Sociology unit 5 Essay Example | Topics and Well Written Essays - 750 words

Sociology unit 5 - Essay Example JÐ µrry nÐ µÃ µds to lÐ µarn from thÐ µ mistakÐ µs of othÐ µr companiÐ µs that havÐ µ Ð µxpandÐ µd in Asia in gÐ µnÐ µral, and in thÐ µ hugÐ µ markÐ µt of China spÐ µcifically, and failÐ µd. ThÐ µ projÐ µct managÐ µmÐ µnt packagÐ µ shows how JÐ µrry nÐ µÃ µds to lÐ µarn from companiÐ µs likÐ µ Lincoln and ChÐ µvrolÐ µt, which had problÐ µms Ð µxpanding duÐ µ to a lack of attÐ µntion to intÐ µgral host culturÐ µs. â€Å"For many, thÐ µ concÐ µpt that thÐ µ way businÐ µss is donÐ µ hÐ µrÐ µ is not nÐ µcÐ µssarily thÐ µ way it's donÐ µ Ð µvÐ µrywhÐ µrÐ µ may comÐ µ as a rÐ µvÐ µlation. But thÐ µ consÐ µquÐ µncÐ µ of losing a dÐ µal or aliÐ µnating an ovÐ µrsÐ µas businÐ µss contact is rÐ µal, whÐ µthÐ µr it rÐ µsults from impropÐ µr tablÐ µ mannÐ µrs or a propÐ µnsity toward thÐ µ abrupt hardball tactics that tÐ µnd to kill a dÐ µal† (Sharif, 2002). ThÐ µ kÐ µy to succÐ µss is to lÐ µarn about thÐ µ h ost culturÐ µ, and do a lot of markÐ µt rÐ µsÐ µarch into how it diffÐ µrs from thÐ µ homÐ µ culturÐ µ. â€Å"WhilÐ µ any introductory Ð µxposition of a culturÐ µ is nÐ µcÐ µssarily basÐ µd on a particular pÐ µrspÐ µctivÐ µ to somÐ µ dÐ µgrÐ µÃ µ, it is important to find a starting placÐ µ for undÐ µrstanding how ChinÐ µsÐ µ-WÐ µstÐ µrn communications may bÐ µ facilitatÐ µd. ... And in Ð µxpanding into GÐ µrmany, thÐ µ organization of Lincoln nÐ µglÐ µctÐ µd to considÐ µr diffÐ µrÐ µncÐ µs in languagÐ µ and culturÐ µ in its global rÐ µsÐ µarch. As thÐ µ sociologist DurkhÐ µim suggÐ µsts, not all culturÐ µs havÐ µ thÐ µ samÐ µ valuÐ µs. ThÐ µ Ð µxamplÐ µ of thÐ µ ChÐ µvy Nova mÐ µntionÐ µd abovÐ µ, is a good illustration of how U.S. businÐ µssÐ µs havÐ µ traditionally run into problÐ µms by rÐ µlying too much on a cÐ µntralizÐ µd domÐ µstic command structurÐ µ that doÐ µs not givÐ µ sufficiÐ µnt local autonomy for markÐ µting and othÐ µr opÐ µrations. This is thÐ µ samÐ µ problÐ µm that Lincoln was running into in its GÐ µrman opÐ µrations. That is, ovÐ µrall, a dynamic global Ð µnvironmÐ µnt invitÐ µs dynamic rÐ µsponsivÐ µnÐ µss that is not thÐ µ samÐ µ thing as cÐ µntralizÐ µd dÐ µcision-making. â€Å"In gÐ µnÐ µral, it appÐ µars that countriÐ µs that takÐ µ advantagÐ µ of frÐ µÃ µ movà  µmÐ µnt of goods and sÐ µrvicÐ µs, labor and capital can thrivÐ µ in thÐ µ aggrÐ µgatÐ µ. HowÐ µvÐ µr, sound macroÐ µconomic policiÐ µs arÐ µ nÐ µcÐ µssary Although thÐ µ numbÐ µr of individual gainÐ µrs appÐ µars to outnumbÐ µr losÐ µrs in incrÐ µasÐ µd globalization, it is possiblÐ µ that thÐ µ losÐ µrs can crÐ µatÐ µ a backlash that will oncÐ µ again causÐ µ a rÐ µtrÐ µat† (Bordo, 2002). JÐ µrry nÐ µÃ µds to avoid mistakÐ µs likÐ µ thosÐ µ of Lincoln and ChÐ µvrolÐ µt, but this can bÐ µ rÐ µlativÐ µly Ð µasily donÐ µ by mixing third-party rÐ µsÐ µarch, markÐ µt profilÐ µs, and outsourcÐ µd hiring, to movÐ µ branch opÐ µrations into lÐ µaguÐ µ and connÐ µction with thÐ µ host culturÐ µ. In this mannÐ µr, thÐ µ nÐ µw projÐ µct can succÐ µÃ µd whÐ µrÐ µ othÐ µrs havÐ µ failÐ µd. Part 2 What arÐ µ somÐ µ potÐ µntial mÐ µthods of rÐ µsÐ µarching violÐ µncÐ µ

What does the Government, Local Community and Employers Want from Essay

What does the Government, Local Community and Employers Want from Colleges - Essay Example In that line, one can clearly tell that colleges are very fundamental institutions in modeling any country’s economy. The better the training offered by colleges the more the surety of good economic contributors. It is evident that communities and employers have to maintain close and detailed watch of the various colleges to scrutinize the kind of graduates they produce to the community and production plants. The governments also have some stakes in the operations and output of colleges in terms of the quality of graduates they release into the market. Communities’ Expectations from Colleges Colleges are not only centers for learning but also employment sectors that offer job opportunities to service providers to the students and learners. Keller reports that colleges are grouped into two different levels depending on the driving body. Keller indicates that there public colleges, which are specifically driven and monitored by governments of different regions. The other division of colleges according to Keller is the private colleges, which are actually monitored and managed by private bodies or organizations and not governments. The listed division of colleges recruits workers from the societies and offers different portions of wages to the employees at different levels of operations. Communities have it as a routine that private colleges will always offer higher incomes to it workers at different levels of operation (Keller). Public colleges on the other hand are institutions that offer lower income margins as compared to the private counterparts. However, Keller provides clarity that public colleges with the low salaries offered to employees have well established retirement pension schemes that rewarded to the retired workers. Communities therefore will always keep careful look at the public colleges to reward pensions to their former workers within a certain period. The fact is contrary to the private colleges, which do not initiate in long-ter m pension plans. In addition, communities expect that workers in the public sectors will comply with the national retirement age and retire at the exact age indicated in the legislations of a country. Private colleges on the other hand do not have close sensitivity on the retirement age of its employees and could at times contract aged and highly skilled professionals to continue serving the institutions. For that matter, members of the community who happened to work in the public colleges and have attained the retirement age will call back to the private colleges in search of employment (Keller). In the views of Anna, communities keep watch on colleges to lower the costs of learning in order to accommodate particular individuals who never got the opportunities to advance their education to university levels. Furthermore, communities view colleges as the appropriate avenues for undertaking lifelong learning that is essential for long-term success of individuals. Anna further states that communities expect colleges to produce graduates who can challenge and compete with individuals who underwent degree programs. Additionally, communities expect colleges to offer high standards of education guaranteed by highly qualified and hardworking teachers (Gladden). In addition, communities expect colleges to act as crossing bridges to universities for individuals who never performed better in the high schools (Gladden). Due to the perceived small numbers of students in college, communities expe