 |
|
|
Item Details
| Title:
|
JAPAN'S NETWORK ECONOMY
STRUCTURE, PERSISTENCE, AND CHANGE |
| By: |
James R. Lincoln, Michael L. Gerlach, Mark Granovetter |
| Format: |
Hardback |
| List price:
|
£87.00 |
| Our price: |
£76.13 |
| Discount: |
|
| You save:
|
£10.87 |
|
|
|
|
|
| ISBN 10: |
0521453046 |
| ISBN 13: |
9780521453042 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
| Pub. date: |
16 August, 2004 |
| Series: |
Structural Analysis in the Social Sciences No. 24 |
| Pages: |
430 |
| Description: |
This book traces the evolution of Japanese business networks from the prewar period to the end of the century. |
| Synopsis: |
Japan's economy has long been described as network-centric. A web of stable, reciprocated relations among banks, firms, and ministries, is thought to play an important role in Japan's ability to navigate smoothly around economic shocks. Now those networks are widely blamed for Japan's faltering competitiveness. This book applies structural sociology to a study of how the form and functioning of this network economy has evolved from the prewar era to the late 90s. It asks whether, in the face of deregulation, globalization, and financial disintermediation, Japan's corporate networks - the keiretsu groupings particularly - have 'withered away', losing their cohesion and their historical function of supporting member firms in hard times. Using detailed quantitative and qualitative analysis, this book's conclusion is a qualified 'yes'. Relationships remain central to the Japanese way of business, but are much more subordinated to the competitive strategy of the enterprise than the network economy of the past. |
| Illustrations: |
25 line diagrams 40 tables |
| Publication: |
UK |
| Imprint: |
Cambridge University Press |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|