Google in China
In 2000, Google officially launched an official Chinese language site. This launch marked the beginning of the company’s provision of its services to the Chinese market. However, just around five years later, the company started to experience issues in this market. After the site was used to show Chinese security officers beating Tibetans, Google started experiencing censorship laws against some of its products, such as YouTube. The Chinese government also started interfering with Google’s business in favor of the local Baidu and Soso competitors. Between 2010 and 2016, Google made a series of decisions that would end the company’s services in mainland China (Tan & Tan, 2012). China was a large market for the company; thus, stopping the services in that country meant that the company would have to lose a lot of income.
According to Friedman’s doctrine, a company’s ethical responsibility is to maximize profits for its stakeholders. This philosophical approach to ethics discourages businesses from engaging in any activities that would reduce profits (Hill & Hult, 2019). Google has been engaging in several practices to try and compensate for the profits lost from the issues with the Chinese market. One of the ways the company has been trying to compensate is by maintaining its research labs in China. Although Google content was being censored, the company can still benefit from the research lab for its other markets. Google also launched a new search engine named Dragonfly in China, which meets the censorship standards of the country (Stevens et al., 2016). This way, Google is able to meet the country’s regulatory standards while still earning as much as possible for its stakeholders. The business would have been unethical if it had completely pulled out of the China market.
Hill, C., & Hult, T., (2019). Global Business Today Asia-Pacific Perspective. McGraw-Hill Education.
Stevens, C. E., Xie, E., & Peng, M. W. (2016). Toward A Legitimacy‐Based View Of Political Risk: The Case of Google and Yahoo in China. Strategic Management Journal, 37(5), 945-963.
Tan, J., & Tan, A. E. (2012). Business Under Threat, Technology Under Attack, Ethics Under Fire: The Experience Of Google In China. Journal of business ethics, 110(4), 469-479.
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[u03d2] Unit 3 Discussion 2
Google in China
Research (via the Capella Library or the Internet) the issue of cyber-freedom and Internet censorship in China as it relates to Google. Then Consider the Philosophical Approaches to Ethics (starting on page 125), including the Friedman Doctrine, when answering the following question:
- How does Google reconcile responsibility to its stockholders, as measured by company profits, with the issues and decisions they have made?
- Support your position with one additional resource from eitherglobalEDGE or the Capella library.
You must use proper APA references and in-text citations to identify both the textbook and your additional resource.
Respond to two other learners. When responding, consider whether this is how you would have reacted to the situation. Propose an alternative decision. Read what your classmates have posted about your discussion post and adjust your evaluation, based on their feedback.
- Discussion Participation Scoring Guide. (Looking for DISTINGUISHED – set up your paper to hit each Topic)
UNDERGRADUATE DISCUSSION PARTICIPATION SCORING GUIDE
Due Date: End of weekly
Percentage of Course Grade: 30%.a
|UNDERGRADUATE DISCUSSION PARTICIPATION GRADING RUBRIC|
|Apply relevant course concepts, theories, or materials correctly.
|Does not explain relevant course concepts, theories, or materials.||Explains relevant course concepts, theories, or materials.||Applies relevant course concepts, theories, or materials correctly.||Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.|
|Collaborate with fellow learners, relating the discussion to relevant course concepts.
|Does not collaborate with fellow learners.||Collaborates with fellow learners without relating the discussion to the relevant course concepts.||Collaborates with fellow learners, relating the discussion to relevant course concepts.||Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.|
|Apply relevant professional, personal, or other real-world experiences.
|Does not contribute professional, personal, or other real-world experiences.||Contributes professional, personal, or other real-world experiences, but contributions lack relevance.||Applies relevant professional, personal, or other real-world experiences.||Applies relevant professional, personal, or other real-world experiences to extend the dialogue.|
Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should respond to the posts of at least two of your fellow learners for each discussion question—unless the discussion instructions state otherwise. These responses to other learners should be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area.
To allow other learners time to respond, you are encouraged to post your initial responses in the discussion area by midweek. Comments to other learners’ posts are due by Sunday at 11:59 p.m. (Central time zone).
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