single-spaced pages (before references) including tables and matrices. Students will include headings, subheadings and bullet points as appropriate. Headings should be aligned with the phases as described above. All students must contribute to the writing of the paper and must identify the section(s) for which they were primarily responsible. Required tables and matrices should be incorporated into the body of the paper (as opposed to being attached in an addendum).
· All sources should be cited using APA format including in-text citations and references.
- Political – students should provide a brief overview of the type of political system at work and the political climate in their assigned countries. They should then focus on the 3-4 “most important” political subtopics depending on the company and countries they are using. In addition, students should include country rankings and discussion on the following indices:
a. A global corruption index
b. A human rights index
c. Others as assigned by the instructor or identified by the group.
- Economic – students should provide an overview of the economic climate in their assigned countries focusing on the 3-4 “most important” indicators as previously identified. Students should provide the following information at a minimum:
a. GNI per capita (as a proxy for income)
b. GDP ranking (as a proxy for market size)
c. GDP growth rate and direction
d. GINI or other indicator of income inequality/size of middle class
e. Others as by the group.
- Socio-cultural – students should provide an overview of the socio-cultural climate in their assigned countries. A recommended structure for this section would be to divide the category into two subcategories – demographics and cultural components. Students should provide the following information at a minimum:
a. Population size
b. Significant demographic trends (aging, migration, urbanization)
c. Cultural evaluation based on Hofstede, Trompenaars, or other
d. Language and communication styles (Hall’s high/low context)
e. Religion and potential influences
f. Shopping behavior and lifestyle
g. HDI ranking
h. Others as identified by the group.
- Technology – students should provide an overview of any technology and infrastructure issues in the countries based on their previously established criteria including but not limited to – availability of technology needed for the company, IP protection (may be covered in legal or political sections), availability of skilled employees (if needed), University or other educational support, infrastructure issues (roads, airports, transportation, electricity, broadband, etc.).
- Legal – students should examine any legal issues in the country including but not limited to:
a. Taxation
b. Regulations
c. IP protection
d. Workplace safety
e. Worker benefits and protections
f. Others as identified by the group.
- Environmental – students should examine any environmental issues including regulations, availability of necessary resources, public and government “attitude” toward environmental issues (i.e. green or not). Students may include:
a. Allowable levels of greenhouse gas emissions
b. Regulations on recycling
c. Water pollution or other standards
d. Geographic issues or considerations
e. Others as identified by the group.