509Subject Index 516

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Mike dedicates this book to his parents, Raymond and JoAnn, who have provided

continued support and encouragement for his writing and other life activities

Jeanne dedicates this book to her best friends, Nick Athanassiou and Raven McCrory,

her finance professor, Dr N D Qui, and her ION research buddies

Michael dedicates this book to Angela R Campbell, Anevay Garcia, Delsin Garcia,

and Amy E Minor, and to the memory of his mother, father, and late wife

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J Michael Geringer

J Michael Geringer is the O’Bleness Professor of

Inter-national Strategy at Ohio University He earned a BS in

business at Indiana University and MBA and Ph.D

degrees at the University of Washington He has authored

or edited over 30 books and monographs, more than

140 published papers, and more than 40 case studies;

he serves on the editorial boards of several leading

international academic journals including editor-in-chief

or associate editor for four journals; he served as the

Saastamoinen Foundation chair at the Helsinki School

of Economics in Finland; he was the founding chair of

the Strategic Alliances Committee of the Licensing

Ex-ecutives Society; he served as the chair of both the

Inter-national Business and the Strategy and Policy divisions

of the Administrative Sciences Association of Canada;

and he is past chair of the Academy of Management’s

International Management division His research has

ap-peared in Strategic Management Journal, Academy of

Management Journal, Journal of International

Manage-ment, Columbia Journal of World Business, Management

International Review, Journal of Management Studies,

Human Resource Management Journal, Long Range

Planning, Organisation Studies, Thunderbird

Psychol-ogy, among others He has received 11 “best paper”

awards for his research, including the Decade Award for

most influential article from the Journal of International

living abroad, he has traveled and worked in dozens of

nations worldwide His teaching performance has earned

numerous awards in the United States, Canada, Asia,

Africa, Australia, and Europe, including the University

Distinguished Teacher Award In addition to many

ser-vice activities with various social and nongovernmental

organizations, Geringer is active in consulting and

exec-utive development for multinational corporations and

executives from six continents

Jeanne M McNett

Jeanne M McNett is a researcher at Northeastern

University in the D’Amore-McKim College of Business and Professor of Management, Emerita, at Assumption College Dr McNett also has taught at Morris College and the University of Maryland in their Asian and European divisions She earned her Ph.D at the Univer-sity of Massachusetts, Amherst, and her MBA at the Cass School of Business, City University, London, UK She has had expatriate assignments in Germany, the UK, Saudi Arabia, Japan, and Korea Her interests include the role of culture in international business and the pedagogy

of international management Her publications include

the Blackwell Encyclopedia of Management,

2006; Wiley, 2015); The Blackwell Handbook of Global

research, and presentations have received awards, including the Roethlisberger Best Paper of the Year

Award from the Journal of Management Education and

the Alpha Phi Alpha Teacher of the Year Award She is involved in community sailing on Cape Cod and in Open University Wellfleet, a community education effort

ABOUT THE AUTHORS

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viii About the Authors

Michael S Minor

Michael S Minor is professor of marketing and

interna-tional business at the University of Texas Rio Grande

Valley and interim chair of the marketing department

He previously served as director of the Ph.D program

and as undergraduate program director there He was

educated at the University of North Carolina, American

University, and Cornell and holds his Ph.D from

Vanderbilt University He began his international career

in Asia, where he lived for several years His current

research interests are in consumer neuroscience, social

network behavior, and advertising He has published in

Consumer Behavior: A Managerial Approach He is a

prolific collaborator with current and former Ph.D

students and has directed some 15 doctoral dissertations

He is a former member of a country band and currently

plays in the band at his church A member of BMI, he

has written nearly two dozen songs, some of which are

actually fairly good

Don A Ball

Don A Ball, a consultant to multinational corporations, was a professor of marketing and international business for several years after leaving industry He has a degree

in mechanical engineering from Ohio State and a ate in business administration from the University of

doctor-Florida Ball has published articles in the Journal of

Before obtaining his doctorate, he spent 15 years in ous marketing and production management positions in Mexico, South America, and Europe

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A LETTER TO STUDENTS

Welcome to International Business We are enthusiastic about the field of international business

and the interesting challenges and opportunities it provides In preparing International Business

for you, our goal is to create the most accessible and personal learning program, so that our

read-ers can share in the excitement we find in this field Whether you are an undergraduate or are in

an MBA program, an international business course is a necessary venue for helping you explore

and understand the complexities that face us in today’s ever more global business world Our

hope is that our content will answer questions about business in different cultures, the impact of

geography, why products are the same (or different) across cultures, why people have different

practices, the continued growth and effect of the Internet on international business, how you can

succeed in this global world and many, many more questions The field of international business

is exciting and dynamic, so there are always new questions and sometimes there are new answers

to old questions

Each of the 15 modules provides you with a condensed presentation of international business

topics Within each module, contemporary, student-focused examples offer you an immediate

appreciation of the critical importance of the concept under discussion Alongside more

tradi-tional developed-country applications throughout the text, we also integrate extensive examples

that apply to emerging-market contexts, and that highlight key changes occurring in the global

economy All applications are current, relevant, readable, and challenging Together they provide

you with a truly global view of business Eye-catching photos, maps, and figures, plus exclusive

features like Get That Job! From Backpack to Briefcase vignettes and Culture Facts cultural

high-lights, reinforce the appeal and readability of the material, personalize the content, and enhance

your enjoyment and your learning Looking for an even more personal experience, and an efficient

and effective way to study? Ask your Instructor how you can access this content via SmartBook®

or visit www.learnsmartadvantage.com

We wish you an exciting journey of discovery within the field of international business, both

in your academic training and in your personal and professional careers!

Sincerely,

geringer@ohio.edu J.mcnett@northeastern.edu

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STORY OF THE LEARNING PROGRAM

the teaching and learning experience more personal in order to allow all students to become informed global citizens with a global mind-set

FLEXIBLE LEARNING EXPERIENCE ACCESSIBLE TO ALL

• This new learning program presents the essential content in 15 compact modules

that are carefully written with today’s student reader in mind

• ducing them to international business concepts unfolding in the world around

The chapters are designed from the ground up to speak to your students by intro-them Contemporary examples explore the decisions of businesses from around

the world, such as YouTube, Twitter, Walmart, Xiaomi, eBay, Nestlé, Mondelez, Starbucks, Zara, Nissan, Mattel, Apple, McDonald’s, Cognizant, Kiva, Chobani, and Google Specific student-relevant features of every chapter include an intro-ductory example that focuses on the chapter’s main ideas with a narrative to which students can relate

• In-text Global Debate material, eye-catching photos, maps, and figures reinforce

the appeal, build geography skills, and increase accessibility and readability.

PERSONAL LEARNING EXPERIENCE

•

To provide a more personal connection with the student reader, the authors con-nect the content to culture wherever appropriate in the narrative, and include

additional fun Culture Facts cultural highlights to provide a stimulating set of

examples to help intrigue and interest the students and make content more ally relevant

person-• Exclusive Get That Job! From Backpack to Briefcase vignettes feature recent

graduates succeeding in international roles within their organizations

• The SmartBook® program provides students with an easy-to-use, effective, and efficient study experience The adaptive learning platform paces and reinforces learning, and supports a flipped classroom pedagogy in which students learn the basic material outside of class and class time is dedicated to applications and problem solving

• The authors have written the content in a unique, modular format allowing faculty

to personalize their course according to specific requirements and course goals Each module and the bonus modules have been written to stand on their own, a unique feature that provides additional flexibility to the instructor and enhances comprehension for students

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CURRENT AND RIGOROUS COVERAGE OF ESSENTIAL CONTENT

• The text’s presentation of basic concepts includes the latest research and theory

highlighted by engaging, student-centered applications We believe rigor enriches

learning, and when combined with the exceptional readability and relevance of our

approach to the material, this rigor can motivate the learner to perform at a higher

level Rigor, readability, and relevance differentiate our book

• The growing role of emerging markets, including the BRIC countries of Brazil,

Russia, India, and China, is stressed in examples throughout the modules

AUTHOR-CREATED RESOURCES FOR EVERY COURSE FORMAT

• Instructors adopting International Business will find it easy to deliver the course

in a variety of formats, including large lecture, online, hybrid, and flipped

class-rooms The author team has carefully developed instructor support materials as

well as application exercises designed to involve students and bring them closer to

the concepts covered

• An end-of-module mini-case is provided to spark class discussion and apply

con-cepts to the situation facing an international business or international manager

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MODULE WALKTHROUGH

and students alike The opening section, Module 1, defines the nature of international ness and the three environments in which it is conducted, as well as the nature and continu-ing importance of international institutions and how they affect business The second section, comprised of Modules 2 through 8, focuses on the uncontrollable forces at work in all business environments and discusses their inevitable impact on business practice We devote the third and final section, Modules 9 through 15, to a discussion of how managers deal with all the forces affecting international business

busi-Module 1: The Challenging Context of International Business: Discusses the

impor-tance of international business and how it differs from domestic business Describes the history of globalization and the internationalization of business and markets, including the driving forces encouraging firms to internationalize their operations Compares key arguments in favor of and opposing the globalization of business

Module 2: International Trade and Investment: Describes trends and traits of

inter-national trade and foreign direct investment Introduces and distinguishes among the theories that explain why certain goods are traded internationally Describes the growth

of and explanations for foreign direct investment

Module 3: Sociocultural Forces: Explores what culture is and its influence on

busi-ness The module looks at how cultures show themselves, provides frameworks for lyzing cultures, describes the global mind-set and a model for building strength from diverse cultures, and closes with advice for operating in other cultures

ana-Module 4: Sustainability and Natural Resources: Describes environmental

sustain-ability in a business context, provides frameworks for sustainsustain-ability, examines the teristics of environmentally sustainable businesses, and then moves to a discussion of natural resources that includes geography and energy options

charac-Module 5: Political Forces That Affect Global Trade: Looks at government involvement

in business, the importance of government stability to business, the role of country risk ment, and the ways governments impede trade through tariffs and other trade barriers

assess-Module 6: Intellectual Property Rights and Other Legal Forces: Reviews legal systems

and the rule of law, discusses legal concerns in international business, the ways intellectual property can be protected, and the international standardization of some laws Examines spe-cific national-level legal approaches in competition, trade, tort, ethics, and accounting

Module 7: Economic and Socioeconomic Forces: Explains the purpose of economic

analysis and discusses different categories of countries based on levels of national nomic development Explores human-needs development and global population trends involving urbanization, treatment of gender, ethnicity, and other sociocultural factors

eco-Module 8: The International Monetary System and Financial Forces: Describes

the development of the international monetary system from the gold standard through today’s floating currency exchange rate system and describes the process of exchange rate movement Discusses the financial forces governments can exert and the significance

of the balance of payments to international business decisions

Module 9: International Competitive Strategy: Examines international competitive

strategy and how companies use strategic planning to address international business opportunities and challenges Discussion includes how companies develop competencies

to give them competitive advantage in national, regional, and global markets

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Module 10: Organizational Design and Control: Explains why the design of

organiza-tions is important to international companies and the various dimensions managers must

con-sider when designing their organizations Explains why and how decision making is allocated

across subsidiaries of an international company, both wholly owned and jointly owned

Module 11: Global Leadership Issues and Practices: Covers issues associated with

global leadership, including the importance of creating a global mind-set, what is different

between global leadership and domestic leadership, and the competencies necessary for

effective global leadership Identifies approaches for selecting and developing effective

global leaders, as well as the challenges of leading global teams and global change

Module 12: International Markets: Assessment and Entry Modes: Provides approaches

to market screening and environmental analysis Describes some of the issues market

researchers may encounter in foreign markets Explains international market entry modes

Module 13: Marketing Internationally: Looks at considerations associated with

mar-keting products internationally and ways in which these considerations differ from domestic

marketing activity

Addresses issues including discussion of differences between the total product, the

physi-cal product, and the brand name; considerations in deciding which parts of the marketing mix

to standardize, localize, or “glocalize”; and international pricing and distribution strategies

Module 14: Managing Human Resources in an International Context: Examines

worldwide labor conditions and the international human resource management approach,

including recruitment, selection, training and development, expatriation, and compensation

Identifies some of the challenges and opportunities of an expatriate position, for the expat and

for his or her family members Describes compensation packages for expatriate executives

Module 15: International Accounting and Financial Management: Outlines the

ma-jor accounting issues related to operating in international currencies, explores the benefits

of triple bottom line accounting, reviews capital structure choices, describes why ICs

move funds Reviews foreign exchange risks and their hedging Looks at taxation as an

international financial force

In addition to the 15 core modules discussed above, International Business provides

three additional bonus modules, to provide coverage of selected material that may be of

particular value to students and instructors

Bonus Module A: International Institutions from a Business Perspective: Describes

why international institutions are important to business, including an introduction to

insti-tutional theory Describes several significant international and regional institutions,

including the UN, the IMF, the World Bank, and the OECD Examines the major trading

blocks as successful institutions and their levels of economic integration

Bonus Module B: Export and Import Practices: Examines practices and procedures

for engaging in exporting and importing, including sources of export counseling and

sup-port, key terms used in exporting and importing, sources of export financing, and export

documentation

Bonus Module C: Global Operations and Supply Chain Management: An

over-view of important operations issues in conducting international business, including the

management of international supply chains, the relationship between design and supply

chain management, alternatives for global sourcing arrangements, and key issues in

deci-sions regarding global standardization of production processes and procedures

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cross- functional areas; and (3) the importance indicated

in the preceding points was magnified for companies that anticipated increasing importance of international activities in the next five years For developing international the international business curriculum are relevant to their business course, the internationally oriented courses viewed as being the most important for early career positions included topics related to (1) international strategy issues, (3) international negotiation, and (4) foreign language d

From our study it appears that CEOs of major U.S firms graduates they hire should have some education in the international aspects of business Clearly, they prefer busi- toms, and cultures in other countries As Peter Lacy of Accenture stated, “Our clients increasingly operate seamlessly across borders Our people need to be able to do the same That mindset comes from being exposed to international placements.” e

Did you note the reason for this emphasis on foreign the firm in international business What about companies need this global perspective? They do indeed, because it will help them not only to be alert for both sales and sourcing opportunities in foreign markets but also to be their domestic market International experience can increase your respect for other cultures, teach you to deal ability to manage diversity within teams In addition, according to recruiters, foreign experience reflects inde- pendence, resourcefulness, and entrepreneurship People who work and support themselves overseas tend to be inquisitive, adaptive, and flexible—valuable qualities in today’s work environment International experience is an important variable in explaining better decision making and strategic choices f

So what can you do to improve your chances to area of international business, perhaps leading to a degree in an international business–related field In addition, consider going abroad to study, to work (whether

as a business intern, as a teacher, or even in such tions as bartender or child care provider), or to volunteer

posi-Will international experience help you to get a job? The answer is a definite “yes,” according

to Dan Black, director of campus recruiting for the Americas for Ernst & Young, who says, “We definitely see overseas experience as an advantage Our clients are demanding more

of us these days They want diversity of thought and diversity of values.” a

International experience is valuable not only for new hires, but also for mid-career individuals who aspire to higher positions and greater responsibility For example,

as a young assistant controller at the Fortune 500 medical device company Medtronic, Gary Ellis was considered to company executives felt he first needed broader experience They sent Ellis to head their European headquarters duties Two years later, when the corporate controller’s was given the job due to the chief executive officer’s (CEO) belief that successful executives of the future will be those who have lived for several years in another nation

in the number of workers accepting global assignments b

As Nicholas Platt, president emeritus of the Asia Society, explained, “To tackle the challenges of globalisation will knowledge and skills a policy priority. . . Knowledge of the world is no longer a luxury, it is a necessity.” c Although many companies want their top headquarters executives to have years of foreign experience, do CEOs business education for all employees in management?

Surveying CEOs of the 162 largest firms on Fortune’s list

CEOs strongly believed (1) an international orientation should be an important part of college business education; (2) international business skills and knowledge were important not merely for promotion to senior executive positions but also for appointment to entry-level positions, and across a broad array of functional as well as Why You Need International Experience and How to Get It

ger17226_mod01_002-027.indd 3 5/23/15 3:19 PM

• IB in Practice illustrates

key international business concepts as decision makers apply them in their practice of global management

162

The Second Life virtual world, once considered a haven for since then it has claimed mainstream success with more Korean, is an animated game platform with localized versions that maintains a cash shop where players can buy worlds creates a self-sufficient universe with almost everything the real world has, including intellectual property rights and tax liability.

As the virtual world of Second Life has become more like the real world, its residents’ need for realism has increased, and brand owners are finding that their trademarked products appear online without their authorization

found 15 shops on Second Life advertising Ferrari cars;

another 50 that carried sunglasses carrying the brand names of Gucci, Prada, Rayban, and Oakley.

Creators of virtual goods for sale in virtual worlds are also worried about violation of their intellectual property rights Linden Lab, which owns Second Life, was sued by and other goods that he sold to Second Life residents The Life residents to counterfeit his creations and sell them for like the imitation bags sold on Canal Street in New York City Another entrepreneur who sells virtual clothing in Second Life joined the lawsuit, alleging that by allowing other marketers to copy and sell fake versions of her These two litigants sought class-action status in U.S

District Court in California They claimed, “Linden Lab has

in piracy, actively allows its users to engage in piracy, vides the capabilities, and then benefits from its own and its users’ piracy.”

So, who cares? First, residents of Second Life and Maple Story do These virtual knockoffs are bought and can exchange it for real currency or bitcoins, a virtual currency (Check out the “Bretton Woods Agreement” for L$ † ) Second Life reports over $500 million in transactions a year †† While the court was deciding on whether Second Life residents could be part of a class action suit, the parties agreed to arbitration that led to a settlement, and

In Evans v Linden Research, in November 2012, a

Northern District of California judge “certified a class of and/or currency in lindens and/or U.S dollars, have been deliberately and intentionally converted by Defendant accounts.’” § Fifty-seven thousand property owners lost property, and they settled for $172,000 or L$ 43 million to

be shared among them Linden Research argued that tual property was essentially code contained in computer software Judge Donna Ryu didn’t buy it.

A greater risk is that companies producing trademarked

to exploit the virtual site for their own marketing purposes

in the future Further, when they try to renew their marks they may meet with opposition from rivals who say they have abandoned their rights by failing to police third- trol In a similar situation, the British telecom company BT was unhappy to find that the central character in a PlayStation 2 game, “The Getaway,” pretends to be a BT engineer before carrying out a killing spree.

Second Life and Maple Story are just the tip of the virtual such as China-based HiPiHi, Germany-based Twinity and and Kaneva, and Canada-based Utherverse The U.S Army

ger17226_mod06_150-179.indd 162 6/6/17 9:36 AM

GLOBAL DEBATE

LENDING TO THE POOR: Charitable Activity or For-Profit Business?

You might think it is foolish to developing country How will borrowers pay it back? But a new small-business owner or entrepreneur—a vegetable ped- dler, tailor, or candle maker—can good business sense Develop- ment organizations around the the world’s poorest entrepreneurs, many of whom are women, repay their debts at

rates approaching 100 percent.

Microloans give thousands of small entrepreneurs

small spurts of working capital when they need it, allow

them to establish credit, and let them borrow again in

hard times The money helps them start or expand their

concept was developed by Muhammad Yunus, a

U.S.-trained Bangladeshi economist, through the Grameen

Bank in Bangladesh, which he established to administer

his program, and by ACCION, a U.S microcredit

organi-zation Dr. Yunus was awarded the Nobel Peace Prize in

2006 for his work fighting poverty.

Performance on microloan repayment shines when

compared with the repayment rates of some sovereign

rate of 13.8 percent among U.S recipients of federally

guaranteed student loans ACCION reports a default

rate over the life of its program of 3 percent A Mexican

default rate Critics point out, though, that one

micro-loan is not going to pull a budding entrepreneur out of

poverty, let alone a whole country A series of loans

is probably necessary, combined with training and

support.

Recently, because of their success, several

not-for-profit microloan programs have become banks, and

some have gone public, selling shares to investors The move to private ownership that seeks a return on invest-

tially, from charity to for-profit business The charity model

uses donated funds and funds from international financial Bank for Reconstruction and Development, and it has relatively low interest rates Compartamos now charges annualized basis) to cover loan interest, fees, and taxes, lenders To make matters a little more complicated, many

of the shareholders who profited greatly from the partamos IPO are themselves microlenders, such as ACCION.

Is it right to profit from loans to the poor? Dr Yunis

thinks not and “refuses to mention the words mos and microfinance in the same breath.”But here’s an explanation from the two friends who founded Comparta- mos in 1990 They suggest that, just like food in a famine, The potential for profit quickly and efficiently brings private They see going public as a way to align the world’s wealth with the world’s poor.

View a PBS video that explores this issue further at www.pbs.org/now/shows/338/.

Potential change in the

value of a company’s financial

position due to exposure

created during the

• Global Debate contrasts different perspectives

on key international business issues, raises the pros and cons of ethical issues, and helps stimulate classroom discussion

RYAN HOLTZMAN IN DALIAN, CHINA: Challenge Yourself to Move beyond Your Comfort Zone

GET THAT JOB!

I am a business major with a concentration in international major career goal is to spend an extended period of time probably won’t happen right away, but it is something that traveling and learning about different cultures, and international business seemed like a great starting point to be the world.

I worked in Dalian, China, for five months during the (an acronym for the Association Internationale des Étudi- ants en Sciences Économiques et Commerciales and the world’s largest student-led organization) to get an international internship, because I couldn’t afford to study abroad I chose to go to China because I wanted to challenge myself The culture is extremely different from what I

In China, I worked as an English teacher I mostly taught for a month I had only been accepted for this opportunity about a month before I was supposed to start, so my Mandarin, so I did what I could to learn some basic phrases before I left I asked around and found a couple of and I asked them about their experiences and whether city I was going to be living in and tried to learn all I could through AIESEC, my living arrangements and transportation from the airport were already established before I left, which was a huge benefit.

The most important thing I did to help myself adjust to friends I could really trust I ended up living in a couple of friends that I made, but it was invaluable having a couple of Chinese friends on whom I could rely for help when

I needed it If I ever needed anything—from finding portation to learning how to ask for a haircut—my friends were willing to provide their assistance.

I didn’t really run into any reverse culture shock upon was due to the fact that I spent only five months in the

I view certain parts of my life, but I didn’t have any trouble assimilating back into the U.S culture.

I had to leave my first job in China after two months due was finding another place to work so I wouldn’t have to cut

relationships, or guanxi, so I knew that my best shot for

aware of any jobs that were available for me After a month

my friend’s boss knew the owner of the school and they were in need of a foreign English teacher.

Another big challenge for me was getting around in China without really knowing the language Hand gestures

FROM BACKPACK TO BRIEFCASE

STUDENT FOCUSED FEATURES

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24 Module 1 The Challenging Context of International Business

6 “A nation whose GNI is smaller than the sales volume

of a global firm is in no position to enforce its wishes

on the local subsidiary of that firm.” Is this statement true or false? Please explain your rationale.

7 What examples of globalization can you identify within your community? How would you classify each of these examples (as international investment, international trade, other)?

8 Why is there opposition to globalization of trade and integration of the world’s economy? Is there a way the debate can move beyond a simplistic argu- ment for or against globalization and toward how best to strengthen the working of the global economy in order to enhance the welfare of the world and its inhabitants? What might this require?

9 You have decided to take a job in your hometown after graduation Why should you study international business?

1 Business is business, and every firm has to find

ways to produce and market its goods Why, then,

might managers be unable to successfully apply

the techniques and concepts they have learned in

their own country to other areas of the world?

2 Give examples to show how an international

busi-ness manager might manipulate one of the

con-trollable forces in answer to a change in the

uncontrollable forces.

3 Although forces in the foreign environment are

the same as those in the domestic environment,

they operate differently Why is this so?

4 Why, in your opinion, do the authors regard the

use of the self-reference criterion as “probably the

biggest cause of international business blunders”?

Can you think of an example?

5 Discuss some possible conflicts between host

gov-ernments and foreign-owned companies.

CRITICAL THINKING QUESTIONS

MINICASE

ARE YOU REALLY BUYING AMERICAN?

Consider the following scenario of a “typical” American

fam-ily: The Osbornes, Jesse and Ann, live in the suburbs of

Chicago Jesse is a manager at Trader Joe’s specialty grocery

store chain Ann is an advertising executive for Leo Burnett

Worldwide.

Ann listens to the new Adam Lambert CD on her Alpine

car stereo in her Jeep Cherokee while driving home from

work, stopping for gas at the Shell station At the grocery store, she fills her cart with a variety of items, including Ragu spaghetti sauce, Hellmann’s mayonnaise, Carnation Instant Breakfast drink, a case of Arrowhead water, CoffeeMate nondairy coffee creamer, Chicken-of-the-Sea canned tuna, Lipton tea, a half-dozen cans of Slim-Fast, Dannon yogurt, and several packages of Stouffer’s Lean

Use the globalEDGE website (http://globalEDGE.msu.

edu/) to complete the following exercises:

1 You are an executive who is in charge of new market

development for an international company You are

currently conducting an initial market research on

Qatar, Vietnam, and New Zealand in order to

under-stand their overall market attractiveness Locate

each country in the “Insights by Country” section of

globalEDGE and check their “Ease of Doing

Busi-ness” rankings in their respective “Indices” pages

Also check their “Economy” pages and take a brief

look at their economic snapshot graphs Which of

these three has a stronger economy? Which country

is more promising as a potential new market? Why?

2 You work for a domestic cheese producer in the food and beverage industry and you are planning

to start exporting your products As a starting point you would like to examine trade patterns to identify the top-10 countries that import the high- est amount of food and beverage goods In the

“Insights by Industry” section of globalEDGE, locate the Food and Beverage Industry and check its “Trade Statistics” page Which countries are the top-10 importers in the industry; what are their import volumes? In the same page, check also the top-10 traded goods for this specific industry Is your product in the top-10 imported or exported products globally?

RESEARCH TASK http://globalEDGE.msu.edu/

• End-of-module mini-case to sparks class discussion and applies concepts

to a situation facing or international managers

C

CULTURE

FACTS CULTURE FACTS @internationalbiz

@CompanyName Text for what company is referencing Tas asja asd asd #culture #funfacts #cool

• Culture Facts appear in the margin of each module, helping to build your

interest as you read and to stimulate class discussion by illuminating

cultural differences international managers face

of China and the foreign environment of India and therefore is working

in the international environment International organizations whose tions affect the international environment are also properly part of it

ac-(2) regional economic groupings of nations (North American Free Trade

by industry agreements (Organization of Petroleum Exporting tries, or OPEC).

Coun-Decision Making Is More Complex Those who work in the international environment find that decision making is more complex than it is in a purely domestic environment Consider managers in a home office who must make decisions affecting subsidiaries in just 10 different countries (many ICs are in 20 or more countries) They not only must take into ac- eign national environments Instead of having to consider the effects of a single set of 10 forces, as do their domestic counterparts, they have to con- tend with 10 sets of 10 forces, both individually and collectively, because there may be some interaction.

For example, if management agrees to labor’s demands at one foreign subsidiary, chances are it will have to offer a similar settlement at another subsidiary because of the observe throughout this text, not only are there many sets of forces, but there are also extreme differences among them.

Self-Reference Criterion Another common cause of the added complexity of foreign environments is managers’ unfamiliarity with other cultures To make matters worse, some managers will ascribe to others their own preferences and reactions Thus, a foreign production manager, facing a backlog of orders, may offer her workers extra pay always want to earn more money.” This manager has failed to understand that the workers prefer time off to more money This unconscious reference to the manager’s own cultural values, called the self- reference criterion, is probably the biggest cause of international business blunders Successful managers are careful to examine a problem in terms of the local cultural traits as well as their own.

A solid understanding of the business concepts and techniques employed in the United States and other advanced industrial nations is a requisite for success in international business However, because transactions take place across national borders, three environments—domestic, foreign, and international—may be involved, three choices in deciding what to do with a concept or a technique employed in (3) not use it overseas International managers who have discovered that there are

to follow To be sure, no one can be an expert on all these forces for all nations, antennas extended.” In other words, when they enter international business, they take as given in the domestic environment It is to the study of these three environments that this text is directed.

The relationships among the forces in the three environments we have been discussing form the basis of our international business environments model, shown in Figure 1.1

surround the internal forces controlled by management The domestic environment of

self-reference criterion

Unconscious reference to your

own cultural values when

judging behaviors of others in

a new and different

environment

C

CULTURE

FACTS CULTURE FACTS @internationalbiz

People living in cultures in which

unequal wealth and power are

more acceptable, such as China,

Russia, and India, are less likely

to help people in need or donate

to charitable causes than are

people from nations with low

scores on inequality acceptance,

such as Canada, Australia, the

United States, and Ireland

#unequalwealth #unequalpower

#acceptable #nodonations

“ WE HAVE to SEND OUR

BEST AND BRIGHTEST

OVERSEAS AND MAKE SURE

THEY HAVE THE TRAINING

THAT WILL ALLOW THEM to

BE THE GLOBAL LEADERS

WHO WILL MAKE GE

• Quotations from notable thinkers highlight key points.

• Key Terms are highlighted and defined in

the margin of the text

What Is International Business and What Is Different about It? 5

you already know, of every introductory course To assist you in learning the international business language, we’ve included a glossary at the end of the book and listed the most important terms at the end of each module They also appear in bold print where they are first used in the text, with their definitions in the margin.

What Is International Business and What Is Different about It?

Because international business is a relatively new discipline and is extremely dynamic, you will find that the definitions of a number of terms vary among users To avoid confusion due

to the range of different definitions of terms in international business, we will employ the following definitions, which are generally accepted by managers International business is business that is carried out across national borders This definition includes not only international trade and foreign manufacturing but also the growing service industry in areas such as transportation, tourism, advertising, consulting, construction, retailing, wholesaling, and mass communications Foreign business denotes the operations of a company outside its home or domestic market; many refer to this as business conducted within a foreign country This term sometimes is used interchangeably with “international business” by some writers, although that will not be our practice An international company (IC) is a company with operations in multiple nations.

International business differs from domestic business in that a firm operating across borders must deal with the forces of three kinds of environments—domestic, foreign, and international In contrast, a firm whose business activities are carried out within the borders of one country needs to be concerned essentially with only the domestic environment However, no domestic firm is entirely free from foreign or international environmental forces because the possibility of having to face competition from foreign imports or from foreign competitors that set up operations in its own market is always present Let us first examine these forces and then see how they operate in the three environments.

THE INFLUENCE OF EXTERNAL AND INTERNAL ENVIRONMENTAL FORCES

The term environment as used here means all the forces influencing the life and ment of the firm The forces themselves can be classified as external or internal The external forces are commonly called uncontrollable forces, which are the external forces that management has no direct control over, although it can exert influence—such as lob- bying for a change in a law and heavily promoting a new product that requires a change

develop-in a cultural attitude External forces consist of the followdevelop-ing:

1 Competitive: kinds and numbers of competitors, their locations, and their

activities.

2 Distributive: national and international agencies available for distributing goods

and services.

3 Economic: variables (such as gross national income [GNI], unit labor cost, and

personal consumption expenditure) that influence a firm’s ability to do business.

4 Socioeconomic: characteristics and distribution of the human population.

5 Financial: variables such as interest rates, inflation rates, and taxation.

6 Legal: the many foreign and domestic laws governing how international firms

must operate.

7 Physical: elements of nature such as topography, climate, and natural resources.

8 Political: elements of nations’ political climates such as nationalism, forms of

government, and international organizations.

LO 1-1

Show how international business differs from domestic business.

international company (IC)

A company with operations in multiple nations

environment

All the forces influencing the life and development of the firm

uncontrollable forces

The external forces that management has no direct control over

• Icons in the margin highlight where each learning objective is addressed, identify

content relevant to social media and culture, and call out related material in

LO 2-1

Appreciate the magnitude

of international trade and how it has grown.

International business is business whose activities are

carried out across national borders International

busi-ness differs from its domestic counterpart in that it

international—instead of one Although the kinds of

forces are the same in the domestic and foreign

envi-ronments, their values often differ, and changes in the

values of foreign forces are at times more difficult to

as-sess The international environment is defined as the

interactions (1) between the domestic environmental

forces and the foreign environmental forces and

(2) between the foreign environmental forces of two

countries when an affiliate in one country does business

with customers in another.

LO 1-2

Describe the history and future of international

business.

International business has a long and important history,

arts, agriculture, industry, public health, and other sectors

of human life have been profoundly influenced by the

Rapid urbanization of populations combined with

industri-alization in the emerging markets is quickly shifting the

import penetration, plus the massive amounts of overseas investment, means that firms of all sizes face competitors from everywhere in the world This increasing internationalization of business is requiring managers to have a global business perspective gained through experience, education, or both.

LO 1-4

Identify the kinds of drivers that are leading firms

to internationalize their operations.

The five major kinds of drivers, all based on change, that are leading international firms to globalize their operations are as follows, with an example for each kind: (1) political—

preferential trading agreements, (2) technological—

advances in communications technology, (3) market—global firms become global customers, (4) cost—globalization of product lines and production helps reduce costs by achieving economies of scale, and (5) competitive—firms are defending their home markets from foreign competitors

by entering the foreign competitors’ markets.

LO 1-4

Identify the kinds of drivers that are leading firms

to internationalize their operations.

The five major kinds of drivers, all based on change, that are leading international firms to globalize their operations are as follows, with an example for each kind: (1) political—

preferential trading agreements, (2) technological—

advances in communications technology, (3) market—global firms become global customers, (4) cost—globalization of product lines and production helps reduce costs by achieving economies of scale, and (5) competitive—firms are defending their home markets from foreign competitors

by entering the foreign competitors’ markets.

global-KEY TERMS

controllable forces (p 6) domestic environment (p 6) economic globalization (p 17) environment (p 5) exporting (p 13)

foreign business (p 5) foreign direct investment (FDI) (p 13) foreign environment (p 6) importing (p 13) international business (p 5)

international company (IC) (p 5) international environment (p 7) self-reference criterion (p 8) transnational corporation (p 12) uncontrollable forces (p 5)

ger17226_mod01_002-027.indd 23 5/23/15 3:23 PM

of a global firm is in no position to enforce its wishes true or false? Please explain your rationale.

1 Business is business, and every firm has to find ways to produce and market its goods Why, then, might managers be unable to successfully apply the techniques and concepts they have learned in their own country to other areas of the world?

2 Give examples to show how an international ness manager might manipulate one of the controllable forces in answer to a change in the uncontrollable forces.

3 Although forces in the foreign environment are the same as those in the domestic environment, they operate differently Why is this so?

4 Why, in your opinion, do the authors regard the use of the self-reference criterion as “probably the Can you think of an example?

5 Discuss some possible conflicts between host ernments and foreign-owned companies.

gov-CRITICAL THINKING QUESTIONS

MINICASE

Consider the following scenario of a “typical” American ily: The Osbornes, Jesse and Ann, live in the suburbs of Chicago Jesse is a manager at Trader Joe’s specialty grocery store chain Ann is an advertising executive for Leo Burnett Worldwide.

work, stopping for gas at the Shell station At the grocery Ragu spaghetti sauce, Hellmann’s mayonnaise, Carnation Instant Breakfast drink, a case of Arrowhead water, CoffeeMate nondairy coffee creamer, Chicken-of-the-Sea canned tuna, Lipton tea, a half-dozen cans of Slim-Fast, Dannon yogurt, and several packages of Stouffer’s Lean

1 You are an executive who is in charge of new market development for an international company You are currently conducting an initial market research on Qatar, Vietnam, and New Zealand in order to understand their overall market attractiveness Locate each country in the “Insights by Country” section of globalEDGE and check their “Ease of Doing Busi- ness” rankings in their respective “Indices” pages

Also check their “Economy” pages and take a brief look at their economic snapshot graphs Which of these three has a stronger economy? Which country

to start exporting your products As a starting point you would like to examine trade patterns to identify the top-10 countries that import the high- est amount of food and beverage goods In the locate the Food and Beverage Industry and check its “Trade Statistics” page Which countries are their import volumes? In the same page, check also the top-10 traded goods for this specific industry Is your product in the top-10 imported or exported products globally?

of a global firm is in no position to enforce its wishes true or false? Please explain your rationale.

1 Business is business, and every firm has to find ways to produce and market its goods Why, then, might managers be unable to successfully apply the techniques and concepts they have learned in their own country to other areas of the world?

2 Give examples to show how an international ness manager might manipulate one of the controllable forces in answer to a change in the uncontrollable forces.

3 Although forces in the foreign environment are the same as those in the domestic environment, they operate differently Why is this so?

4 Why, in your opinion, do the authors regard the use of the self-reference criterion as “probably the Can you think of an example?

5 Discuss some possible conflicts between host ernments and foreign-owned companies.

gov-CRITICAL THINKING QUESTIONS

MINICASE

Consider the following scenario of a “typical” American ily: The Osbornes, Jesse and Ann, live in the suburbs of Chicago Jesse is a manager at Trader Joe’s specialty grocery store chain Ann is an advertising executive for Leo Burnett Worldwide.

work, stopping for gas at the Shell station At the grocery Ragu spaghetti sauce, Hellmann’s mayonnaise, Carnation Instant Breakfast drink, a case of Arrowhead water, CoffeeMate nondairy coffee creamer, Chicken-of-the-Sea canned tuna, Lipton tea, a half-dozen cans of Slim-Fast, Dannon yogurt, and several packages of Stouffer’s Lean

1 You are an executive who is in charge of new market development for an international company You are currently conducting an initial market research on Qatar, Vietnam, and New Zealand in order to understand their overall market attractiveness Locate each country in the “Insights by Country” section of globalEDGE and check their “Ease of Doing Busi- ness” rankings in their respective “Indices” pages

Also check their “Economy” pages and take a brief look at their economic snapshot graphs Which of these three has a stronger economy? Which country

to start exporting your products As a starting point you would like to examine trade patterns to identify the top-10 countries that import the high- est amount of food and beverage goods In the locate the Food and Beverage Industry and check its “Trade Statistics” page Which countries are their import volumes? In the same page, check also the top-10 traded goods for this specific industry Is your product in the top-10 imported or exported products globally?

ger17226_mod01_002-027.indd 24 5/23/15 3:23 PM

• A summary, key terms, critical thinking questions, and a globalEDGE

research assignment wrap up the module

Trang 17

LEARN WITHOUT LIMITS

Today’s learning extends beyond the classroom, beyond one format, beyond a singular style That’s why we deliver everything instructors and students need directly to your finger-

tips, integrating education seamlessly into your lives We don’t just improve results,

we make the everyday a little smoother by providing intuitive technology that

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Connect International Business includes:

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It identifies and closes knowledge gaps through a continually adapting reading experience that provides personalized learning resources at the precise moment of need This ensures that every minute spent with SmartBook is returned to the student

as the most value-added minute possible The result? More confidence, better grades, and greater success

• Interactive Applications

Each module of the text has interactive applications that allow students to practice real business situations, stimulate critical thinking, and reinforce key concepts Students receive immediate feedback and can track their progress in their own report Detailed results let instructors see at a glance how each student performs and easily tracks the prog-ress of every student in their course

DELIVERING RESULTS: LEARNING AND

Trang 18

• Superior Instructor Resources Because we understand how critically important

it is for all resources to work together seamlessly to help instructors teach a better

course, whether within a face-to-face, online, or flipped classroom delivery mode,

the resource package includes these author-developed resources:

• Instructor Guide The Instructor Guide includes an overview and summary of

each module, teaching approaches and other teaching-related comments drawn

from our experience with the material, lecture notes, suggestions for

encourag-ing lively in-class discussions, and supplemental activities that will engage and

challenge students The Instructor Guide also contains suggestions for using the

book effectively within online and flipped classroom environments

• Instructor and Student PowerPoints High-quality PowerPoint presentations

for both instructor and student use accompany each of the modules of the book,

enabling faculty to be more efficient and effective in preparing for their classes

and providing useful content for face-to-face, hybrid, and online delivery The

student set of PowerPoints offers a review of the main module content to

sup-port student review and presentations

• Test Bank A rich test bank containing true-false, multiple-choice, and essay

questions for each module will allow faculty to efficiently and effectively

pre-pare assessment activities for their classes, including face-to-face, hybrid, and

online delivery

• Sample Syllabi and Personalized Syllabi Template examples for customized

course syllabi are provided Beyond that, the authors are also available to work

directly with adopters in creating personalized syllabi according to their desired

course lengths, course concentrations, and pedagogical elements

• International Business Video Library Updated on a monthly basis,

McGraw-Hill’s International Business Video Library provides instructors with a library

of video clips, curates the best of the web clips, and organizes them around the

core international business topics The site is updated on a monthly basis to

ensure being current and relevant For many of the cases McGraw-Hill provides

teaching notes, critical thinking questions, and suggested answers

• Updates The author team will provide additional materials drawing on current

business news, new scholarship, and new pedagogical trends that assist with

course preparation This will be a valuable free resource in the form of

class-room activities, exercises, discussion topics, and video clips

• Mobile Anywhere/Anytime Students and instructors can now enjoy convenient

anywhere/anytime access to Connect with a new mobile interface that’s been

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approach to teaching and learning, which was never before available Connect

Insight presents data that empowers students and helps instructors improve

class performance in a way that is efficient and effective

TEACHING RESOURCES

Trang 19

CREATE

Instructors can now tailor their teaching resources to match the way they teach! With

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McGraw-Hill Campus is a new one-stop teaching and learning experience available to users of any learning management system This institutional service allows faculty and

students to enjoy single sign-on (SSO) access to all McGraw-Hill Higher

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from directly within the institution’s website With McGraw-Hill Campus, ulty receive instant access to teaching materials (e.g., eTextbooks, test banks, PowerPoint slides, animations, learning objectives, etc.), allowing them to browse, search, and use any instructor ancillary content in our vast library at no additional cost to instructor or students In addition, students enjoy SSO access to a variety of free content (e.g., quizzes, flash cards, narrated presentations, etc.) and subscription-based products

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COURSE DESIGN AND DELIVERY

Trang 20

ASSURANCE OF LEARNING READY

Many educational institutions today focus on the notion of assurance of learning, an

im-portant element of some accreditation standards International Business is designed

spe-cifically to support instructors’ assurance of learning initiatives with a simple yet

powerful solution Each test bank question for International Business maps to a specific

chapter learning objective listed in the text Instructors can use our test bank software, EZ

Test, to easily query for learning objectives that directly relate to the learning outcomes

for their course Instructors can then use the reporting features of EZ Test to aggregate

student results in similar fashion, making the collection and presentation of assurance of

learning data simple and easy

AACSB TAGGING

McGraw-Hill Education is a proud corporate member of AACSB International

Under-standing the importance and value of AACSB accreditation, International Business

recog-nizes the curricula guidelines detailed in the AACSB standards for business

accreditation by connecting selected questions in the text and the test bank

to the eight general knowledge and skill guidelines in the AACSB standards

The statements contained in International Business are provided only as a

guide for the users of this product The AACSB leaves content coverage and

assessment within the purview of individual schools, the mission of the school, and the

faculty While the International Business teaching package makes no claim of any

spe-cific AACSB qualification or evaluation, we have within International Business labeled

selected questions according to the eight general knowledge and skills areas

McGRAW-HILL CUSTOMER EXPERIENCE GROUP

CONTACT INFORMATION

At McGraw-Hill Education, we understand that getting the most from new technology

can be challenging That’s why our services don’t stop after you purchase our products

You can e-mail our Product Specialists 24 hours a day to get product training online Or

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our Technical Support Analysts will be able to assist you in a timely fashion

Trang 21

ACKNOWLEDGMENTS

Any effort to create a valuable new package of learning

materials such as International Business involves the

efforts not only of the authors and their invaluable editorial

team, but also the insights, support, and encouragement of

numerous other individuals and institutions To the long list

of individuals to whom we are indebted, we want to add

Rachida Aissaoui, Ohio University; Nicholas Athanassiou,

Northeastern University; Joseph R Biggs, California

Poly-technic State University—San Luis Obispo; Lorna Jean

Edmonds, Ohio University; Paul Frantz, Long Beach State

University; Colette Frayne, California Polytechnic State

University—San Luis Obispo; Wendell McCulloch, Long

Beach State University; Bill Pendergast, California

Poly-technic State University—San Luis Obispo; Jere Ramsey,

California Polytechnic State University—San Luis Obispo;

Hugh Sherman, Ohio University; Mary Tucker, Ohio

Uni-versity; Ike Uzuegbunam, Ohio UniUni-versity; Ed Yost, Ohio

University; and we also wish to acknowledge Melinda

Zuniga and Yana Saltaeva, who helped with research

We would like to offer our special thanks to the

out-standing editorial and production staff from

McGraw-Hill Higher Education who worked so hard and so well

to make this project succeed and stay on schedule,

par-ticularly Anke Weekes, Gabriela G Velasco, Elisa

Adams, Michael Gedatus, Mary E Powers, Sharon

O’Donnell, and Karen Nelson We feel honored to work

with such a talented and professional team

Many thanks go to the reviewers who provided their valuable feedback in the development of this first edition

Brad Ward, Kellogg Community College Bruce D Keillor, Youngstown State University Chin-Chun Hsu, University of Nevada—Las Vegas Constant Cheng, School of Management, George Mason University Denny McCorkle, University of Northern Colorado

Eugene Lyle Seeley, Utah Valley University Francis Sun, Woodbury School of Business at UVU and Goodman School of Business at Brock University

Hormoz Movassaghi, School of Business, Ithaca College John Finley, Columbus State University

Linda C Ueltschy, Dept of Marketing, Florida Gulf Coast University, Fort Myers, Florida

Lynn Wilson, DIBA, Saint Leo University Mamoun Benmamoun, Saint Louis University Mandeep Singh, Western Illinois University Mark Fenton, University of Wisconsin—Stout Michael Engber, Columbia College

Mitchell L Lautenslager, Fox Valley Technical College Paul J Myer, University of Maine Business School Sam C Okoroafo, University of Toledo

Stanford A Westjohn, University of Toledo Thomas Lynn Wilson, Saint Leo University Yusufu Jinkiri, Belhaven University

Trang 22

CONTENTS

module 1

The Challenging Context of International Business

What Is International Business and What Is Different about It? 5

The Influence of External and Internal Environmental

Forces 5 | The Domestic Environment 6 | The Foreign

Environment 6 | The International Environment 7

Is Internationalization of Business a New Trend, and Will It

Continue? 10

The Growth of International Firms and International

Business 11

Expanding Number of International Companies 12 |

Foreign Direct Investment and Exporting Are Growing

Rapidly 13

What Is Driving the Internationalization of Business? 14

Political Drivers 14 | Technological Drivers 14 | Market

Drivers 15 | Cost Drivers 15 |Competitive Drivers 15

What Is Globalization and What Are the

Arguments for and against the Globalization of

Business? 17

Arguments Supporting Globalization 17 | Concerns with

Globalization 18

Summary 23 | Key Terms | Critical Thinking Questions |

globalEDGE Research Task | Minicase | Notes

module 2

International Trade and Investment

International Trade 30

Volume of International Trade 30 | How Evenly Has Trade Grown? 30 |

Which Nations Account for the Most Exports and Imports? 32

Direction of Trade 32

The Increasing Regionalization of Trade 32 | Major Trading Partners: Their Relevance for Managers 33 | Major Trading Partners of the United States 33

Explaining Trade: International Trade Theories 35

Foreign Investment 45

Portfolio Investment 46 | Foreign Direct Investment (FDI) 46 | Does Trade Lead to FDI? 51

Explaining FDI: Theories of International Investment 51

Monopolistic Advantage Theory 52 | Strategic Behavior Theory 52 | Internalization Theory 52 | Dynamic Capabilities 53 | Eclectic Theory of International Production 53

module 3

Sociocultural Forces

What Is Culture and Why Is It Important? 61 Culture Affects All Business Functions 63

Marketing 63 | Human Resources 63 | Production and Procurement 65 | Accounting and Finance 65 | Preferred Leadership Styles 65

How Culture Shows Itself 66

Culture Frameworks 73

Trang 23

xxii Contents

Hall’s High and Low Context 74 | Kluckhohn and

Strodtbeck’s Cultural Orientations Framework 75 |

Hofstede’s Six Dimensions 77 | Trompenaars’s Seven

Dimensions 80

When Does Culture Matter? The Global Mind-set 82

Going Forward: Cultural Paradoxes and a Caution 83

Rules of Thumb for Managers Doing Business across

Cultures 83

module 4

Sustainability and Natural Resources

Sustainability in the Business Context 91 Systems for Achieving Sustainability 92

Life Cycle Assessment 92 | Cradle-to-Cradle Design 93

Tools for Measuring Sustainability 94

United Nations Global Compact 94 | Global Reporting

Initiative 94 | Carbon Disclosure Project 95 |

Footprinting 95

Characteristics of Environmentally Sustainable

Business 95

Limits as Part of the Sustainability Context 95 |

Interdependence as Part of the Sustainability Context 96 |

Equity in Distribution as Part of the Sustainability

Context 98

The Stakeholder Model for Sustainable Business 99

Geography: Describing Our Natural Capital 101

Location: Political and Trade Relationships 101 |

Topography 102 | Climate 106

Natural Resources 107

Nonrenewable Energy Sources 108 | Renewable Energy

Sources 110 | Nonfuel Minerals 115

module 5

Political Forces That Affect Global Trade

Governments and the Ownership of Business 124

Nationalization: Why Governments Get Involved 124 | Privatization: Why Governments Sell Businesses 125

Government Stability and Protection 126

Stability: Issues with Lack of Peace and Predictability 126 | Protection from Unfair Competition 127 | Protection from Terrorism, Cybercrime, and Other Threats 127

Country Risk Assessment and Countermeasures

to Threats 133 Government Intervention in Trade 135

Reasons for Restricting Trade 136 | Tariff Barriers 140 | Nontariff Barrriers 141

module 6

Intellectual Property Rights and Other Legal Forces

Types of Legal Systems 152

Civil Law 152 | Common Law 152 | Religious Law 153

International Legal Forces 153

Rule of Law 153 | What Is International Law? 154 | Sources of International Law 155

General Legal Concerns in Global Business 155

Extraterritoriality 155 | Performance of Contracts 156 | Litigation 156

Intellectual Property Rights 157

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Contents xxiii

Patents 158 | Trademarks 160 | Trade Names 160 |

Copyrights 161 | Trade Secrets 161

Standardizing Laws around the World 163

Some Specific National Legal Forces 165

Competition Laws 165 | Trade Obstacles 167 | Tort

Law 167 | Miscellaneous Laws 170 | Foreign Corrupt

Practices Act 171 | Accounting Law 173

module 7

Economic and Socioeconomic Forces

International Economic Analyses 181

Levels of Economic Development 183

Dimensions That Describe the Economy and Their

Relevance for International Business 186

Measuring the Size of an Economy 186 | Economic

Growth Rate 190 | Income Distribution 191 | Private

Consumption 193 | Unit Labor Costs 195 | Other

Economic Dimensions 197

Socioeconomic Dimensions of the Economy and Their

Relevance for International Business 200

Total Population 200 | Age Distribution 201 |

Population Density and Distribution 203 | Other

Socioeconomic Dimensions 203

module 8

The International Monetary System and Financial Forces

The International Monetary System: A Brief History 209

The Gold Standard 210 | The Bretton Woods

System 211 | The Central Reserve/National Currency

Conflict 212

The Floating Currency Exchange Rate System 212

Current Currency Arrangements 213 | The Bank for International Settlements 215

Financial Forces: Fluctuating Currency Values 216

Fluctuating Currency Values 216 | Why Foreign Currency Exchange Occurs 217 | Exchange Rate Quotations and the FX Market 218 | Causes of Exchange Rate Movement 219 | Exchange Rate Forecasting 220

Financial Forces Governments Can Exert 222

Currency Exchange Controls 222 | Taxation 222 | Inflation and Interest Rates 224

What Is International Strategy, and Why Is It Necessary? 233 Why Plan Globally? 234 The Process of Global Strategic Planning 234

Step 1: Analyze Domestic, International, and Foreign

Environments 235 | Step 2: Analyze Corporate Controllable Variables 236 | Step 3: Define the Corporate Mission, Vision, and Values Statements 238 | Step 4: Set Corporate Objectives 240 | Step 5: Quantify the Objectives 240 | Step 6: Formulate the Competitive Strategies 240 | Step 7: Prepare Tactical Plans 246

Strategic Plan Features and Implementation Facilitators 246

Sales Forecasts and Budgets 246 | Facilitation Tools for Implementing Strategic Plans 246 | Performance Measures 247

Kinds of Strategic Plans 247

Time Horizon 247 | Level in the Organization 248 | Methods of Planning 249

New Directions in Planning 250

Trang 25

xxiv Contents

Who Does Strategic Planning? 250 | How Strategic

Planning Is Done 252 | Contents of the Plan 252

module 10

Organizational Design and Control

How Does Organizational Design Impact International

Companies? 260

Evolution of International Company Structure 261

International Division Structure 261 | International

Product Structure 263 | Geographic Region

Structure 263 | Global Functional Structure 264 |

Hybrid Organizational Structures 264 | Matrix

Organizations 264 | Matrix Overlay 266 | Strategic

Business Units 266 | Current Organizational

Trends 266 | Requirements for the Future of

International Companies 269

Where Decisions Are Made in Wholly Owned

Subsidiaries 269

Standardization of the Company’s Products and

Equipment 270 | Competence of Subsidiary

Management and Headquarters’ Reliance on It 270 |

Size and Age of the IC 271 | Headquarters’ Willingness

to Benefit the Enterprise at the Subsidiary’s Expense 271 |

The Subsidiary’s Frustration with Its Limited Power 273

Where Decisions Are Made in Joint Ventures and

Subsidiaries Less Than 100 Percent Owned 275

Loss of Freedom and Flexibility 275 | Control Can Be

Had Even with Limited or No Ownership 275

Reporting 276

Financial Reporting 276 | Technological Reporting 276 |

Reporting about Market Opportunities 276 | Political

and Economic Reporting 276

module 11

Global Leadership Issues and Practices

The Global Mind-set 284 Global Leadership: What It Is and Why It Matters 284

How Global Leadership Differs from Domestic Leadership 285 | The Challenge of Finding Global Leaders with the “Right Stuff” 286

What Competencies Are Required for Effective Global Leadership? 288

Selecting and Developing Effective Global Leaders 292

Assessing Global Leadership Competencies 292 | Models for Developing Global Leaders 293 | Tools and Techniques for Developing Global Leadership Skills 294

Leading Global Teams 296

Leading Teams 296 | Complexity for Teams in the Global Context 298 | Global Team Leadership and Culture 298 | Virtual and Geographically Dispersed Teams 299 | Performance Management in Global Teams 299

Leading Global Change 300

module 12

International Markets: Assessment and Entry Modes

Market Screening Approaches and Techniques 309

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