INDU 1033 – Managing Across Cultures...Business and MA International HRM. The module is part of these programmes as managing across cultures is extremely relevant for both international

BUSINESSFACULTY

ModuleHandbook2018-19

INDU1033–ManagingAcrossCulturesLevel7:15Credits

INDU1033,ManagingAcrossCultures,2018-19 2

Contents

1. WELCOME ............................................................................................................................................ 32. INTRODUCTIONTOTHEMODULE .......................................................................................................... 4

2.1 AIMS ............................................................................................................................................... 4

2.2 LEARNINGOUTCOMES .......................................................................................................................... 4

2.3 ENQUIRYBASEDLEARNINGANDRESEARCHLEDTEACHING ............................................................................... 4

2.4 EMBEDDINGEMPLOYABILITYINTHECURRICULUM ......................................................................................... 5

2.5 LEARNINGANDTEACHINGACTIVITIES ......................................................................................................... 6

2.6 EXPECTEDSTUDYTIME .......................................................................................................................... 6

2.7 ADDITIONALREQUIREMENTS .................................................................................................................. 6

3. CONTACTDETAILS ................................................................................................................................ 73.1 EXTERNALEXAMININGOFYOURMODULEANDPROGRAMMESOFSTUDY ............................................................. 8

4. MODULECONTENTANDDESIGN ........................................................................................................... 8

4.1 PLANNEDTERMDATES: ........................................................................................................................ 8

4.2 SESSIONPLAN .................................................................................................................................... 9

4.3 SESSIONREQUIREDREADING ................................................................................................................ 10

5. ASSESSMENTDETAILS ......................................................................................................................... 14

5.1 SUMMARYOFASSESSMENT .................................................................................................................. 14

TASK1CULTURALINTERVIEWANDPERSONALPROFILE ........................................................................................... 14

TASK2REFLECTIONONCROSS-CULTURALCOMPETENCIES ....................................................................................... 14

TASK3CASEANALYSIS ................................................................................................................................. 14

5.2 RULESFORANONYMOUSSUBMISSIONANDMARKING: .................................................................................. 14

5.3 DETAILEDDESCRIPTIONOFASSESSMENT ................................................................................................... 14

6. OTHERDETAILS .................................................................................................................................. 18


1. Welcome

WelcometoManagingPeopleAcrossCultures(INDU1033).Thismodulebringstogetherknowledgewhichenablesacriticalanalysisoftheissuesandcontextsrelatingtomanagementanddoingbusinessacrosscultures.Wewillexploreaspectsofnationalculturesandofculturaldiversity,andwewillcriticallyevaluaterelevantacademicresearchintheareaofcross-culturalmanagementtounderpinthepracticalandappliedwork.

Althoughthereisaneedtoacquireandadoptpracticalknowledgeonvarious–national–cultures,themodule,asitisdeliveredatapostgraduatelevel,impliesthatstudentsdeliverworkatahighacademiclevel.Substantialreadingofjournalsandotheracademicsourcesisakeyrequirementforpassingthismodulesuccessfully.Evidencefromthemoduleinthepast,however,hasalsoshownthatstudentsmayperformwellandatthesametimeenjoythemodule,becauseofitshighrelevanceforcurrentbusinessandgenerallyinternationallyoperatingorganisations,likemultinationals,supranationalbodiesofgovernanceandNon-GovernmentalOrganisations(NGOs).Furthermore,formanyofourstudentsthemodulehasaparticularrelevancebecausetheyhavealreadyapracticalexperienceofliving,studyingand,quitefrequently,alsoworkinginanothercultureandthereforecontinuouslybeingconfrontedwithothercultures.

Themoduleisdeliveredtopostgraduateprogrammes,includingtheMAandMBAInternationalBusinessandMAInternationalHRM.ThemoduleispartoftheseprogrammesasmanagingacrossculturesisextremelyrelevantforbothinternationalbusinessandtheInternationalHumanResourcepoliciesofcompanies.Themodulelooksatbothgeneralaspectsofinternationalbusiness,organizationalbehavior,and/orhumanresourcemanagement.

Thisdocumentoutlinesthemodule’smainfeaturesandprovidesyouwiththekeyinformationyouneedduringthemodule.However,ifyouneedanyinformationaboutthemodulepleasedonothesitatetocontactme.Iamveryexcitedbythissubject,asitenhancesourunderstandingoftheglobalisedworldwecurrentlylivein,andlookforwardtolecturingonthismodule.OnbehalfoftheteamoflecturersandtutorsIwishyouanenjoyableandinterestingtime.

Dr.Han-Huei(Crystal)Tsay

[email protected]


2. IntroductiontotheModule

The focus of themodule is the interactions between individuals from different cultureswithin andacross organizations. In this sense, cross-cultural management research responds to a businessenvironmentwhichischaracterisedbyglobalization, increasingnumbersofmultinationalcompanies,international negotiations and business activities. It also accepts that management processes andpractices in internationalorganizationsareaffectedbyculturaldifferencesbetweennations, regionsandorganizations.Theideaofdifferenceanddiversityiscentraltoanunderstandingofcross-culturalmanagement.Howthesedifferencesmapontogeographicalandsocialboundarieswill thereforebethe central question of themodule.Module topics are organized under two themes: Challenges ofglobalmanagersandthecontextinwhichtheyoperate(theme1)anddevelopmentofspecificglobalmanagement skills (theme2). This shouldenableus to identifyhowmanagersareable todealwiththesedifferencesinwayswhichfacilitatetheeffectiveachievementoforganizationalgoals.

2.1 Aims

The module intends to prepare students for responsibility for leading, managing, and developingpeoplewithinanorganisationateitheroperational,tacticaloramorestrategiclevel.Itexploresmajorcontemporaryresearchevidence,withafocusonthelinksbetweeneffectivepeoplemanagementanddevelopmentandpositiveorganisationaloutcomes.Thismoduleexaminesthewiderperspectivesofpeople in organisations operating globally. This includes the examining of differences betweennational cultures and the effects of national cultures and cultural diversity onmajor organisationalmanagementprocesses.

2.2 LearningOutcomes

Onsuccessfulcompletionofthiscourseastudentwillbeableto:

1. critically evaluate various perspectives on national and organizational cultures and theircontributionstounderstandingvariouslayersofcultures.

2. critiqueculturalbasiswithinexistingHRMandorganisationalpractices.3. develop personally successful methods to function effectively in a culturally diverse

environment,bothlocallyandglobally.4. identify opportunities and challenges of cultural influences on management practices

regardingcommunication,negotiation,motivation, leadership in theglobalenvironmentandobtainskillstomanageamulticulturalworkforce.

5. criticallyassesspoliciesofdiversityandtheirimpactonorganisationsandindividuals.

2.3 EnquiryBasedLearningandResearchLedTeaching

Enquiry-BasedLearning(EBL)

Definedas‘anapproachbasedonself-directedenquiryorinvestigationinwhichthestudentisactivelyengaged in theprocessofenquiry facilitatedbya teacher.EBLuses real life scenarios (forexample,fromcasestudies,companyvisits,andprojectwork)andstudentsinvestigatetopicsofrelevancethatfostertheskillsofexperimentaldesign,datacollection,criticalanalysisandproblem-solving’.

Theenquiry-basedlearninginthismoduleisthatmanycasesareusedintheseminar.Therefore,youwillbeexposed toquestions,problems,or scenarios.Yourmodule tutorwill facilitateyou to createquestions of your own, obtain supporting evidence to answer the question(s), explain the evidence


collected, collect the explanation to the knowledge obtained from the investigative process, andcreateanargumentandjustificationfortheexplanation.

Research-LedTeaching(TLD)

An element of EBL which involves faculty introducing students to their own research where it isrelevant to the curriculum being taught as well as drawing on their own knowledge of researchdevelopments in the field, introducing them to theworkofother researchers. TLDsees students asactiveparticipantsintheresearchprocess,notjustasanaudience.Thisisachievedbydiscussingsuchdevelopmentsinlecturesandclasses,andsettingreadinglistsincludingrecentresearchpublicationsatthe frontier of the field. The definition of a diverse assessment regime at the programme level(incorporatinganexpectationoffamiliaritywith,anduseof,suchpublicationsinassignments)andtheinclusionofprojectsateveryleveloftheprogrammeisalsofundamentaltoachievingtheseobjectives.

In thismodule, lecturerswill present academic perspectives onmanaging across cultures based onavant-garderesearch.Equally,weexpectthatstudentsuserecentresearchpublicationsinpreparationforcourseworkassignments.Themoduleleaderprovidesalistofrecommendedreadingandusesthe‘Olympic’systemtogivesomeguidanceonthedifficultylevelofthereadings.Fordetails,seesection2.7AdditionalRequirementsandsection4.3SessionRequiredandRecommendedReading.

2.4 EmbeddingEmployabilityintheCurriculum

a. CognitiveSkills

Beingexposedtoacomparisonofcultures(specificallynationalones)confrontsstudentswiththe

internationalenvironmenttheywillmostlikelyexperienceaftergraduation.Themoduledirects

studentsverymuchtothewayinwhichthesedifferentsystemsandculturesimpacttheway

individualsandorganisationsoperateacrossbordersandacrosscultures.

b. GenericCompetencies

Groupworkandpresentationskills–settinggoalsincludinginfluencing,planning,questioning,

listening,persuading,interpersonalsensitivity.Groupworkinseminarsinvolvesthecapabilityto

integratetasksandcommunicate.Anelementofreflectionisaddedwherestudentsareaskedto

reflectonthedevelopmentoftheircross-culturalcompetencies.

c. PersonalCapabilitiesandOrganisationalAwareness

Studentsareconfrontedwithoutsidespeakersandgaintheopportunitytodevelopemployabilityskills

outsidetheclassroom.Also,opportunitiesareofferedtofindoutaboutorganisationsandtheway

theydealorcoulddealwithregardtoexpatsandhowindividualscanbestcoopwiththedemandsof

sucharole–afeatureofapossiblecareerstudentsmaywanttopursue.

Studentswillbeconfrontedwithresearchersandresearchinthefield,whichcouldinvolve

opportunitiesforresearchintocurrenttrendsinHRMandhowMNCsoperateglobally.


2.5 Learningandteachingactivities

Teaching methods used in this module include lectures, case exercises and interactive groupdiscussions,self-assessments,video,andonlinequizzesanddiscussionforum.Learninginthismodulerequiresthestudent’sconstructiveparticipationandactiveinvolvementinbothclassdiscussionsandsmall group discussions. Themodule is designed to facilitate academic and student involvement inresearch, analysis, and dialogue. Small group discussions, in particular, are a key mechanism forfacilitatinglearningfromothergroupmembers.

Thiscourseemphasizesstudent-centeredlearning.Thereare12weeksoverall.Theteachingteammemberswillholdlectures,especiallyconcerningthetheoreticaltopics,andguidethecasediscussionsaswellasreflectionsonself-assessments.Studentswillcontributebyanalyzingcasestudiesandengagingwithpracticalexercisesinlearningsessionandreflectingupontheself-assessments.Eachsessionwillcompriseaone-hourlecturepresentationtodiscussatopicarea,andaone-hourseminarwherestudentswillworkingroupstoanalyselongcasestudies,executeapracticalexerciseand/ordeliverpresentations.Studentsarerequiredtoreadtheappropriatelearningmaterials(articles,casestudies,texts)andpreparenotesforeachsession.

2.6 Expectedstudytime

Activity Hours Overallpercentageoftotal

Scheduledteaching 24 16%

GuidedIndependentStudy 126 84%

Total 150 100%

2.7 AdditionalRequirements

StudentEngagement

Studentsarerequiredtoattendallsessions.Activestudentparticipationandpreparationforlecturesandtutorialsisessentialforthesuccessfulrunningofthecourse.Youarealsoexpectedtodownloadcertainfreestudentengagementapps(e.g.,Menti,Socrative)onyoursmartdevices.Despitethatonlyattendanceintheseminarisrecorded,itdoesnotmeanyoucanskipthelecture.Theseminarisnotareplacementofthelecture.Themoduleleaderreservestherighttotakelectureattendance.

RecommendedReading(seealsosection4.3)

Themoduleidentifiedspecificreading,mainlyjournalarticles,aslecturepreparationandfortheseminars.Thesearticleswillcoverspecificcasesortheoreticalargumentsinmoredepththanthetextbooksandwillbethebasisfordiscussionintheseminar.Themoduleleaderisusingthe‘Olympic’systemtogivesomeguidanceonthedifficultylevelofthereadings.TheBronzereadingisrequiredwhiletheSilverandGoldreadingisrecommended.Bronzestandardistheminimumrequirementofreadingthatyouwouldneedtopassthiscourse.Thismeans,readingandunderstandingaswellascritiquing“Bronze”textsinyourcontributionsinclass,yourpresentationand/oryouressayshouldget


youamarkinthe50s.Reading,understandingandanalysing“Silver”textsshouldgetyouamarkinthe60s.ManytextsDr.Tsayhasclassifiedas“Gold”aremainlytheoriginaltheoreticaltexts,soheretheemphasisisonunderstandingandthenapplyingthemtothesubjectmatter.Culturaltheoristsarebasedindisciplinessuchasanthropology,sociology,literarytheoryandphilosophy.Theyhavenotnecessarilydiscussedissuesofmanagement.Therefore,youmayreadthemwithaviewtowardsmakingthemrelevanttothesubjectarea.Ifyoucandothis,youdefinitelydeserveamarkofdistinction(70sandabove).

Onlineformativetasks(ExtendedLearning,EL)

Inordertosupportyourachievementofintendedlearningoutcomes,onlineformativetasksaredeveloped.Formativeassessmentiscommonlyusedintheclassroom,asasourceofongoingfeedbackwiththeaimtoimproveteachingandlearning.Thispedagogicalstrategyismoreproductivewhenroleissharedamongtheteachingteam,peers,andindividuallearners.DrTsayhasbeenusingonlineformativetaskstofacilitatestudentlearningsince2015.Herresearchshowedthatstudents’activeengagementinonlineformativetaskshelpthemselvesachieveacademicsuccess(ifinterested,seeTsay,C.H.,Kofinas,A.K.,&Luo,J.(2018).Enhancingstudentlearningexperiencewithtechnology-mediatedgamification:Anempiricalstudy.ComputersandEducation,121,pp.1-17.DOI:https://doi.org/10.1016/j.compedu.2018.01.009)

Eachweek,youareassignedtwotothreeExtendedLearningactivities,whichwillbepostedonMoodleapproximately1-2weeksbeforethelectureandseminar.Theyaredevelopedtohelpyouachievewellontheassessment,i.e.threeportfoliotasks,andthemodulelearningoutcomes.Whilesomelearning�ctivitiesareflexibleintermsofdeadline,othershavefixeddeadlineduetothenatureoftasks.Also,formativefeedbackwillbegiventocertainfixed-deadlinetasks.Youarerecommendedtokeepupwithweeklyonlineformativetaskswithin1weekofyourlectureandseminar.

3. ContactDetails Room Emailaddress Phonenumber

CourseLeader:

DrHan-Huei(Crystal)Tsay

QA159 [email protected] 02083319885

CourseTutors:

DrUlkeVeersma QA159 [email protected]

MrsCathFarrant QA145 [email protected]

MrArronPhillips [email protected]

MrsArchanaSinghKarki [email protected]

ProgrammeCoordinator:

AlexandraKubit-Hope

[email protected] 02083319840


Pleaseseeyourprogrammehandbookformoredetail.

3.1 ExternalExaminingofYourModuleandProgrammesofStudyExternalexaminingat theUniversityofGreenwichprovidesoneof theprincipalmeanswherebytheUniversity verifies, maintains, and enhances the academic standards of the modules and theprogrammeonwhichyouarestudying.TheyalsohelptheUniversitytoensurethatyourassessmentprocessesaresound,fairlyoperatedandinlinewiththepoliciesandregulationsoftheUniversityofGreenwich.Externalexaminers-academicstafffromotherHigherEducationInstitutionsorfromtheprofessions-are appointed as reviewers of yourmodules and your programmeof study for a period of 4 years.TheyprovidetheUniversitywithanumberofimportantservices.Forexampleexternalexaminerswill• Reviewandcommentonthestandardofkeyelementsofassessmentthatyouhavebeenset.• Reviewsamplesofstudentworkandconfirmwhetherthestandardisatthelevelexpectedfor

theawardyouarestudyingandwhetheritiscomparablewithotherInstitutionsthattheyknow.• Provide the University with an independent view of how well we conduct our processes for

markingandinternalmoderationofassessments.• AttendProgressandAwardsBoards(PABs)andcontributetodeliberationsforconferringyour

degree classifications and awards, assisting the University in treating all students fairly andconsistentlywith regard to our regulations. External examinerswill endorse the outcomes ofPABsbasedontheirscrutinyoftheassessmentsandthedeliberationsofthePAB. Nodegreeawardcanbemadewithouttheassentofanexternalexaminer.

• Report formally their findings to theUniversityat theendofeachyearand identifyourgoodpracticeaswellasmakingrecommendationsforimprovementsinthefuture.

External Examiner reports for your programme of study, or questions about the reports, can beretrieved by you contacting your local Academic Quality Unit Quality Manager, who is: NikkiMakinwa,[email protected]’tbeaskedtodo?External examiners will notmark your work personally and nor will they comment upon individualstudentperformanceorindividualworksintheirreportsorengageincorrespondencewithindividualsinrespectofgrades,marking,feedback,degreeclassandotherpersonalacademicmatters.Fortheseyouwillneedtospeaktoyourtutorsandprogrammeleader.Theexternalexaminerforyourmoduleofstudyis:Name: Dr.LynnMorrisUniversity/College CanterburyChristChurchUniversity

4. ModuleContentandDesign

4.1 PlannedTermDates:


TermOne FirstWeek(inductionfornewstudents) 17.09.18–21.09.18TermOneTeachingblock(universityweeks2–13) 24.09.18–14.12.18ModuleEvaluationFormcollectionforTerm1 26.11.18–14.12.18BankHolidays: 25.12.18,26.12.18,01.01.19Universityclosed: from12.30pm22.12.17,reopens02.01.18TermTwo FirstWeek(inductionfornewstudents) 07.01.19–11.01.19TermTwoTeachingblock(universityweeks18-29) 14.01.19–05.04.19ModuleEvaluationFormcollectionforTerm2 25.03.19–05.04.19BankHolidays: 19.04.18,22.04.19,06.05.18,27.05.18Universityclosed: from5:00pm19.04.19,reopens23.04.19TermThree FirstWeek(inductionfornewstudents) 29.04.19–03.05.19TermThreeTeachingblock(universityweeks34-45) 06.05.19–26.07.19Examweeks WinterExamPeriod(ifrelevant)(universityweek17) 07.01.19-11.01.19SpringExamPeriod(ifrelevant)(universityweeks33-35) 29.04.19–17.05.19Resit Exam Period /Summer Exam Period (if relevant)(universityweeks44/45)

22.07.19–09.08.19

Please note these dates are correct at time of publication – please check for updates at:http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=14.2 SessionPlan

TermOneUniWk

SessionTitleandDescription Readingtocomplete

Theme1:Challengesandthecontextofglobalmanagers

224/09-30/09

Lecture Introductiontomanagementacrosscultures:Challengesandresponsibilitiesforglobalmanagers(CT)

SteersCh1,2;MeyerIntro

Seminars Overviewofcourseassessment&caseanalysisguideline 3

01/10-07/10

Lecture Describingculture:Whatitisandwhereitcomesfrom(UV) SteersCh3Seminars Self-assessment:Developingglobaldexterity1a Molinsky(2007);

MolinskyCh3,44

08/10-14/10

Lecture Culturalandorganizationalenvironments:PartI(CT) SteersCh3,4Seminars Self-assessment:Developingglobaldexterity2a MolinskyCh2&7

515/10-21/10

Lecture Culturalandorganizationalenvironments:PartII(CT) SteersCh4Seminars Roleplayexercise:buildingcross-culturalsensitivityinthe

classroomb

622/10-28/10

Lecture Managingglobalassignments(CT) SteersCh11;Molinsky(2013)

Seminars Casestudy:Timeforachange:Managingcross-culturalissuesinBarbadosc

Theme2:

aThisseminarexerciseisrelevantforportfoliotask2.bThisseminarexerciseisrelevantforportfoliotask1.cYouwillfindthisseminaractivityusefulforpreparationforportfoliotask3.


Developmentofspecificglobalmanagementskills7

29/10-04/11

Lecture Thechallengeofmulticulturalworkgroupsandteams(CT)

SteersCh10;MeyerCh6;Ch2(p.54-57);Ch3(p.104);Ch8

Seminars Casestudy:Timeforachange:Managingcross-culturalissuesinBarbadosc

805/11-11/11

Lecture Communicatingacrosscultures(UV) SteersCh5;MeyerCh1,7,8

Seminars Casestudy:JohannesVanDenBoschsendsanemailc 9

12/11-18/11

Lecture Leadingglobalorganisations(CF) SteersCh6;MeyerCh4,5;Jvidanetal.(2010)

Seminars Casestudy:JohannesVanDenBoschsendsanemailc 10

19/11-25/11

Lecture Managingworkandmotivation(CT) SteersCh9;MeyerCh2Seminars Casestudy:KazOilc

1126/11-02/12

Lecture Managingethicalconflicts(AP) SteersCh8Seminars Casestudy:KazOilc

1203/12-09/12

Lecture Negotiatingglobalpartnerships(UV) SteersCh7;MeyerCh3Seminars Casestudy:TBAc

1310/12-14/12

Lecture Lessonslearned(CT) MolinskyCh6-8Seminars AssessmentQ&A Allrelevantmodule

material

4.3 SessionRequired(Bronze)&Recommended(Silver&Gold)Reading

Week Standard Reading2 Gold Geertz,C.(1973)TheInterpretationofCultures:SelectedEssays.NewYork,Basic

Books.,Chapter,“ThickDescription:TowardanInterpretiveTheoryofCulture”,pp.1-30.Kim,Y.Y.(2008)Interculturalpersonhood:Globalizationandawayofbeing.Internationaljournalofinterculturalrelations,32(4),pp.359-368.

Silver Fitzsimmons,S.R.(2013)Multiculturalemployees:Aframeworkforunderstandinghowtheycontributetoorganizations.AcademyofManagementReview,38(4),pp.525-549.Bartlett,C.A.andGhoshal,S.(2003)Whatisaglobalmanager?Harvardbusinessreview,81(8),pp.101-108.Johnson,J.P.,Lenartowicz,T.andApud,S.(2006)Cross-culturalcompetenceininternationalbusiness:Towardadefinitionandamodel.JournalofInternationalBusinessStudies,37(4),pp.525-543.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch1,2Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch1

3 Gold Minkov,M.,&Hofstede,G.(2011).TheevolutionofHofstede'sdoctrine.CrossCulturalManagement:AnInternationalJournal,18(1),10-20.Taras,V.,Steel,P.,KLirkman,B.(2016)DoesCountryEquatewithCulture?BeyondGeographyintheSearchforCulturalBoundaries,ManagementInternationalReview,56,455–487.

Silver McSweeney,B.(2002)Hofstede’smodelofnationalculturaldifferencesandtheirconsequences:atriumphoffaith–afailureofanalysis,HumanRelations,55(1),89–


118.Kirkman,B.L.,Lowe,K.B.,&Gibson,C.B.(2017).AretrospectiveonCulture’sConsequences:The35-yearjourney.JournalofInternationalBusinessStudies,48(1),12-29.Pitts,M.J.(2009).Identityandtheroleofexpectations,stress,andtalkinshort-termstudentsojourneradjustment:Anapplicationoftheintegrativetheoryofcommunicationandcross-culturaladaptation.InternationalJournalofInterculturalRelations,33(6),450-462.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch3,4Molinsky,A.(2013)Globaldexterity:Howtoadaptyourbehavioracrosscultureswithoutlosingyourselfintheprocess.HarvardBusinessReviewPress.Ch1,2,7Molinsky, A. (2007) Cross-cultural code-switching: The psychological challenges ofadapting behavior in foreign cultural interactions.Academy of ManagementReview,32(2),pp.622-640.

4 Gold Gerhart,B.(2008)Crossculturalmanagementresearch:assumptions,evidence,andsuggesteddirections.InternationalJournalofCrossCulturalManagement,8(3),pp.259-274.Søderberg,A.M.andHolden,N.(2002)Rethinkingcrossculturalmanagementinaglobalizingbusinessworld.InternationalJournalofCrossCulturalManagement,2(1),pp.103-121.

Silver Kirkman,B.,Taras,V.,Steel,P.(2016)TheBiggestCultureGapsareWithinCountries,notbetweenthem,HarvardBusinessReview.https://hbr.org/2016/05/research-the-biggest-culture-gaps-are-within-countries-not-between-themTaras,V.,Steel,P.,&Kirkman,B.L.(2011).Threedecadesofresearchonnationalcultureintheworkplace:Dothedifferencesstillmakeadifference.OrganizationalDynamics,40(3),189-198.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch3,4Molinsky,A.(2013)Globaldexterity:Howtoadaptyourbehavioracrosscultureswithoutlosingyourselfintheprocess.HarvardBusinessReviewPress.Ch3,4

5 Gold Rousseau,D.M.andFried,Y.(2001)Location,location,location:Contextualizingorganizationalresearch.Journaloforganizationalbehavior,22(1),pp.1-13.

Silver Gerhart,B.(2009).Howmuchdoesnationalcultureconstrainorganizationalculture?.ManagementandOrganizationReview,5(2),241-259.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch4

6 Gold Harvey,M.andMoeller,M.(2009)Expatriatemangers:Ahistoricalreview.InternationalJournalofmanagementreviews,11(3),pp.275-296.Lin,C.Y.Y.,Lu,T.C.andLin,H.W.(2012)Adifferentperspectiveofexpatriatemanagement.HumanResourceManagementReview,22(3),pp.189-207.

Silver Mahajan,A.andToh,S.M.(2014)Facilitatingexpatriateadjustment:Theroleofadvice-seekingfromhostcountrynationals.JournalofWorldBusiness,49(4),pp.476-487.Zhu,J.,Wanberg,C.R.,Harrison,D.A.andDiehn,E.W.(2016)Upsanddownsoftheexpatriateexperience?Understandingworkadjustmenttrajectoriesandcareeroutcomes.JournalofAppliedPsychology,101(4),p.549.DeNisi, A.S., DeNisi, A.S., Sonesh, S. and Sonesh, S. (2016) Success and failure ininternational assignments: A review and a proposed multi-dimensionalmodel.Journal of Global Mobility: The Home of Expatriate ManagementResearch,4(4),pp.386-407.


Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacross

cultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch11Molinsky,A.L. (2013)Thepsychologicalprocessesof cultural retooling.AcademyofManagementJournal,56(3),pp.683-710.

7 Gold Doney,P.M.,Cannon,J.P.,andMullen,M.R.(1998)Understandingtheinfluenceofnationalcultureonthedevelopmentoftrust.AcademyofManagementReview23:601-20

Silver Brett,J.,Behfar,K.,Kern,M.(2006)ManagingMulti-CulturalTeams,HarvardBusinessReview,85-98.Chua,R.Y.,Morris,M.W.andIngram,P.(2009)Guanxivsnetworking:Distinctiveconfigurationsofaffect-andcognition-basedtrustinthenetworksofChinesevsAmericanmanagers.JournalofInternationalBusinessStudies,40(3),pp.490-508.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch10Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch6;Ch2(p.54-57);Ch3(p.104);Ch8

8 Gold Merkin,R.,Taras,V.andSteel,P.(2014)Stateoftheartthemesincross-culturalcommunicationresearch:Asystematicandmeta-analyticreview.InternationalJournalofInterculturalRelations,38,pp.1-23.Kittler,M.G.,Rygl,D.andMackinnon,A.(2011)SpecialReviewArticle:Beyondcultureorbeyondcontrol?ReviewingtheuseofHall’shigh-/low-contextconcept.InternationalJournalofCrossCulturalManagement,11(1),pp.63-82.

Silver Vignovic,J.A.andThompson,L.F.(2010)Computer-mediatedcross-culturalcollaboration:Attributingcommunicationerrorstothepersonversusthesituation.JournalofAppliedPsychology,95(2),p.265.Gudykunst,W.B.,Matsumoto,Y.,Ting-Toomey,S.T.E.L.L.A.,Nishida,T.,Kim,K.andHeyman,S.(1996)Theinfluenceofculturalindividualism-collectivism,selfconstruals,andindividualvaluesoncommunicationstylesacrosscultures.Humancommunicationresearch,22(4),pp.510-543.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch5Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch1,7,8

9 Gold Stahl,G.K.andBrannen,M.Y.(2013)Buildingcross-culturalleadershipcompetence:AninterviewwithCarlosGhosn.AcademyofManagementLearning&Education,12(3),pp.494-502.

Silver House,R.,Javidan,M.,Hanges,P.andDorfman,P.(2002)Understandingculturesandimplicitleadershiptheoriesacrosstheglobe:anintroductiontoprojectGLOBE.Journalofworldbusiness,37(1),pp.3-10.Caligiuri, P., & Tarique, I. (2012). Dynamic cross-cultural competencies and globalleadershipeffectiveness.JournalofWorldBusiness,47(4),612-622.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch6Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch4Javidan,M.,Teagarden,M.,&Bowen,D.(2010).Makingitoverseas.HarvardBusinessReview,88(4),109-113.

10 Gold DeBotton,A.(2010).Thepleasuresandsorrowsofwork.EmblemEditions.

Silver Ros,M.,Schwartz,S.H.andSurkiss,S.(1999)Basicindividualvalues,workvalues,


• BronzereadingisrequiredwhileSilverandGoldreadingisrecommended.

andthemeaningofwork.Appliedpsychology,48(1),pp.49-71.Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacross

cultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch9Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch2

11 Gold Husted, B.W. and Allen, D.B., 2008. Toward a model of cross-cultural business ethics: The impact of individualism and collectivism on the ethical decision-making process. Journal of Business Ethics, 82(2), pp.293-305.

Silver Buller, P.F., Kohls, J.J. and Anderson, K.S., 2000. When ethics collide: Managing conflicts across cultures. Organizational Dynamics, 28(4), pp.52-66.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch8

12 Gold Ury,W.(2000).Thethirdside:Whywefightandhowwecanstop(pp.4-17).NewYork:Penguinbooks.

Silver Dinkevych,E.,Wilken,R.,Aykac,T.,Jacob,F.andPrime,N.(2017)Canoutnumberednegotiatorssucceed?Thecaseofinterculturalbusinessnegotiations.InternationalBusinessReview,26(3),pp.592-603.Imai,L.andGelfand,M.J.(2010)Theculturallyintelligentnegotiator:Theimpactofculturalintelligence(CQ)onnegotiationsequencesandoutcomes.OrganizationalBehaviorandHumanDecisionProcesses,112(2),pp.83-98.

Bronze Steers,R.M.,Nardon,L.andSanchez-Runde,C.J.(2016)Managementacrosscultures:Developingglobalcompetencies.CambridgeUniversityPress.Ch7Meyer,E.(2016)TheCultureMap:DecodingHowPeopleThink,Lead,andGetThingsDoneAcrossCultures.PublicAffairs.Ch3

13 Gold Earley, P. C., & Peterson, R. S. (2004). The elusive cultural chameleon: Culturalintelligence as a new approach to intercultural training for the globalmanager.AcademyofManagementLearning&Education,3(1),100-115.Gupta,A.K.andGovindarajan,V. (2002)Cultivatingaglobalmindset.TheAcademyofManagementExecutive,16(1),pp.116-126.

Silver Chao,M.M.,Takeuchi,R.andFarh,J.L.(2017)Enhancingculturalintelligence:Therolesofimplicitculturebeliefsandadjustment.PersonnelPsychology,70(1),pp.257-292.Reichard, R.J., Serrano, S.A., Condren, M., Wilder, N., Dollwet, M. and Wang, W.(2015) Engagement in cultural trigger events in the development of culturalcompetence.AcademyofManagementLearning&Education,14(4),pp.461-481.Weigl,R.C.(2009)Interculturalcompetencethroughculturalself-study:Astrategyforadultlearners.InternationalJournalofInterculturalRelations,33(4),pp.346-360.

Bronze Molinsky,A.(2013)Globaldexterity:Howtoadaptyourbehavioracrosscultureswithoutlosingyourselfintheprocess.HarvardBusinessReviewPress.Ch6-8


5. AssessmentDetails5.1 Summaryofassessment

AssessmentTitle Weighttowardsfinalgrade

Length DueDate AnonymousSubmissionRequired?

AnticipatedReturnDate

HeaderSheetnumber

Portfolio(threetasks)

100% 3,000 14.01.19at3-PM

Yes 04.02.19

Portfolio Wordlength WeightingTask1 Culturalinterviewandpersonalprofile 550words 15%Task2 Reflectiononcross-culturalcompetencies 450words 15%Task3 Caseanalysis 2000words 70%

5.2 Rulesforanonymoussubmissionandmarking:

TheUniversityhasadoptedanonymousmarkingonmostmodules,asresearchshowsthatthis isthefairestandmostequitableapproachforallstudents.Therefore,unlessinstructedbythemoduleleadertouseanon-anonymousapproachforaparticularreason,youarerequiredtoensureyoudonotincludeyournameanywhereonyourwork,i.e.itmustnotappearonthefrontofthedocument,inthetext,inheadersandfootersetc.Inaddition,youmustensurethatthefilethatyouuploadisonlyidentifiedbyIDnumberanddoesnothaveanamethatcanidentifyyou.WhenyouuploadinTurnItInyouwillbeaskedtogiveyoursubmissionatitle–againDONOTuseyourownnameinthistitle.The Business Faculty has made allowances that some assignment topics will not be submittedanonymously;thisincludessomeportfoliosandallfinalyeardissertations/projects.Ifyouareindoubt,pleasetalktoyourmoduleleader.ThereismoreguidanceinyourProgrammeHandbook.5.3 Detaileddescriptionofassessment

Portfolio–3000words–100%weightingoverall–3tasks

Task1–CultureInterviewandPersonalProfile–550words–15%weighting

Conducta culture interviewwithapersonwhohasadifferentnationality fromyours.Basedon theinterview,youthencreateapersonalprofileforyourinterviewee.Thefinalproductshouldbeintheessay format. That is, you should use full sentences and paragraphs in writing; avoid using bulletpoints.

Apotentialoutlineofthereportislistedasbelow.


• Averybriefintroductionofhowyoumeettheintervieweeandtheinterviewee’sdemographicinformation,suchasage,education,family,oroccupation(pseudonamecanbeusedtoprotecttheinterviewee’sprivacy).

• Yourpresentationofthepersonalprofilemayinclude:wheretheinterviewee’scountryislocated,howmanyandwhattypeofpeopleexistinthecountry,thingsthatthispersonvaluemostandleast,hisorhermannerismsindoingthingsdistinctfromotherpeople(inthiscaseotherculturesorcountries).Youmayalsofocusonhisorherdistinctanduniqueattributes,identifyinghisorherlikesanddislikes.

• Whendevelopingapersonalprofile,focusingyourdescriptionsontheseareasbasedontheoreticalmodelsofculturaldifferences:

o Roles:includingindividualmembers’roleswithintheculturegroup,thefamily,andthesociety.

o Relationshiptoauthority.o Perceptionoftime.o Riskpropensity-uncertaintyavoidance.o Perceptionofspace.o Communicationpattern.o Religion-ritualsandsuperstitions.

• Regardingtheoreticalmodelsofculturaldifferences,youmayreferenceSteerschapter3&appendix(p.378-391),MeyerIntroduction,and/orMolinskychapter3.

• ExamplesofpersonalprofilewillbegivenonMoodle.

Notethatthemainpurposeofthistaskistoenhanceyourinterculturalsensitivitybyusingthetheoreticalmodelstounderstandnationalculturaldifferencesandculturalcomplexitiesandcontradictions(seeSteersetal.2016,p.63).Therefore,yourdescriptionsoftheinterviewee’spersonalprofileshouldstillberelatedtothecross-culturalmanagementliterature.Youranalysesofculturaldifferences,complexitiesandcontradictionsshouldbeembeddedinthestoryofyourinterviewee,notbeseparatedfromit.Finally,youmayincludeyourinterviewprotocol(i.e.,alistofinterviewquestions).However,itistotallyoptionalandisnotincludedinthewordcount.

Task2–ReflectiononCross-culturalCompetencies–450words–15%weighting

Basedonyour learning inthecourse,useareflectivemodelandcriticallyreflectonhowyourcross-culturalcompetencieshavedevelopedthroughoutthecoursetime.Thatis,wespecificallywouldliketoknowyour“learninggain”derivedfromthiscourse.TohelpyouprepareforTask2,youareinvitedtotakeaweeklylearningdiaryasaformativetask.Feedbackwillbegivenifyoucompleteeachweek’slearningdiarybyitsdeadline.ThelinksareavailableonMoodleundertheboxtitled“weeklylearningdiary”andthedeadlineisspecifiednexttothelinkofeachlearningdiary.

Therearemanymodelsofreflection,thefamousonesbeingKolb’sexperientiallearningcycle(1984),Gibbs’reflectivecycle(1988),andSchÖn’sreflection-in-actionandreflection-on-action(1983).ChooseONEmodelastheframeworkforyourownreflection.Ifyoupreferaholisticratherthansequentialapproach,youmayliketotryusingthe“naturalreflection”grid.Thisshouldbeusedalongsidethe“reflectivecompass.”Instructionsforuseareonthegrid.Formoreinformation,seehttps://www.smore.com/b1q2a.

Task3–CaseAnalysis–2000words–70%weighting

Conducta thoroughanalysison theassignedcasestudy (posted inWeek5). Linkyouranalysis toatleastTWOrelevanttopicscoveredinthecourse,forexample:


1. Challengesandresponsibilitiesforglobalmanagers2. Culturalandorganizationalenvironments3. Managingglobalassignments4. Thechallengeofmulticulturalworkgroupsandteams5. Communicatingacrosscultures6. Leadingglobalorganisations7. Managingworkandmotivation8. Managingethicalconflicts9. Negotiatingglobalpartnership

Thereisnoexactwayofdoingacasestudyanalysis.Onewaytoapproachitistobreakacasedownbythefollowingsteps:

1) Identifythemostimportantfactssurroundingthecasepertinenttothetopicyouareexploring2) Identifythekeyissueorissuesinthecasebasedonyourunderstandingofthistopic3) Consideralternativecoursesofaction4) Evaluateeachcourseofaction(ieconsideritsimplications),and5) Recommendthebestcourseofaction.

Forfurtherinformationonwhattheseinvolve,see:http://wps.prenhall.com/bp_laudon_essmis_6/21/5555/1422312.cw/content/index.html

You can also use the case analysis guideline (Tompkins, 2002) provided in your first seminar (alsoavailableonMoodle,underResourceCentre&AssignmentHelp).Youwillpracticethiscaseanalysistechniqueinseminar6-12.

Remember,thoughcaseanalysisisaverypracticalapproach,youareexpectedtodoyouranalysisinproperacademicstyleandwithadequateengagementwiththeliterature.Previously,studentswhoachievedwelloncaseanalysisdemonstratedabilitiestointegratetheirunderstandingoffactualinformationofthecase,theoreticalexplanations,andfeasiblesolutionsinformedbytheliterature.

MarkingCriteria 100 marksallocatedtocriteria:

PortfolioTask1ContentIsthecontentofinterviewgenuineandauthentic?Doesthepersonalprofileincludedescriptionsthatarerelevanttotheoreticalmodelsofculturaldifferences?Doesthepersonalprofiledemonstrateculturalcomplexitiesorcontradictions?Doesthepersonalprofilereadlikeaninterestingstory?

10(70*15%)

PortfolioTask2ContentDoestheessaydemonstrateevidenceofthestudent’scross-culturallearninganddevelopmentofcross-culturalcompetencies?Isthereflectiongenuineandauthentic?

10(70*15%)

PortfolioTask3ContentDoesthereportoressaysetupaclearmainquestiontoaddress?Isthereevidenceofunderstandingthetopic?Isthereaclearandsoundthesisandsupportingarguments?Isthereevidenceofcriticalandindependentthinking?Doesthereportbringtogethertheliteratureinasignificantandcoherentmanner?

50(70*70%)

Research 20


Doesthestudentincludeareasonablenumberofreferencesfromacademicsourcesandmakeeffectiveuseofreferencesforallthreetasks?DoesTask1showevidenceofreferencingtoanytheoreticalculturaldifferenceframework?IsTask2basedonareflectivemodel?ForTask3,isthereevidenceofsubstantialresearch?CommunicationAre all three essay tasks well organised and logically constructed to achieve acomprehensivepieceofwritingwhilebeingmindfuloftheneedsofthereader?Areallthreetaskswrittenintheessayformat?Are all three essay tasks clearlywritten, spell checked and grammatically sound andreferencedappropriately?

10

Note:ThisyearastandardHROB-rubricisusedforonlinemarking.Thisisapremaderubric,includinggradespecifications.Wefollowtheproposedrubriccriteria:

RubricCriteria Weighting

Content 70%

Research 20%

Communication 10%

Requirements

1. Writeyouranswersinproperacademicstyle-particularlyensuringyouuseHarvard-stylein-

textcitationandreferencingwithacorrectlistofreferences.

2. Ifyouparaphrase(i.e.rewriteanymaterialsinyourownwords),youmustidentifytheoriginal

source.Youmustdemonstrateevidenceofextensiveresearchintothetopic.

3. SomeusefulinformationmayberetrievedfromtheInternet.However,workatpostgraduate

levelofacademicstudyshouldnotcontainmaterialfromtheInternetasthisisunreliablein

mostcasesandoftenconcernsobscureinformation.Onlyincaseswherewebsitescontain

reliableinformationstudentsareallowedtoincludewebsitesastheirsourceofinformation.

4. Fortheportfoliotasks,utiliseasufficientnumberofacademic-styleresources(e.g.journals,

textbooks,booksandjournals)tosupportyourpointsandtrytoensurethatyouusenoor

onlyasmallnumberofInternetsources.Pleasenotehowmanymarksareallocatedfor

academicandtheoreticalcontent.

5. Notethattherequiredwordlimitforyourassignmentsexcludesthecoverpage,referencelist

andanyfootnotesorappendices.


6. OtherDetailsThe majority of information relevant to you while you study at the University has been broughttogetherintoyourprogrammehandbook.Pleaserefertoyourprogrammehandbookforanyfurtherinformationyoumightrequireincluding:

• Howtosubmitassignments,

• Deadlinesandextenuatingcircumstances,

• Plagiarismandreferencing,

• Whotogotoforadviceorifyouareconcerned,

• Howtoprovideuswithfeedback,

• Keyadministrativeprocedures.

Documents

INDU 1033 – Managing Across Cultures...Business and MA International HRM. The module is part of these programmes as managing across cultures is extremely relevant for both international