KIIS Austria-Bregenz, Summer 2019 · answered within a 24 hour time frame, and often sooner than that. Students will be notified when I am unavailable for Emails and/or phone calls

IDST 350: Leading in Diverse & Global Contexts

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KIIS Austria-Bregenz, Summer 2019

IDST 350: Leading in Diverse and Global Contexts

*This is an upper-level LEADERSHIP course (taught as LDR 460 @ Northern Kentucky University).

Professor: Dr. Jeff Zimmerman

Email: [email protected]

Syllabus subject to change

*This Syllabus is intended to function as a detailed guide for the student throughout this course. While it is

highly unlikely, events and situations can arise that require appropriate changes to the original Syllabus.

Therefore, the instructor (Dr. Zimmerman) reserves the right to make any changes when necessary. Students

will be notified accordingly in class (and by email) if any changes are made.

Required Text:

Zimmerman, Jeff (2019): COURSEPACK – IDST 350 – Leading in Diverse and Global Contexts PPT

Slides + Articles + Worksheets.

I have emailed all of you a copy of this and you are EXPECTED to bring a printed out HARD COPY of

this COURSEPACK to our 1st day of class.

Office Hours and Communication:

Because of the unique nature of summer classes (and the fact that we are abroad), my office hours will be

determined once we arrive in Bregenz. However, I am available via email ([email protected]) and will

respond as soon as possible (usually within 24 hours). Emails received during the business week are typically

answered within a 24 hour time frame, and often sooner than that. Students will be notified when I am

unavailable for Emails and/or phone calls. See Email tips below.

Weekend emails (received by me after 4:00 pm on Fridays) may not receive a response until

Monday (unless there is an emergency, in which case I will respond as soon as I am able…I check

my emails on the weekend, so, you can expect a reply within 24 hours in most cases).

Course Description: This course will explore leading in both diverse and global environments. Students will gain

appreciation for the importance of understanding both domestic diversity and global experiences and

viewpoints. This course looks at the multitudes of issues involved in leading in these dynamic contexts

by examining concepts such as race, ethnicity, sexual orientation, class, ability, gender, identity,

prejudice and privilege, worldview, holism, culture, the role of government, legal formalities, and

foreign language acquisition. Upon completion of this course, students will understand issues of

intercultural leadership and communication and build their capacities and skills for leading in diverse

and global contexts. Attention will also be given to dimensions of cross-cultural interactions in

organizational behavior.

Note: This Leadership course equates to "LDR 460 Leading in Diverse and Global Contexts" at Northern Kentucky University. Please speak to your academic advisor and/or campus study abroad office to determine the Leadership course equivalency at your home institution.

mailto:[email protected]




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Course Learning Objectives

As a result of this course, students will be able to:

Recognize issues of privilege and prejudice in varying environments

Describe diversity in domestic and global spheres

Identify global implications of decision-making

Identify and build skills necessary for leading diverse persons and viewpoints

Demonstrate leadership that engages creativity and challenges personal assumptions and biases

Comprehend and apply concepts of varying worldviews to leadership

Integrate experiences to become a citizen of organizations, communities, nations, and the globe.

Program-level SLO (Student Learning Outcome):

(Program SLO 4) Through this course, students will:

o Understand and apply fundamentals of diversity within the leadership process

Communication Policy

Email is the official means of communication for this course (outside of talking in class). Please check

your email regularly (i.e. every day).

Students are expected to check their Email regularly during the week. All assignments must be

submitted via EMAIL to Dr. Z. ([email protected]) unless otherwise instructed. If you have

any questions, please email me or talk to me in class.

My email: [email protected]

Some Thoughts from Dr. Zimmerman…

My expectations for you are to:

1) Complete all assigned readings (from a chapter or specific article) before the due dates.

2) Actively participate and be engaged in class discussions, activities, and exercises. The more actively

engaged you are, the more you will understand and know the material -- and others will also learn from you.

3) Have fun (yes, I mean that). I realize that some courses can be hard to follow or are too complex. This

course is not designed to be that way. I will try to make this course as interesting and relevant as I can for all of

you. I also know that it is easier to focus on the grade one seeks to earn than it is on what one is actually

learning while pursuing that grade. My advice to you all is to worry less about your final grades and

concentrate more on what topics you UNDERSTAND. If you can understand these topics (in your own

words) and you truly put forth effort to study and understand the topics better, then your grades will usually take

care of themselves.

All components of our class, including course material, readings, exercises, discussions, videos, and activities

will be covered on the exams (mid-term and final), of which you will be held accountable. I will let you know

exactly what topics you can expect to have on both exams (the mid-term is actually a “quiz”).




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GRADED COURSEWORK

General Instructions: All assignments are noted in this Syllabus and instructions will be given in class (NOTE:

many assignments will also have additional instructions that will be sent to you via email by Dr. Z.). Please turn

in all assignments via EMAIL to Dr. Z. on or before the due date. When you send me an assignment via email,

please double-check that your work has been attached to your email to me.

1) Discussion Boards (2 Discussion Boards at 5 points each = 10 pts total)

There are 2 different topics that you are required to write about (for example, Topic 1 and Topic 2)...These

are called “Discussion Boards”. Each student is required to write a response for each topic. Your individual

response for Topic 1 will be due during the 2nd week of class (on Tues., June 4 by 9:00 pm) and your

response for Topic 2 will be due during the 3rd week of class (on Tues., June 11 by 9:00 pm). Responses

should be in-depth and thought-provoking. In order to do this, the student should have sufficiently read the

readings. Students should demonstrate in their post that they have put thought into their response and are

building an understanding of key concepts being covered in the course. Again reading and mastering the

concepts from the readings and PowerPoint lessons will be necessary for effective completion of the

Discussion Boards.

Hint: I recommend reading your PowerPoints (PPTS) out loud on the weekend before a Module. Even

taking 10 minutes to skim the POWERPOINTS before the week can help your understanding

immensely.

Tips for Writing Each of Your 2 Discussion Board Responses:

You can save each one as a WORD document. (Save it and attach it to an email)

Your response must be at least 250 words (so, 3-4 paragraphs).

Discussion Board (DB1) – your WORD document emailed to Dr. Z. by TUES, June 4 @ 9 pm)

Discussion Board (DB2) – your WORD document emailed to Dr. Z. by TUES, June 11 @ 9 pm)

2) GLOBAL / DIVERSITY LEADERSHIP Experience PROJECT (2 sections) (70 points total)

1. The purpose of this assignment is to have you experience diversity in your community (in AUSTRIA or

anywhere else in Europe). First, you must select a group of individuals (3-10…or more) that are

different than yourself in some way. This may be in terms of culture, ethnicity, gender, sexual-

orientation, religion, class, or ability. Spend a minimum of two (2) hours * observing this group.

Hint: by “observe” I DO NOT mean that you sit on the sidelines and watch people (making them perhaps feel a

little uncomfortable); however, I mean that you should carry on with your daily routine (at work, at home,

grocery shopping, etc.) AND while going throughout your day, take note of a group of people whom you

believe to be different than yourself. Use this as your focus group. (NOTE: To qualify as a focus group, you

must have had in the past, or currently have, reasonable contact – at least spent 2 or more hours – total -- with

members from the chosen group since arriving in Austria). Now reflect on how you behave/behaved around

your chosen group (it may or may not be different than when you behave around people whom you perceive to

be similar to yourself). Perhaps you held the door open for your own cultural group, while feeling hesitant

doing it for a different cultural group? Or perhaps not.


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2. This project will be built in 2 parts, including:

1) “Part A” Section (25 points) – due THURS., May 30, @ 9 pm emailed to Dr. Z.

([email protected])

[Students will receive feedback from Dr. Z. on Part A by THURS., June 14 – via email]

- Students should use Dr. Z’s feedback in Part A to help them as they write their FINAL PAPER

(which includes a Part B + Revised Part A + 1 page Conclusion)

2) “Part B” Section + (Revised Part A) + Conclusion = (45 pts) – due MON. June 17 @ 9 pm

emailed to Dr. Z. ([email protected])

So, when you turn in Part B, it will be along with Part A + 1 page CONCLUSION…all submitted

together as 1 FINAL PAPER. So, the paper you turn in on MON., June 18 (aka. your FINAL PAPER)

will look like this (all together):

- Revised Part A

- Part B

- 1 page CONCLUSION (free writing…no correct answers…just thorough answers)

I will email you the REQUIREMENTS for each section before you arrive in Bregenz. Text submissions

for each section must be emailed to Dr. Z. ([email protected]) by the appropriate time (see schedule).

This “chunking” approach to the project provides students an opportunity to obtain instructor feedback that

can be used to revise and strengthen the FINAL submission. I will give you feedback on your “Part A” and

then you will be expected to complete your “Part B” on your own and prepare your Final Paper with my

feedback tips from Part A (that can also be transferred over to Part B). If you have questions, please feel free

to email me. I am here to help you.

3) Final Exam (Part 1 on Wed., June 20; Part 2 on Thurs., June 21)

Our Final Exam will be broken down into two parts (Part 1 on Wednesday, June 19; Part 2 on Thursday,

June 20) and will consist of questions pertaining to the concepts and theories learned in the class. Our

FINAL EXAM Part 1 (Wed., June 19 in class) is worth 40 points and covers topics from Ch. 1, 2 and 3.

Our FINAL EXAM Part 2 (Thurs., June 20 in class) is worth 50 points and covers topics from Ch. 4, 5 and

8. The final exam (Part 1 and Part 2) will only cover topics discussed in class (only information from the

PPTs and discussed in class will be on the Final Exam). I will tell you what topics will be included on the

final exam and what topics to avoid. The Final Exam will be made up of multiple-choice, fill-in-the-blanks,

and an essay.

Attendance Grading Criteria

Attendance Policy

KIIS program participants are expected to be punctual to and in attendance at all classes, presentations, meetings

and required excursions, and to remain with the program for the full academic period. Unexcused absences from

classes and/or mandatory meetings will result in a lowering of the student’s final grade, as will excessive tardiness.

Multiple unexcused absences could result in expulsion from the program. Any absence from an academic class

session must be excused for medical reasons.

A) An absence is an absence. The only exception will be a verifiable sickness or emergency.





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B) If you are going to miss a class, it is the student’s RESPONSIBILITY to EMAIL me

([email protected]) before class (preferred) telling me why you are missing the class. If you do not email

me, it will be considered an unexcused absence. I like having it in writing (so, even telling me you are going

to miss a class is not enough; you need to email me – thank you). Missing 1 class will result in a reduction of

1 (1) point per absence deducted from the student’s Attendance grade, with any additional absences deducted

from a student’s overall grade. If you miss 2 classes, you will lose 2 points. If you miss 3 classes (unless

there are extenuating circumstances), you are liable to be dropped from the course. Excused absences

(verifiable medical or family emergency) will not have a reduction in points.

C) Students late to class are subject to having points deducted from their Attendance Grade.

D) If you are LATE for a class, it is YOUR RESPONSIBILITY to tell me AFTER class that you arrived late.

This is because I will not stop class just to mark you down after you arrive late. That is why you need to come

and tell me AFTER class to be sure I give you credit for attending class.

E) A student attending all of our classes will receive the full 5 points for their Attendance Grade. So, it is

to your benefit to come to class.

In-Class Participation + Effort (5 points possible)

The criteria for grading “in-class participation” for the class are provided in the rubric shown below. Students

are expected and required to contribute to class discussions, ask questions, and participate in the individual and

group activities. Your participation in discussions contributes to your learning and the learning of classmates.

Just as with anything in life, you control how much you will take out of this course. The more you give to the

course, the more you will gain in return and grow as an individual and a leader. Most people who are

successful are usually those who have worked the hardest. Please give this course your all, ask good questions,

be willing to share and learn from others, and try to apply some of what you are learning to your life outside of

the classroom. To encourage your participation in class, I will award points to students based on the following

rubric.

In-Class Participation + Effort Rubric:

Grade / Pts Description

(5 pts)

Student always adds critical insights to class discussion--articulates knowledge of material--shares

personal and professional experiences in class discussions that add value to topics.

(4 pts) Student usually (although not always) adds insights to class discussion--reflects knowledge of material--

will share personal and professional experiences to class topics.

(2-3 pts) Student occasionally adds insights to class discussion--reflects some knowledge of class material--

sometimes shares personal and professional experiences with the class.

(0-1pts)

Student never or rarely adds insights to class discussion--reflects little knowledge of class material during

rare comments or when called upon for his or her thoughts on the topics.



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Assignments / Points

Assignment Possible Points

1. Weekly Discussion Boards (2x)

10 points total (5

points each)

10 points total (5

points each)

GLOBAL / DIVERSITY LEADERSHIP Experience PROJECT:

Sections (listed below) 70 total

2. Global/Diversity LDRSHP (Exp.)Project “Part A”

Assignment

>> 25

3. Global/Diversity LDRSHP (Exp.)Project “Part B”

Assignment (FINAL PAPER) = PART B + REVISED

PART A +1 pg. CONCLUSION

>> 45

4. FINAL Exam (PART 1 on Wed., June 19 in class) >> 40

5. FINAL Exam (PART 2 on Thurs., June 20 in class) >> 50

6. Attendance 5

7. Participation & Effort 5

Total Points 180

Grade Determination Process

Your final grade in the course will be determined by using the percentage points you receive out of the 180 possible points.

Points earned Total possible points (180)

I will use the following percentages (percentages will be rounded up-for example, 86.5 would round up to 87.00 and this would be a B+, whereas an 86.4 would be a B):

Grading Scale (based on total %)

Final letter grades are based on the following scale:

93.00-100% = A 73.00 – 76.99% = C

90.00 – 92.99% = A- 70.00 –72.99 % = C-

87.00 – 89.99% = B+ 67.00 – 69.99% = D+

83.00 – 86.99% = B 60.00 – 66.99% = D

80.00 – 82.99% = B- less than 60% = F

77.00 – 79.99% = C+

All assignments will be graded on the quality and depth of work, adherence to assignment instructions, APA style (if applicable), and writing style (e.g., grammar, spelling, and comprehensibility). Do not worry if you are a little shaky on the APA style. I will not deduct points if you miss a comma here or a period there. I am looking to see that you TRY and cite (even if the format of the citation is imperfect). With that said, you should always try and list some basic information each time you do an “in-text citation” (see “Citation Help” Section below) and each time you list your sources in a “Works Cited” page (again, see “Citation Help” Section below). The professor will indicate the specific criteria that will be used to grade assignments. However, if students are unclear about how an assignment will be graded, they should feel free to ask the professor at any time prior to the assignment’s due date.


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GENERAL COURSE POLICIES & EXPECTATIONS (Please Read)

Participation and Effort

This course is interactive. Students are expected and required to contribute to class discussions, ask

questions, and participate in the individual and group activities. Your participation in discussions

contributes to your learning and the learning of classmates.

Just as with anything in life, you control how much you will take out of this course. The more you give

to the course, the more you will gain in return and grow as an individual and a leader. Most people who

are successful are usually those who have worked the hardest. Please give this course your all, ask good

questions, be willing to share and learn from others, and try to apply some of what you are learning to

your life outside of the classroom. Students are expected to proofread their work and turn in work

reflecting their best effort.

Readings

Students are expected to read the assigned chapters and any supplemental reading that is provided for a

topic.

Writing and Written Assignments

Whatever road you take in life, there is no question that effective writing is a must. A large majority of

resumes are pushed aside each year because of simple grammar / spelling mistakes. Granted, we all

make mistakes in writing (myself included), but we need to allow ourselves the chance to ACCEPT that

we will make mistakes in writing, and then ALLOW ourselves the time to CHECK our work to find and

correct those mistakes. For example, even something as simple as an email is a place to easily practice

“checking”. I re-read and check my emails 3x before I send them (yes, of course there is a typo every

now and again; however, by re-reading it 3x, I significantly decrease the number of spelling /

grammatical mistakes). Please see each assignment for specific requirements, but also remember that my

general expectations about writing in this course are as follows: college-level, scholarly writing that is

clear, succinct and professional.

Additionally, college-level writing requires that you cite your resources, or references, when you obtain

information from a source. Citation of your material credits the individual or organization that provided

that information to you. Citation of references is necessary when material (e.g., facts and figures) and

ideas and concepts discussed in your writing are not your own ideas. Citations to the assigned course

material may be accomplished by indicating the text’s author(s), year of publication, and the page

number, as follows: (Zimmerman, 2019, Ch. 4 PPT, Slide 6). This is known as an “in-text citation”.

If you are referencing direct quotes (or phrases from the PPTs), you will want to include the slide # /

page #. In other words: always include page # / slide # when citing a direct quote, as this benefits all

course participants who may want to read further on the topic.

Citing course materials (such as PPTs) is perfectly fine (and probably convenient given the fact that you

will be somewhat limited in your access to libraries while in Austria. So, if necessary, cite things from

the PPTs . You can do it as follows: (Zimmerman, 2019, Ch. X PPT, Slide Y).

Citations of material outside of the assigned course material should include the full reference (e.g.,

author, date, title, publisher, etc.) to the material at the end of your post or assignment, and within the

writing itself, you should indicate where ideas came from by putting the author and date of the material


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in parentheses as follows (Author, date). If a direct quote, include the page # (Author, date, p.) or

(Author, date, pp. x-y).

Full Reference Example: (“in-text citation” and “Works Cited”)

Citation in your writing (“in-text citation”):

“For interactions within organizations, culture is a mix of personal, national, and corporate culture”

(Connerley & Pedersen, 2005, p. 40).

Listing the same source from your above “in-text citation” in a “Works Cited” section at the end of your writing:

Connerley, M. & Pedersen, P. (2005). Leadership in a diverse and multicultural environment: developing awareness, knowledge, and skills. Thousand Oaks, CA: Sage Publications.

Note: The professor wants to see that you are making an effort to cite references in a scholarly manner.

While period/comma placement is important in the reference, my greatest concern is on properly

attributing credit to the source of your information both in-text and on the reference page (so, do not

worry if you misplaced a comma, but please do have the author’s last name, the year of publication, and

page number).

Written essays should follow the following general APA style requirements:

Double-spaced type

1 inch margins on all sides

12-point Times New Roman font (I will also accept Calibri font)

In-text citations within the text

Cover page, including title of document and the author (your full name)

“Works Cited” page at the end of your paper.

Citation HELP

IN-TEXT CITATION:

Assertiveness, refers to the extent a society encourages individuals to be tough, confrontational, assertive, and competitive versus modest and tender (Connerley & Pedersen, 2005, p. 45). A person with a task-oriented style of leadership is similar to the person who by 10:00 am on a Saturday morning, has washed the car, done their laundry, and cleaned the house (Zimmerman, 2019, Ch. 4 PPT, Slide 5).

Works Cited at the end of your paper will look as such:

Works Cited: 1. Connerley, M. & Pedersen, P. (2005). Leadership in a diverse and multicultural environment: developing

awareness, knowledge, and skills. Thousand Oaks, CA: Sage Publications. 2. Zimmerman, J. (2019) Leading in Diverse & Global Contexts. IDST 350, Summer Semester, 2019. Ch. 4 PPT: Types of Leadership Styles.

If you have further on questions on this, please see: In-Text Citations Help (APA Style): http://owl.english.purdue.edu/owl/resource/560/02/ Reference (Works Cited) Help (APA Style):

https://docs.google.com/gview?url=http://owl.english.purdue.edu//media/pdf/20110928111055_949.pdf&chrome=true

o http://owl.english.purdue.edu/owl/resource/560/05/

Professionalism

Throughout the course we will work closely and may discuss subjects where individual differences in

perspective will arise. It is expected that each member of the class treats the other members with dignity

http://owl.english.purdue.edu/owl/resource/560/02/



http://owl.english.purdue.edu/owl/resource/560/05/


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and respect. Individuals' opinions should be respected and valued, even if they are not in line with your

own opinions. This course should be viewed as a “safe space” for all students.

Late Assignments Policy

All assignments are due on specified dates as noted in the course schedule and must be submitted in the

designated format. Note that all assignments submitted via EMAIL are date and time-stamped; for

assignments received up to two days past the due date, a 20% penalty is deducted per day. After two

days, points will be awarded only with prior agreement with the instructor. Reminder: Course

dates/times adhere to AUSTRIAN TIME. I realize that things can and do come up in your daily

responsibilities and I encourage you to contact me when such issues arise. Any extenuating

circumstances must be communicated as far in advance of the due date as possible. Avoid requesting

extensions after the due date.

Missed and/or Late Exams

Missed or late exams are not permitted, except for illness (requiring a doctor’s visit/note – which I will

probably already know about anyway), religious holidays, and funerals. Contact the professor as far in

advance of the missed exam as possible to agree on a plan for making up the exam or submitting it late.

Any extenuating circumstances must be communicated as far in advance of the due date as possible.

Again, I will do my best to accommodate your needs.

Ethical Behavior Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. Violations of academic integrity include, but are not limited to, cheating, plagiarism, multiple submissions, or misrepresentation of information in oral or written form. Such violations will be dealt with seriously by the instructor and the dean.

Students must understand that being unaware or lacking knowledge about exactly want constitutes

“cheating” or “academic dishonesty” is not an acceptable justification. College students are responsible

for educating themselves about cheating and academic dishonesty. They are also responsible for

maintaining an open dialogue with their instructors if they have questions about cheating or academic

dishonesty. Cheating and dishonesty in the college classroom are similar to issues encountered in the

work world; students must learn about these issues now and become responsible students and

professionals.

Plagiarism: Plagiarism consists of using another author’s words without proper identification and documentation. The fabrication of sources, or the act, deliberately or unconsciously, or passing another author’s work off as your own are also considered to be plagiarism. Words of wisdom: do not plagiarize…it is not worth the consequences (i.e. failing the class, etc.) Falsification: Falsification consists of deliberately changing results, statistics, or any other kind of factual information to make it suit your needs. It also consists of deliberately changing a sources’ intent by misquoting or taking out of context.

Multiple submissions: If you wish to turn in the same work or use the same research, in whole or in

part, for more than one course, you must obtain permission to do so from all professors involved. Failure

to obtain this permission constitutes academic dishonesty.

Note: Be sure to provide yourself with enough time to learn the concepts in this course and work

through the assignments. Academic dishonesty commonly results from being placed under time pressure

and/or lack of learning concepts necessary to complete assignments. Take strides to avoid these


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pressures on your decision making in this class. Remember that a paper completed with integrity is more

important than one turned in by the deadline. If you find yourself in a pinch, make strides to find extra

time elsewhere or request more time, per the professor’s policy above under “Late Assignments”.

Disability Accommodation KIIS will make every reasonable effort to provide accommodations for program participants with special needs

or disabilities, but we cannot guarantee that we will be able to do so. Be aware that many foreign countries do

not have comprehensive legislation comparable to the Americans with Disabilities Act (ADA). As a result,

businesses and other establishments operating in foreign countries may not be able to provide accommodations.

If you have a disability accommodation need, we recommend you contact your KIIS Campus

Representative, https://www.kiis.org/about-kiis/contact-us/campus-representatives/ early in your program

selection process so that s/he has time to discuss any specific needs, including which KIIS programs may be

best suited. You also are welcome to contact KIIS Assistant Director, Rebekah Golla, [email protected],

to discuss your disability accommodation needs (e.g. housing, transportation, excursions, class schedule, etc.).

Immediately after acceptance, notify KIIS Assistant Director, Rebekah Golla, or KIIS Office Manager, Haley

McTaggart, [email protected], if you have a special need or disability that might require any form of

accommodation abroad. Failure to notify KIIS may prevent you from participating on your KIIS program.

If you require any accommodations abroad, you must provide KIIS Assistant Director, Rebekah Golla, or KIIS

Office Manager, Haley McTaggart, an accommodation letter from your home campus’ disability

accommodation office that lists the accommodations you are eligible to receive. Please do not request

accommodations directly from your KIIS Program Director or other KIIS Faculty; the KIIS Office will your

KIIS Program Director and/or Faculty after we have received your above accommodation letter.

In some cases, you may need to make arrangements for a caregiver to join you on your KIIS program, should

your physician, campus disability accommodation office, or KIIS make such a recommendation or require it.

Title IX / Discrimination & Harassment Recent attention to gender discrimination and sexual harassment at colleges and universities reminds us of the

importance of adhering to standards of ethical and professional behavior. KIIS Study Abroad is committed to

supporting and encouraging safe and equitable educational environments for our students, faculty, and program

directors. Students, faculty, and program directors are required to be civil and treat each other with dignity and

respect. As such, harassment and/or discrimination of any kind will not be permitted or tolerated.

Sexual misconduct (sexual harassment, sexual assault, and sexual/dating/domestic violence) and sex

discrimination are violations of KIIS policies. If you experience an incident of sex/gender-based

discrimination, harassment and/or sexual misconduct, you are encouraged to report it to a) KIIS Assistant

Director Rebekah Golla (+1-270-779-8091) or KIIS Executive Director, John Dizgun (+1-270-227-2288), b)

WKU’s Title IX Coordinator, Andrea Anderson (270-745-5398 / [email protected]) or WKU’s Title

IX Investigators, Michael Crowe (270-745-5429 / [email protected]) or Joshua Hayes (270-745-5121 /

[email protected]). Please note that while you may report an incident of sex/gender based discrimination,

harassment and/or sexual misconduct to a KIIS program director and/or faculty member, KIIS program

directors and faculty are considered “Responsible Employees” of Western Kentucky University and MUST

report what you share to WKU’s Title IX Coordinator or Title IX Investigator.

If you would like to speak with someone who may be able to afford you confidentiality, you may contact

WKU’s Counseling and Testing Center, https://www.wku.edu/heretohelp/ at 270-745-3159.

For more information on KIIS Title IX, see https://www.kiis.org/students/health-safety/title-ix-clery/; additional

Title IX resources can be found here https://www.wku.edu/eoo/documents/titleix/titleixbrochure.pdf.

https://www.kiis.org/about-kiis/contact-us/campus-representatives/





https://www.kiis.org/students/health-safety/title-ix-clery/

https://www.wku.edu/eoo/documents/titleix/titleixbrochure.pdf


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Everyone should be able to participate on a KIIS program, attend a KIIS event, or work in a KIIS environment (e.g. KIIS

office) without fear of sexual harassment or discrimination of any kind. Be respectful of each other.

Organizational Leadership

Common Course Policies

The following policies apply to all courses taught by faculty in Organizational Leadership. Please note that

individual faculty may have specific applications of these policies in their syllabi.

1. Right to Revise a Syllabus:

A syllabus is required for every class and will be distributed at the beginning of each semester. Faculty

reserve the right to revise the course syllabus as needed. Changes in the specific course schedule may

happen frequently, so you need to keep abreast of these changes regularly. Should a major change occur

in the syllabus (e.g. moving a specified test date, changing the grading percentages, changing the

assignment types, etc.) the specific change will be announced at least a week in advance of any activity

due date (e.g. paper, test). Major revisions in a course grading scheme or mechanism will also be in

writing, which may include paper distribution, email, or posting to Blackboard or an appropriate online

forum.

2. Student Responsibilities to Meet Course Obligations:

You are responsible for all course assignments including class preparation, class attendance, class

activities, tests, papers, labs, projects, group work or other course assignments as assigned by your

professor for each of your courses. By reviewing the syllabus at the beginning of a course, you are

responsible for meeting all specific course obligations. Additionally, some faculty may even require that

each student initial a document to recognize their course obligations. Failure to attend classes, or meet

course obligations is a serious matter and it is your responsibility to communicate with the instructor

should you have difficulty with meeting any course obligation. Faculty may, at their discretion, reduce

grades or even fail you for not meeting specified course obligations, including but not limited to, class

attendance, taking tests at a specified time, turning in papers on time and in the format required and

other assignments. It is the faculty’s discretion to determine the consequences of not meeting a course

obligation, and many times the specific provisions and penalties are specified in the syllabus. Faculty may

also require written documentation verifying your inability to meet a course obligation.


12

COURSE SCHEDULE for IDST 350: Leading in Diverse and Global Contexts (LDR 460)

Summer, 2019, May 22 – June 23, Professor Jeff Zimmerman ([email protected])

Below is a tentative schedule of topics, assignments, and deadlines. Test dates will likely stand firm even if the content to

be covered changes. I will inform you of changes to the syllabus as they occur. Students are expected to read the listed

chapters or readings PRIOR to attending class.

Topic Module Readings Module Participation Activities (Due by 9:00 pm unless otherwise noted)

Module 1: May 26 - June 1 (Sun. – Sat.)

- Course Orientation

- Intro to Leading in

Diverse & Global

Environments

- Complexity of

Culture

SUN., May 26: *Syllabus & Schedule

Ch. 1: INTRO: Awareness, Knowledge, &

Skills * Read: Global/Diversity LDRSHP (Exp.) Project: General Project

Requirements (See Email sent from Dr. Z. before you arrived in

Bregenz)

MON., May 27:

Ch. 1: INTRO: Awareness, Knowledge, &

Skills + Class Exercise…

TUES., May 28: (No CLASS – Excursion to Lindau,

Germany) Place-as-Text

WED., May 29:

Ch. 2: The Complexity of Culture (Class

Exercise)

THURS., May 30:

Ch. 3: Cultural Frameworks and Their

Importance for Leaders

*Global/Diversity LDRSHP (Exp.) Project

“Part A” – due by THURS., May 30 @ 9 pm

– Email to Dr. Z. ([email protected])

Module 2: June 2 – June 8 (Sun. – Sat.)

- Understanding

Cultural Frameworks

and Their Importance

for Leaders

- Multicultural

Awareness

MON., June 3:

Ch. 3: Cultural Frameworks and Their

Importance for Leaders + Class Exercise

TUES., June 4:

Ch. 4: Multicultural Awareness, Knowledge,

& Skills (aka. Worldview & Identity) Determine your Myers/Briggs Personality by a quiz here: http://www.humanmetrics.com/cgi-win/jtypes2.asp

WED., June 5:

Ch. 4: Multicultural Awareness, Knowledge,

& Skills (aka. Worldview & Identity) Determine your Myers/Briggs Personality by a quiz here: http://www.humanmetrics.com/cgi-win/jtypes2.asp

THURS., June 6:

Innsbruck Excursion – Place-as-Text

Discussion Board (DB1) – your WORD

document emailed to Dr. Z. due by TUES,

June 4 @ 9 pm)


- Multicultural

Competencies

MON., June 10:

Ch. 5: Multicultural Competencies

TUES., June 11: (No classes)

Group Excursion – Place-as-Text

WED., June 12:

Ch. 5: Multicultural Competencies

Discussion Board (DB1) – your WORD

document emailed to Dr. Z. due by TUES,

June 11 @ 9 pm)



http://www.humanmetrics.com/cgi-win/jtypes2.asp

http://www.humanmetrics.com/cgi-win/jtypes2.asp


13


- FINAL Exam

- Managing Conflict

- Redefining LDRSHP

Through

Multiculturalism

- FINAL EXAM (Part

1 & Part 2)

MON., June 17:

Ch. 8: Managing Conflict Find your conflict management style here: see Conflict

Handling Style Worksheet

Determine your “hot buttons” in conflict here: http://www.conflictdynamics.org/products/cdp/hb/index.php

TUES., June 18:

Ch. 8: Managing Conflict Find your conflict management style here: see Conflict

Handling Style Worksheet

Determine your “hot buttons” in conflict here:

http://www.conflictdynamics.org/products/cdp/hb/index.php

Final Exam Review (in class)

WED., June 19:

FINAL EXAM (Part 1: Ch. 1, 2 & 3) in class

(40 points)

THURS., June 20:

FINAL EXAM (Part 2: Ch. 4, 5, 8) in class

(50 points)

Assignment Due: PART B + (Revised PART

A) + 1 page CONCLUSION of Global/Diversity

LDRSHP (Exp.) Project & Submit as FINAL

PAPER (all sections in 1 submission) via

EMAIL to Dr. Z. (due MON., June 17 @ 9:00

pm)

Final Grades will not be available until August (that is the WKU – KIIS policy)

Some adjustments to the course schedule may be necessary. If so, students will be notified by email and/or

course announcements through Blackboard.

Other Important Dates:

KEY DUE DATES

Assignment Points Due Date

1. Weekly Discussion Boards (2x) 10 points

total (5

points each)

See Course Schedule

Global/Diversity LDRSHP (Exp.) Project: Sections (listed below)

2. Global/Diversity LDRSHP (Exp.) Project: “Part A” Assignment 25 THURS., May 30 @ 9 pm

3. Global/Diversity LDRSHP (Exp.) Project: “Part B” Assignment

+ Revised Part A + 1 page CONCLUSION 45 MON., June 17 @ 9 pm

4. FINAL Exam(PART 1 on Thurs., June 19): Ch. 1, 2 & 3 40 WED., June 19 (in class)

5. FINAL Exam (PART 2 on Fri., June 20): Ch. 4, 5, 8 50 FRI., June 20 (in class)

Something to think about…

Try to learn something from school before you graduate…instead of just trying to graduate.



Documents

KIIS Austria-Bregenz, Summer 2019 · answered within a 24 hour time frame, and often sooner than that. Students will be notified when I am unavailable for Emails and/or phone calls