provide a detailed analysis of the business model that McDonald’s employs to drive it global franchise operations.
provide a detailed analysis of the business model that McDonald’s employs to drive it global franchise operations.
Chapter1: Taking Risks And Making Profits Within The Dynamic Business Environment
Section: Chapter Questions
Problem 1CE
Related questions
Question
Several companies and firms fail due to not having a functional business model that has a profit driven strategy. In light of this assertion, provide a detailed analysis of the business model that McDonald’s employs to drive it global franchise operations.
elaborate in detail
![E-LEARNING FAILS IN A LARGE CORPORATION
Students from two universities in the Cape Province of South Africa, the University of the Western
Cape (UWC), and Stellenbosch University (SUN), collaborated on an e-learning course across two
disciplines: Social Work (UWC) and Social Psychology (SUN).
The two student bodies differ broadly in terms of race, culture and class: UWC tends to have more
students who would be classified as 'black' or 'coloured', and who come from relatively disadvantaged
backgrounds, whereas SUN tends to have more 'white' students, who come from more advantaged
backgrounds. The idea was to use the exposure to diversity as a springboard for reflecting on questions
of community and identity.
The course involved both a face-to-face component and an online component. The face-to-face part
consisted of two workshops one at the beginning and one at the end of the course. In the first
workshop, they drew pictures representing themselves and illustrating how they had arrived at the
point in their lives where they were doing this course.
After this workshop, the communication shifted online, and students engaged in conversation with
one another, in groups of five or six, about their pictures. The online work was beset by unexpected
technical challenges, in that the region suffered several severe power outages during the course.
After despite these difficulties, the vast majority of the students said they had enjoyed the process,
and had learnt valuable lessons from the interaction with people from diverse backgrounds.
Source: Rohleder et al (2008).](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Fd3fbb78b-7b6d-4e1e-a7cf-638370de1d93%2Fe1b66209-eaee-4a6f-ae08-95266b6ca784%2F12jrbf3_processed.jpeg&w=3840&q=75)
Transcribed Image Text:E-LEARNING FAILS IN A LARGE CORPORATION
Students from two universities in the Cape Province of South Africa, the University of the Western
Cape (UWC), and Stellenbosch University (SUN), collaborated on an e-learning course across two
disciplines: Social Work (UWC) and Social Psychology (SUN).
The two student bodies differ broadly in terms of race, culture and class: UWC tends to have more
students who would be classified as 'black' or 'coloured', and who come from relatively disadvantaged
backgrounds, whereas SUN tends to have more 'white' students, who come from more advantaged
backgrounds. The idea was to use the exposure to diversity as a springboard for reflecting on questions
of community and identity.
The course involved both a face-to-face component and an online component. The face-to-face part
consisted of two workshops one at the beginning and one at the end of the course. In the first
workshop, they drew pictures representing themselves and illustrating how they had arrived at the
point in their lives where they were doing this course.
After this workshop, the communication shifted online, and students engaged in conversation with
one another, in groups of five or six, about their pictures. The online work was beset by unexpected
technical challenges, in that the region suffered several severe power outages during the course.
After despite these difficulties, the vast majority of the students said they had enjoyed the process,
and had learnt valuable lessons from the interaction with people from diverse backgrounds.
Source: Rohleder et al (2008).
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