SCHOOL OF BUSINESS
MBA PROGRAM, GIS EMPHASIS
SPATIAL ANALYSIS OF GLOBAL BUSINESS
GISB 692W (4 credits, MBA GIS Emphasis)
Saturday In-Class Sessions 10AM - 5PM: Session 2, Session 4, Session 5, and Session
8 will be held in __________________ (see room assignments below)
INSTRUCTOR
Name:
Location:
Phone:
Email:
Fax:
Faculty Website
LOCATION
CATALOG DESCRIPTION
GISB 692W (4 Credits): Evaluation using geographic information systems (GIS)
of core business functions in an international context and the implications of
global issues for business decision makers.
COURSE OVERVIEW
The application of geographic information (GI) and geographic information
systems (GIS) to the global business environment provides a useful approach to
understanding and analyzing the challenges and opportunities originating
abroad. As businesses increasingly focus on international markets, important
practical insight is gained from a spatial analysis of country characteristics and
global production and sales decisions. This seminar approaches the causes and
consequences of locating specific business activities in various international
locations. In addition to exploring international political, economic, social, and
cultural distinctions, students apply a GIS approach to analyze the determinants
of foreign markets, global supply chain management, and human resource
assignments.
LEARNING OBJECTIVES
Students who successfully complete this course will be able to:
1. evaluate conceptual aspects of international business in terms that relate
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2.
3.
4.
5.
6.
the importance of spatial considerations to business decisions in the
international context
use GI and GIS to analyze the distinctions and similarities between
domestic and international business environments and the effect of
globalization on each
understand the spatial dimensions and determinants of worldwide
manufacturing
propose and implement international business strategies using GIS as a
foundation for evaluating the steps to and consequences of entering
international markets
analyze international governance organizations and their impact on global
business
integrate the functional areas of business with effective use of GIS that
responds to the challenges inherent in international business
MAJOR TOPICS
 GIS and the conceptual aspects of international trade and FDI
 Role and influence of international organizations
 Influence of population, resources, and environment on global business
 Doing business across cultures
 Operational environments in international business
 GIS assessment industry sectors in the international environment
 GIS and global sourcing and supply chains
 Understanding and analysis of global governance organizations
 Imports and exports
 GIS analysis of international human resource issues
 Financial forces influencing international business
 Doling business in the developing world
TEXT
Dicken, P. (2010). The global shift. (6th ed.). The Guilford Press.
ISBN 13: 978-1609180065
RECOMMENDED SUPPLEMENTAL TEXT (optional)
Stutz, F. P. & Warf, B. (2011). The world economy: Geography, business,
development. Upper Saddle River, New Jersey: Prentice Hall.
ISBN 978-0321740441.
RECOMMENDED READINGS
The Economist, Wall Street Journal, (both available on Proquest), The
Information Society (available on FirstSearch), Financial Times, Los Angeles
Times, New York Times, Harvard Business Review (available on EBSCO Business
Source Elite), Directions Magazine (covers GIS in business topics)
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COURSE OBLIGATIONS/ASSIGNMENTS
In addition to completing the assigned readings, this online-enhanced course will
employ online threaded discussions and a series of GIS data analysis exercises to
assess student learning. To facilitate student interaction and incorporate
Blackboard course site capabilities, four Saturday sessions will be held in weeks
2, 4, 5, and 8.
Class discussion of reading assignments
Your principal reading obligation is to keep up with the assigned chapters within
the course study outline contained in this syllabus. In addition, you are asked to
follow current international economic/business issues reported by the press.
Class attendance on the four Saturday sessions is expected and participation
(individually and in groups) will be evaluated on its contribution to the learning
process.
Online discussions
To encourage student reflection and interaction in this online-enhanced course,
students will participate in four online discussions. Topics and length of
discussion periods will be posted on the course Blackboard site. Student
contributions will be assessed based on their ability to address the issues
presented and engage fellow students in a thoughtful progression of ideas based
on GIS concepts.
Online Discussion 1 (due for Session 2)
To encourage student reflection at the beginning of this eight week course,
students will participate in an online discussion of the spatial influence of global
resources on international business. Students will read Chapter 10 in the
Greene/Pick textbook Exploring the Urban Community: A GIS Approach, 2nd ed.
The chapters are posted on Blackboard. In Chap. 10 of the textbook, there is a
section 10.7 on “Energy” on pp. 330-336. In addition, a number of links to
websites and .pdf files available in the syllabus and posted on Blackboard that
have further information on the world spatial distributions of fossil fuels. One
that is recommended is BP’s Statistical Review of World Energy 2006. Fossil fuels
distribution and production are very timely in the current news, stemming from
issues and questions of political stability in producer nations particularly the
situation of democratic upsurge in Libya, the Gulf Oil Spill in 2010, which
influence pricing and policies of producer nations.
This is a required on-line discussion in which you explain in at least 250 words
how the recent trends and changes in global fossil fuel resource distributions,
flows, and pricing influence a company you are familiar with. Companies to
consider are airlines, rental car companies, trucking firms, utility firms, metal
manufacturers, hotels in certain climate locations, etc. Please indicate the
location of the firm – in the U.S. or in a country overseas. Then in another 250University of Redlands School of Business © 12/2007
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word post, make some comparison of your post with someone else’s post.
Market analysis (due for Session 3)
You will select three countries and use internet data and map service tools to
assess which foreign market offers the best potential for successful marketing of
one of the following products: home air conditioners, high-end men’s briefcases,
or moderate-priced European-style toys. Papers should follow a clear screening
process that considers country needs as well as the political, economic, legal,
and cultural considerations specific to that country. This exercise promotes the
student’s ability to incorporate GIS and international statistical data to propose
and implement international business decisions that incorporate the steps to and
consequences of entering international markets. This exercise is due for Session
4.
Manufacturing Industry Analysis (due for Session 4)
For an industry of interest to you, research and define the worldwide spatial
distribution, flows, and clustering. Do not duplicate an industry already covered
in Dicken, but pick a different one. The industry cluster can be global, national,
or regional. Access the electronic journals available on-line from the Armacost
Library or other library resources. Your 4 to 5-page report should include the
following:
A definition of the spatial extent of the industry
A description of the types of related industries associated with the primary
industry
An understanding of how the industry might be organized in terms of
inter-industry linkages, supply chains, trade flows, access to common
facilities and resources, etc.
The purpose of this assignment is for the student to demonstrate the use of
Dicken’s theories in the analysis of a particular manufacturing industry including
its spatial distribution and flows.
Online Discussion 2 (due for Session 5).
Discussion of three cases from J. Pick, Geo-Business: GIS in the Digital
Organization (John Wiley and Sons, 2008). The three international cases are
available for download from Blackboard. The instructor will provide this specific
assignment include the discussion objectives. The cases are Norwich Union
(UK), Enmax (Canada), and Seaspan (Canada).
Report on World Governance Organization (due for Session 6)
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In this 3-page report, based on pp. 537-550 Chapter 17 in Dicken, you will select
an international governance, regulatory, environmental, or financial organization
such as the WTO, IMF, World Bank, UN, or IPCC. You will describe the
organization, its history, current organization and functioning, goals, and
performance for the past 5-10 years. Be sure to mention how the organization is
arranged spatially with respect to the locations of its services and populations
served. Is it truly worldwide, or does it focus more on serving certain world
regions or nations? The ultimate objective of the report is to support an
argument whether, in Dicken’s Chap. 17 terminology, the organization makes the
world a “better place.” You should consult at least 2 other sources. The report
is 2-3 pages.
Expatriate Selection Assignment (due for Session 7).
The final exercise requires students to use GIS tools to examine and select a
two-year overseas posting for themselves. Students will assess the human
resource characteristics of various locations to determine a placement that best
suits their career objectives. For country data, you are advised to start with the
websites recommended and branch out. Examples of attributes you might
consider are availability of schooling, crime rates, income per capita, business
environment, standard of living, and safety.
Students must support this 5-page report by producing one ArcGIS map and one
map from a web service such as www.worldmapper.org , www.gapminder.org ,
or any website that provides maps. To insert a web map, first do a screen shot
of the map (Cntr Alt PrtScn) and then Paste it into your report. Be sure to give a
source citation. The ArcGIS map can be produced from the ESRI Mapping and
Data files available in the Jones Center, from the downloadable data from the
ESRI website, much of which is available in ArcGIS 10, or from other sources you
may be familiar with. For the ArcGIS map, you can use the ArcGIS’s drawing
features to add additional notation and highlighting of your paper points. You
can then export this map in .jpg format (File/Export Map/Save As Type/JPEG)
and insert the .jpg into your report.
This analysis is due for Session 7, with initial draft(s) due (for instructor
comment) via e-mail on the Friday before Session 7. For the initial draft, you
are not required to include the maps. However, for the final paper for Session 7
you will need to include your 2 maps. You’ll also give a short presentation on
your expatriate report in class on this day.
Online Discussion 3 (due for Session 8).
Small group discussion of one of the supply chain readings for Week 7, i.e. the
Gershenhorn, Liker/Choi, or Regmi/Gehlhar article. In an annotated Powerpoint
posting, indicate what is global about this supply chain situation. What do you
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think is the most important lesson from this article for international supply chain
decision-making? Do you have suggestions on how the supply chain(s)
discussed can be improved? How can this reading be related to spatial
concepts? Post your ideas as an annotated Powerpoint file of 10 slides or less.
Use Powerpoint’s Note section to elaborate on each slide. Be visual in your
powerpoint. Use diagrams and, optionally, put a map or two in the slides.
The supply chain readings, which are available as .pdf files on Blackboard, are:
Gershenhorn, A. (2004). “The Making of a Successful Global Supply Chain.”
World Trade 17(12):19-22.
Liker, J.K. and Choi, T.Y. (2004) “Building Deeper Supplier Relationships.”
Harvard Business Review, December 2004.
Regmi, A. and Gehlhar, M. (2005) “Processed Food Trade Pressured by Evolving
Global Supply Chains.” Amber Waves. Feb. Vol 3(1):12-19.
There are some web links in the resource section of the syllabus that provide
background on the concepts of supply chain, which are not covered in the Dicken
textbook.
GIS Emphasis Reflective Learning Journal (due for Session 8, April 30)
The GIS Emphasis Reflective Learning Journal is a three-page reflection at the
end of this course on what you think makes businesses and organizations ready
or well suited to utilize a geographical information system to support global
business decision making. Please think about what conditions and readiness
factors are necessary for an organization to obtain benefit through using
geographic information and applying GIS. Please include at least a half a page
of this journal considering this potential global business use of GIS in the context
of the developing world. Please write this in an essay format, explaining why
certain readiness factors are important. Do not submit a list without explanation.
GRADE WEIGHTINGS
Final grades will be based on the following weighted factors.
Assignment
Due at Session
Percentage
Online Discussions
2, 5, 8
9
In-class GIS Lab Exercises
2, 4, 5
6
Market Analysis
3
15
Manufacturing Industry Analysis
4
12
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Report on World Governance
Organization
Expatriate Selection Assignment
Global Supply Chain Spatial Design
Reflective Learning Journal
Participation
TOTAL
6
7
8
8
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20
15
5
All
8
100%
7
NUMBER/LETTER GRADING RELATIONSHIP
4.0
A
93% - 100%
2.0
3.7
A90% - 92%
1.7
3.3
B+
88% - 89%
1.3
3.0
B
83% - 87%
1.0
2.7
B80% - 82%
0.7
2.3
C+
78% - 79%
60%
0.0
C
CD+
D
D-
73%
70%
68%
63%
60%
F
-
77%
72%
69%
67%
62%
below
GRADING CRITERIA
The nature of the written and oral assignments in this course is such that the
quality of student work may only be assessed through subjective evaluation.
However, certain criteria will guide the instructor’s judgment. Therefore, all
assignments will be evaluated on evidence of learning, depth of analysis, organization and thoroughness as well as the ability to anticipate the regulatory/policy
forces affecting business. Assignments should demonstrate that you have
analyzed the key issues in the course and text, and are thinking critically about
the policy context of business. Assignments should be logically presented,
adequately supported, and carefully reasoned. All written assignments should
be typed, double-spaced and contain a bibliography of cited sources and
appropriate footnotes. All ideas, quotes and statistics borrowed from another
author must be cited. If you did not collect the data to support your position,
then you need to properly cite the authority that did. Evidence of individual
contribution to group projects will be gauged through the student's effectiveness
and participation in class discussion of the project. The general evaluation
criteria are more fully stated as follows:
4.0 or 3.7
(A): Outstanding. The student displayed exceptional grasp of the material,
frequently with evidence of intellectual insight and original thought.
3.3 or 3.0
(B): Excellent. Work demonstrated a thorough grasp of the material with
occasional errors and omissions. Assignments were thoroughly and
completely done, with careful attention to detail and clarity and with
evidence of intellectual insight.
2.7, 2.3, or 2.0
(B-, C): Acceptable. The quality of work was acceptable, meeting minimal
course standards, but was not exceptional. Performance on
examinations and other assignments was satisfactory and
demonstrated that the student was keeping up with the material and
attending to detail.
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Graduate students will not receive credit for a course awarded a grade
of 1.7 or below. A cumulative grade point average below 3.0 is
not sufficient for good standing in graduate programs.
(C-, D, F) 1.7, 1.3, 1.0, 0.7. 0.0 Unacceptable for graduate credit.
I
W
Incomplete. With a valid excuse, an incomplete will be given.
Consult the U of R Catalog for further information on incomplete
grades.
Withdraw. Student officially withdraws from the class. If
instructor is not informed about withdrawal from the course, an F
will be assigned on the grade sheet.
GRADE OF “INCOMPLETE”
An “incomplete” is not given for poor or neglected work. A grade of “incomplete” is
to be granted only for very special reasons and should occur only after a discussion
between faculty and student, initiated by the student. The decision of whether or
not to grant an incomplete is dependent on an emergency situation that prevents
the student from completing (on time) the work necessary for the course. An
incomplete grade will be converted to a permanent grade within eight weeks from
the last night of the course. This means that the instructor must turn in the grade
to the Registrar no later than the eighth week. Any incomplete work must be
submitted to the instructor with enough lead time for the instructor to evaluate the
work and issue a grade change. See U of R catalog for further guidance.
ATTENDANCE
Because of the applied and varied material to be covered in this online-enhanced
class, it is important that you keep up with online assignments and come well
prepared to the two in-class sessions. Students are responsible for all information
given during the class instruction. If a student misses more than an hour of inclass instruction, a make-up assignment will be required and incorporated in the
participation grade. Students missing one class will need to make arrangements
with the instructor for special make-up work. See the instructor for the
assignment. Unexcused absences will adversely affect your grade. Unexcused
absences are those which are not cleared with the instructor before the class
and/or are for reasons other than an emergency. Students missing more than
one in-class session will not receive credit for the course.
TIME MANAGEMENT
Each 4-credit (Carnegie Unit) graduate course is the equivalent of 180 hours. This
online-enhanced course centers on four 6-hour Saturday sessions held throughout
the eight-week course period. Alternate weeks are comprised of online activities
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and instruction. Although the amount of time that you spend studying may depend
upon the topic, a student should expect to spend an average of 20.5 hours per
week. The text assignment will average 150 pages weekly, which translates to
approximately 10-12 hours of study time. That will leave about 8-10 hours per
week to review online notes, work on GIS analysis exercises, participate in online
discussion, and visit the instructor online with your questions.
DISABLED STUDENT SERVICES
A student with a documented disability who wishes to request an
accommodation should contact the staff at his/her campus or the Disabled
Student Services Office on the main campus at (909) 748-8108.
ACADEMIC HONESTY
The University of Redlands Policy on Academic Honesty will be strictly
adhered to and applied. The Procedures for Addressing Academic
Honesty are set forth in the University of Redlands Catalog. It is
expected that all students read and understand the Policy and the
provisions outlined in the Catalog.
The highest standards of academic conduct are required. This is particularly true
for the proper citation of course and research material in all written assignments.
If you did not actually collect the data or independently arrive at the idea
presented, then a proper citation must be used. Citations (in the form of
parenthetical notes, endnotes or footnotes) must be used for quoted or
paraphrased text and any time you borrow an idea from an author, the
instructor, or your peers. Using someone else’s sentence or organizational
structure, pattern of argument and word choice, even if not exactly similar in
every respect, warrants citation. It is students’ responsibility to make sure that
their citations and quotation marks unambiguously highlight the ideas, words,
sentences, and arguments that they borrow from other sources. Paraphrasing is
not simply changing one or two words in a sentence; it completely reconstructs
someone else’s idea in your own words. For guidelines on appropriate citation,
quotation, paraphrasing, and plagiarism, see materials provided by the Indiana
University’s Writing Tutorial Center at
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and
Harvard University’s Expository Writing Program at
http://www.fas.harvard.edu/~wricntr/resources.html
Discussion with the instructor and your peers is encouraged before the
composition of written work; however, all written work, unless specified by the
instructor, is to reflect independent composition and revision. Students working
on group or collaborative assignments are expected to contribute equally to all
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tasks necessary for completion of the assignment.
Students are expected to follow all written and verbal instructions provided by
the instructor with regard to written assignments, quizzes and/or exams. In
addition to plagiarism, other impermissible academic behavior includes, but is not
limited to, collaboration without instructor consent, falsifying research data, illicit
possession of exams, using study aids during exams, unauthorized
communication about an assignment or exam, handing in others’ work as your
own, reusing assignments or papers from other courses, and impeding equal
access to educational resources by other students.
Time constraints, the demands of work and family, failing to read the University’s
Policy on Academic Honesty, unintentional misuse of sources, or a lack of
preparation do not excuse academic dishonesty or otherwise mitigate the
appropriate penalty. Penalty for a first offense is at the discretion of the
instructor.
If a student is uncertain about appropriate methods of citation or has a question
about the academic honesty policy, it is his or her responsibility to seek guidance
from the instructor, a University official, or another reputable source.
LATE ASSIGNMENTS
Assignments submitted late will be downgraded at the rate of 2% for each calendar
day of delay. Assignments are due via email by 11:59pm of the due date posted
to Blackboard.
POLICY FOR CELL PHONES AND LAPTOPS IN THE CLASSROOM
Cell phones will be off or on vibrate during all class sessions (excluding the
dinner break) to avoid distractions. Students should refrain from making or
taking non-critical personal or business cell phone calls during class sessions. If
a phone call must be taken, the student will exit the classroom.
Laptop use during class is limited to taking notes related to the lecture or class
discussions and/or researching material directly requested by the instructor.
Internet searches will not be used to support discussions or interaction during
class time unless specifically requested by the instructor. Students will not use
cell phones and/or laptops to surf the web, play games, read or generate
personal or business email, or text others in class or outside of class for any
reason during class time. Students in violation of this policy may be asked to
leave the classroom.
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COURSE SCHEDULE
Segment
Session 1
March 12
Reading
Topics
The Global Economy
Technological Change
Dicken Chps 1, 2, 3 - Shifts in the Global
Economy
Dicken Chp 15 – Environmental Impacts
(online)
Greene and Pick Chp 10. Environmental
Problems (note: this reading from
Activities
Online discussion of impact of
global fossil fuel flows (occurs
between pre-course and up to
Session 2)
Exploring the Urban Community: A GIS
Approach, 2nd ed., R. Greene and J. Pick
(Prentice Hall, 2012) is available on
Blackboard under “Course Readings and
External Links”).
Introd. to course
Session 2
March 19
In-class
Introd. to spatial analysis for global
business
Population, Global Cities, and Global
Business: Spatial Aspects
Dicken Chp 4 Technological Change
Dicken Chp 16 Economic Development,
Poverty, Population
Case study on international
economic migration.
ArcGIS Lab 1 Exercise (inclass). The exercise focuses
on the comparison of
petroleum and population
distributions in Asia and
Europe.
ArcGIS Lab Exercise on Asia-Europe
Petroleum and Population
Transnational Corporations
Session 3
March 26
(online)
International Trade and investment:
Spatial Aspects
Discussion of students’ Market
Analysis Exercise
Demo of The Geography Network
and other free online map services
Case Study of Mexican Tourism in
the Global Context
Session 4
April 2
In-class
Dicken Chp 5 – Transnational
Corporations
Dicken Chp 6 - The Role of the State in
the Global Economy
Dicken Chp 7 – Bargaining Process
between States and Transnational
Corporations
Readings, 3 cases from J. Pick, GeoBusiness (Wiley, 2008). Posted on
Blackboard. Cases are Norwich Union
(UK), Enmax (Canada), and Seaspan
(Canada)
Environment for International
Business.
Dicken Chp. 8 – Extractive Industries
Global Manufacturing
Dicken Chp 10 – Clothing
Global Logistics and Distribution
Dicken Chp 9 – Agro-Food
Dicken Chp 11 -- Automobiles
Dicken Chp 13 – Logistics, Distribution
Session 5
April 9
In-class
Global Agricultural business
Cities and Urban Economies
Readings (TBA) on cities and urban
economies
Discussion – export of U.S fast food
globally
April 16
(online)
Global Financial Services
Role and Influence of International
Organizations
Governance Organizations for the
Global Economy
-Manufacturing industry
analysis
ArcGIS Lab 2 Exercise (inclass). The exercise focuses
on the global distribution of
indicators of internet usage
and growth.
Online discussion of three
cases due (discussion between
Session 4 and 5)
ArcGIS Lab 3 Exercise (inclass). The exercise focuses
on China’s urban
agglomerations.
ArcGIS Lab on Global Internet Usage
and Growth
Session 6
-Market analysis exercise due
Dicken Chp 12 – Financial and other
Business Services
- Report on world governance
organization due
Dicken Chp. 17 – Making the World a
Better Place
ArcGIS Lab Exercise (TBA)
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Global Production Networks
Session 7
Supply Chains
Dicken Chap 14 Capturing Value Within
Transnational Production Networks
Readings (pick one of the three).
April 23
Gershenhorn, A. (2004). “The Making of a
Successful Global Supply Chain.” World
Trade 17(12):19-22.
(online)
Liker, J.K.and Choi, T.Y. (2004) “Building
Deeper Supplier Relationships.” Harvard
Business Review, December.
Session 8
April 17
In-class
The Developing World
International Business in the
Developing World
-Online discussion board
(provide PowerPoint to the
discussion board on one of the
3 articles). Occurs after
session 7.
Google Earth in-class exercise
on economic impact of
distribution of Chinese cities
Regmi, A. and Gehlhar, M. (2005).
“Processed Food Trade Pressured by
Evolving Global Supply Chains.” Amber
Waves 3(1):12-19.
Expatriate selection
assignment due
Reading TBA – Development and
Underdevelopment in the Developing
World
GIS Supply chain spatial
designs due
Reflective Learning Journal
The schedule may be changed depending on class requirements.
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References:
Ball, Donald A., Wendell H.McCulloch, Paul L. Frantz, J. Michael Geringer, and Michael
Minor. 2004. International Business: The Challenge of Global Competition. 9th Edition.
Boston: Irwin McGraw Hill.
Boyles, D. 2002. GIS Means Business, Volume 2. Redlands, CA: ESRI Press.
Greene, Richard P. and James B. Pick. 2006. Exploring the Urban Community: A GIS
Approach. Upper Saddle River, New Jersey: Prentice Hall.
Hill, Charles L. 2003. International Business: Competing in the Global Marketplace. 4th
edition. New York: McGraw Hill.
Krugman, Paul, and Maurice Obstfeld. 2002. International Economics: Theory and
Practice. 6th edition. New York: Addison Wesley.
Pick, James B. (ed.). 2005. Geographic Information Systems in Business. Hershey, PA:
Idea Group Publishing.
Pick, James B. 2008. Geo-Business: GIS in the Digital Organization. New York: John
Wiley and Sons.
Thrall, G. 2002. Business Geography and the New Real Estate Analysis. New York:
Oxford University Press.
World Bank. 2006. WDI (World Development Indicators) Online. Washington, D.C.:
World Bank. (Contains a wealth of data from 1960-2002 on countries and country
groups worldwise including economic, financial, social and other data.). Available as the
following UofR electronic library source on-campus only: World Development Indicators
Online (WDI)
Website links - general:
http://www.census.gov/ipc/www/idbpyr.html U.S. Census International Programs
Center (IPC). Population age pyramids for nations worldwide for 2000, 2025, and 2050.
http://www.census.gov/ipc/www U.S. Census International Programs Center (IPC) The
International Data Base (IDB) contains summary demographic data for nations
worldwide. Includes population projections to 2025 and population age pyramids 2005
and 2025.
http://www.cia.gov/cia/publications/factbook The World Factbook of the CIA (contains
some maps and a large data-base of social, economic, and governmental data for
nations worldwide.
http://www.geographynetwork.com The Geography Network (contains a wealth of map
and attribute data)
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http://www.progress.org/econolink/ EconoLink Best Web Sites (compendium of on-line
economics sites)
http://www.intute.ac.uk/socialsciences Intute Social Science Information Gateway.
Contains wealth of social science information. Based in the UK, but has worldwide data.
For this course, the sections on Business and Management, and Economics are the most
useful. Take a peek at Geography also.
http://rfe.org Resources for Economists on the Internet (large set of internet resources
on economics including spatial and mapping ones)
http://www.socialexplorer.com
It “provides easy access to demographic information about the United States. We
provide thousands of interactive data maps going back to 1790.” (Social
Explorer, 2011).
Fossil fuel Websites (for pre-week Discussion Board)
http://www.bp.com/genericsection.do?categoryId=92&contentId=7005893
BP’s Statistical Review of World Energy 2006. Many color maps, charts, and tables.
http://certmapper.cr.usgs.gov/rooms1.1/we/index.jsp?maxx=180.0&maxy=90.0&minx=
-180.0&miny=-90.0&service=country
World Energy Assessment from U.S Geological Survey. Click on “use map.” Click on a
country on the world map and it will give you the sources of energy information for the
country.
http://www.eia.doe.gov/oiaf/ieo/index.html
International Energy Outlook 2006 from U.S. Energy Information Administration. By
clicking on the cover image, you can obtain all or part of this report in .pdf format. Lots
of data and graphs, but not maps.
http://pubs.usgs.gov/dds/dds-060
World Petroleum Assessment 2000 from U.S. Geological Survey. U.S. Geological Survey
world assessment and maps of undiscovered petroleum reserves. Clicking on “World
Maps” gives a limited set of maps. More extensive maps and data are in the .pdf file for
Chapter AR (“Analysis of Assessment Results”).
http://www.eia.doe.gov/emeu/security/oilflow2.gif
Map of world oil flows 1997 from U.S. Energy Information Administration.
References – fossil fuels
“Who produces what.” New Statesman, Dec. 10, 2001. Map of key world areas of oil
production. Available on Proquest.
Country Websites (for Session 3 and Session 4 papers)
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https://www.cia.gov/cia/publications/factbook/index.html
CIA World Factbook. Contains a general map of nearly all countries worldwide and a
variety of social, economic, and political data. The rank order of the country can be
compared through worldwide look-up tables that are readily available.
http://devdata.worldbank.org/data-query
World Bank World Development Indicators – Data Query. This allows you to examine a
sample of data from the World Development Indicators in a format that allows you to
display tables, export to Excel, or convert to charts. Includes data on 54 variables over
the five years 1999 to 2003 for 208 nations and 18 groups of nations. If you export
into Excel, you can make further calculations in Excel and use its graphing features.
http://www.state.gov/r/pa/ei/bgn
U.S. Department of State Background Notes. Includes facts on countries worldwide
concerning “land, people, history, government, political conditions, economy, and
foreign relations.” Country orientation maps are available.
http://www.imf.org/external/country/index.htm#R
International Monetary Fund Country Information. For nearly all nations, gives access to
a variety of country reports, documents, and press releases from the IMF, covering
economics, finance, business climate, and social and political environment.
http://www.oecd.org/countrieslist/0,3025,en_33873108_33844430_1_1_1_1_1,00.html
OECD (Organization for Economic Cooperation and Development). Contains a wealth of
data on 33 advanced nations, plus the aggregated European Community. A wealth of
statistical tables are available on all the OECD nations by clicking on the left of the entry
screen on “Statistics.”
http://unstats.un.org/unsd/mi/mi.asp
United Nations Statistics Division. Millennium Indicators Database. This gives 48 key
social and economic indicators by nations worldwide over the past 15 years. Click to
the left under “Data” and “Country level data” to get the data. You can also find here
MDGInfo 2006, a database that is available online for free (you need to register). It
corresponds to the Millennium Development Goals Report 2006. There is a wealth of
other development data about countries as well.
Other UN Sites
http://unstats.un.org/unsd/economic_main.htm
Economic statistics
http://unstats.un.org/unsd/demographic
Demographic and social statistics
http://unstats.un.org/unsd/environment_main.htm
Environmental and energy statistics
Online Map Data (for Session 3 or Session 4 Paper)
http://www.lib.utexas.edu/maps University of Texas Austin Perry Castañeda Map
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Collection. This is a collection of online maps worldwide. They are downloadable as
map images, but not in digital form for mapping in ArcGIS. If you use them, be sure to
cite.
http://www.geographynetwork.com
The Geography Network
www.worldmapper.com World Mapper
A variety of world and national maps from commercial sources
www.gapminder.org Remarkable summary graphs and maps on world development
trends
Map Services (for Session 3 or Session 4 Paper)
http://www.geographynetwork.com
The Geography Network
(content type: “live data and maps”)
Downloadable Map Data (for Session 3 or Session 4 Paper)
http://www.esri.com/data/download/index.html
ESRI Downloadable Data for ArcGIS
(content type: “downloadable data”)
Background on Supply Chain – Reference Powerpoint from Wharton/MIT (for
Week 6 Powerpoint posting)
A Powerpoint from Professor Marshall Fisher of Wharton and David Simchi-Levi of MIT
on “Supply Chain Management”
http://www.eleechina.com/wpaper/The_Supply_Chain.pdf
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