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Why Managers from Multinational Companies MustHave Specialization in GeographyKliment Naydenov, Peter SlaveykovSofia University “St.Kliment Ohridski”, Faculty of Geology and Geography,Bulgaria, Sofia 1000, Tzar Osvoboditel blvd. 15e-mail: naidenov@gea.uni-sofia.bg slav@gea.uni-sofia.bgAbstractMany multinational companies make business in different regions in the world. In thisway they prevent risk from making business in only one geographical market. Many multinationalcompanies have a geographical organizational structure. They work with peoplefrom different cultures, religions and economies and that is a holdback to development ofthis companies. Many of them want to know the spatial behavior of their customers. Thoseare the reasons in brief which makes us consider that managers must have specializationin Geography.Key words: Geography, Geographical organization structure, Managers, Culture, Religion,Spatial BehaviorWe eat Mexican, Asian and Italian food. We wear shoes manufactured in Italy, shirtsfrom Taiwan, jeans and trousers made in China. Most of the parts for automobilesare produced in Japan. Most of the multinational companies and to be more precisetheir enterprises operate beyond the borders of their own counties. Most of thesecompanies operate on the different continents. In that way they escaped from therisk of operation on only one geographical market.During the creation of the organizational structures of multinational companies,supporting the information is very difficult, because they come from scatteredgeographically decision making centers. Multinational companies usually used threemain organization structures for overcoming this problem (Herbert, 1984):a) production structuresMultinational companies used this structure, when its markets are distinguishedby production lines in scattered geographically regions.b) geographic structureMultinational companies group all functional and organizational responsibilitiesby geographical regions. That is the “geographical design” andc) functional structure.There are many conflicts between the goals of corporations and the economic andpolitical goals of the countries in which companies work. The effective internationalmanager must carefully recognize and evaluate potential differences in culture,economy, policy and ideology. This provides opportunities for the development ofcourses and training in economic and political geography. On the other hand, the180
ecognition of the location and extent of natural resources of separated regions of theworld in combination with knowledge in transport geography is precondition for goodbusiness. The former Soviet Union has a unique combination of natural resources andan advantageous geographical position and wide uncommitted markets. This is thebiggest railway market in the world. It is for this reason for example that Americancompanies sell in that market (Kvint, 1990).When multinational companies evaluate the possibility for developing their business,they need to thrash out factors like: geographical position, language community,structure of population – ethnic, religion, age, education (Donnelly et al., 1992). Thefollowing examples illustrate why we should know about stereotypes, particularityof language and ethnic structure and integrate them into training:• the lemon spray furniture polish of S.C. Johnson & Son has very low sales inJapan. The population of the country does not buy sprays, because they think itsmells like a W.C. disinfectant used in the Second World War. Once the companydecreased the amount of lemon essence in the spray their sales increased (ibid).• in Japan the Barbie doll of “Mattel, Inc.” does not have big sales. The reason wasthat the doll was too tall, too long-legged and it had blue eyes. After cosmeticchanges – short body, brown eyes and an Asian figure, they sold 2 millions dollsin 2 years (Alden, 1984; Thackray, 1985).• Coca Cola brand changed their name, due to the fact, that in Chinese it means “bitethat wax tadpole”. “Coca Cola” marketing experts didn’t realise that few Chinesepeople speak English (Alden, 1984; Thackray, 1985).• “Dunkin’ Donuts” realised that Japanese don’t like to eat doughnuts with sugar,so the company creates little doughnuts with little sugar (Kvint, 1990).Many international managers didn’t understand the different specific cultural,language and ethnic characteristics of countries around the world. In that way wethink that these mistakes can be prevent with help of geographical courses.Linking business needs to Geography coursesMany companies before buying or building a factory are interesting in the structureof labour force in different regions. They are interested in sex and age structureof population now and in the future. From that future labour force depend of thecompany. On the other hand educational structure has an affect on possibility for hirehighly skilled workers. Many of the companies want to know the spatial behaviourof the customers. A GIS course could help with this.Ethnic structure is very important for defining culture particularity of labourforce, because on that depend apposite decisions which managers take connectingwith staff motivation. Although, there are specialists, whom companies take foreducating managers, we think that the international managers must have goodgeography knowledge.The religious structure of population is very important for business planning, goalsand work of multinational companies. For example in Muslims countries, peoplethink that destiny define their future, not the personal enterprise. That thinking isunder the influence of religion. It is therefore important that companies should be181
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
Page 206 and 207: Europe in geographical education -
Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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