| Course | MT220 Global Business |
|---|---|
| Unit | Unit 3 |
| Paper type | Cultural comparison |
| Length | About 890 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT220 Unit 3
A Visit, a Meal and a Slower Yes: A Unit 3 Cultural Comparison of Selling Roasters in the US and Colombia
[Student Name]
Purdue University Global
MT220: Global Business
Unit 3 Cultural Comparison
[Instructor Name]
[Date]
Cascade Drum Works and the buyers described are composite and illustrative; the cultural patterns are generalizations from the sources and vary widely among individuals and regions; the sources cited are real.
Two Frameworks
Hall (1976) observed that in some cultures a listener reads a great deal from who is speaking, where and in what relationship, while in others the spoken or written words carry nearly all of the meaning; he called these high-context and low-context. He also contrasted monochronic time, in which people do one thing at a time on a schedule, with polychronic time, in which several conversations and relationships run at once and schedules bend to people. The United States sits toward the low-context, monochronic end; Colombia sits toward the high-context, polychronic end.
Hofstede (2001) offers a second lens. On his scales, Colombia scores far lower than the United States on individualism, about 13 against 91, and higher on power distance, about 67 against 40, and on uncertainty avoidance, about 80 against 46. Those three differences predict much of what follows: buyers who decide with family and trusted partners, who defer to the senior person in the room and who want to reduce risk before committing to an unfamiliar supplier.
Lewis (2006) cautions that such frameworks describe tendencies, not individuals, and that a seller should treat them as hypotheses to test with each buyer.
First Contact
At home, Cascade's first contact is usually an email from a cafe owner who has seen a machine at a trade show or online, followed by a phone call and a quote. In Colombia, a cold email from an unknown foreign company is easy to ignore. Introductions through a trusted person, a cooperative, a coffee association or another grower carry far more weight. The operating change is to work through introductions: ask the growers who sent inquiries to introduce Cascade to neighbors, and attend regional coffee events in person.
Meeting Pace
US buyers expect a short meeting that gets to specifications and price. Colombian growers are likely to expect the first meeting to be about getting to know each other, often over a meal at the farm, with business coming later or at a second meeting. Rushing to price can read as disrespect. The change is to plan two visits for every serious buyer and to budget the time and travel that requires.
Who Decides
A US cafe owner usually decides alone or with one partner. On a Colombian family farm, the decision may involve several family members and a senior figure whose approval is needed even if a younger relative leads the conversation. The change is to identify early who will decide and to make sure that person hears the proposal directly, not secondhand.
How Agreement Is Expressed
In a low-context setting, yes means yes. In a high-context setting, a polite yes may only acknowledge the proposal, and a reluctance to say no directly can leave a seller believing a deal is closer than it is. The change is to read agreement from actions, such as a request for a formal quote, a visit to see a working machine or a deposit, rather than from words alone.
The Written Contract
US buyers expect the contract to carry the deal, with detailed terms. Colombian buyers may see the relationship as the real agreement and the contract as a formality, and may expect flexibility later if circumstances change, such as a bad harvest. The change is to keep the contract clear but short, explain each term in conversation and build in a sensible payment schedule that anticipates harvest timing.
Staying in Touch After the Sale
At home, after-sale contact is mostly service calls. In Colombia, a buyer who has made a large purchase from a foreign company is likely to value continued personal contact, a call during the harvest, a visit when the technician is nearby, as proof that the seller will stand behind the machine. The change is to schedule relationship visits, not only service visits, and to have a Spanish-speaking contact who knows each buyer by name.
In Tacoma the contract closes the sale; on a farm near Pereira the relationship does.
A Note on Region
Colombia is not one culture. Business in Bogota, the capital, moves faster and more formally than on a farm in the coffee axis, and buyers in Medellin are known for direct commercial talk. The patterns above fit rural growers best, which is where most of Cascade's inquiries came from. A cafe chain owner in Bogota may buy much the way an American cafe owner does, and the firm should not apply the farm approach where it does not belong.
What Changes for the Firm
The comparison points to three practical changes. Cascade needs a Spanish-speaking person, employed or through a distributor, who can build relationships over months rather than weeks. It needs a longer and more expensive sales cycle in its plans, with two or more visits per sale. And it should expect fewer, larger and more loyal customers than at home, since a grower who trusts the firm is likely to recommend it to neighbors.
References
Hall, E. T. (1976). Beyond culture. Anchor Press/Doubleday.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage.
Lewis, R. D. (2006). When cultures collide: Leading across cultures (3rd ed.). Nicholas Brealey.
What the MT220 Unit 3 assignment asks for
The third unit commonly asks you to compare business customs in the home and target countries and spell out how each gap changes the way the company sells. Most prompts expect one or two frameworks from the readings, such as Hofstede's dimensions, Hall's context and time distinctions or Lewis's model, applied to specific practices like meetings, negotiation, decision making and contracts. Describe practices rather than people, cite sources for each, and note variation by region, generation and industry to avoid stereotyping. Each comparison should end with what the firm should do differently. Personal experience can add detail but should not replace sources. A comparison table is common in your own version. Expect about four pages, citing cultural frameworks and the course text in APA 7.
Inside the MT220 Unit 3 example
The comparison opens with the contrast between a one-month email sale and a visit-based one. A frameworks section explains Hall's distinctions in plain terms, gives Hofstede's scores for both countries and adds Lewis's warning, which a margin note marks as protection against stereotyping. Six short sections follow, each setting US practice against Colombian practice and ending with a change: work through introductions, plan two visits, find the real decision maker, read agreement from actions, keep contracts clear but explain them in person and schedule relationship visits after the sale. The highlighted line contrasts the contract closing a sale in Tacoma with the relationship closing it near Pereira. A note on region, with a second margin note, separates farms from city buyers, and the conclusion names three changes in staffing, sales cycle and expectations.
Reading the MT220 Unit 3 grading rubric
Cultural comparisons in MT 220 are generally scored on accurate use of frameworks, specific practices and the business consequences drawn. Frameworks earn credit when they are explained briefly and applied, not summarized at length. Each comparison should rest on a source and describe a practice. Graders reward papers that guard against stereotyping by noting regional and individual variation. The most important part is often the operating change after each comparison, since it shows why culture matters to the firm. A conclusion that turns the comparisons into a few concrete changes demonstrates judgment. Accuracy matters, including Hofstede's published scores. Hall, Hofstede and Lewis should appear in APA 7.
MT220 Unit 3 help: mistakes that cost points
Cultural comparisons often go wrong by describing national character in broad strokes, which reads as stereotype. Another frequent problem is explaining frameworks at length and never applying them to business practices. Some writers compare cultures without saying what the company should change. Others rely on personal anecdotes in place of sources. Regional differences are often ignored, though they can be larger than national ones. Watch for scores or claims attributed to a framework that the source does not support. If you have family or work ties to the country, use them for detail alongside cited sources. Share the company, the two countries and the frameworks your section uses, and our writers can help build comparisons that end in practical changes.
Get an MT220 Unit 3 example written to your instructions
Name the home market and the foreign one your Unit 3 assignment sets, describe the firm's product, and attach the rubric. A custom comparison built row by row, each difference tied to one operating change, is returned in 24-48h. Nothing is charged for a first request, and frameworks your instructor assigned replace the ones used here. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT220 Unit 3 questions, answered
Which frameworks suit an undergraduate cultural comparison?
Hofstede's dimensions are common, and many MT220 papers pair them with Edward Hall's context and time distinctions or Richard Lewis's three categories. Use whichever the course materials introduce. One or two applied carefully to specific practices earn more than four summarized. Cite the author and the edition, since several frameworks have been revised over the years.
How do I avoid stereotyping in the comparison?
Describe practices, not people. Say what sources report about how meetings, contracts or decisions typically run, cite them, and note variation by region, age or industry. Avoid claims that everyone in a country behaves one way. A sentence acknowledging that individuals differ, followed by a plan that still works when they do, shows judgment graders tend to credit.
Can personal experience count as evidence here?
It can support a point but should not replace sources. Travel, family or work ties to the country help with detail, especially on regional differences. Present the experience as one observation, pair it with a published source, and keep the comparison on business practice rather than daily life, which the prompt rarely asks about.
Where can I find a free MT220 Unit 3 sample paper?
The full MT220 Unit 3 cultural comparison is on this page. It sets six US and Colombian business customs side by side for a roaster maker, applies Hall, Hofstede and Lewis, notes regional differences and includes margin notes.
What does the sample mean by reading agreement from actions?
A polite yes from a grower may only acknowledge a proposal. The sample suggests treating a request for a formal quote, a visit to see a working machine or a deposit as the real signs of agreement.