intercultural management module guide
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1
Intercultural Management
Module guide
Term: September- December 2015
Module leader: Dragos Dorobat
Contact email: dragos.doro@gmail.com
Third year level
2
Table of Contents Introduction to the INTERCULTURAL MANAGEMENT module ........................................................... 3
Semester plan synopsis ........................................................................................................................... 4
MODULE AIMS ........................................................................................................................................ 6
LEARNING OUTCOMES ............................................................................................................................ 6
OUTLINE SYLLABUS ................................................................................................................................. 6
LEARNING HOURS ................................................................................................................................... 7
INDICATIVE READING LIST ....................................................................................................................... 7
TEACHING LEARNING AND ASSESSMENT STRATEGY .............................................................................. 8
Opportunities for formative assessment and feedback ................................................................. 8
Weeks 1&2 Introduction to Culture ........................................................................................................ 9
Week 3 Exploring Culture: Frameworks and Components ................................................................... 11
Week 4 Motivation across cultures ...................................................................................................... 12
Week 5 Intercultural communication: communication channels – Nonverbal behaviour................... 12
Week 8 Intercultural communication: role of language ....................................................................... 13
Week 10 Conflict, disputes and negotiation across cultures ................................................................ 14
Week 12 Effective team-working in cross cultural contexts ................................................................. 14
Group presentations ..................................................................................................................... 15
Revision Weeks: ............................................................................................................................ 15
Assessment ........................................................................................................................................... 16
Group Presentations ............................................................................................................................. 16
Formal Examination - Exam .................................................................................................................. 17
Late submission of work/non-attendance at exams .................................................................... 18
Cheating ........................................................................................................................................ 18
Appendix 1 - Advice and structure of presentation ...................................................................... 19
Appendix 2 - Peer feedback form ................................................................................................. 20
Appendix 3 – Tutor feedback form ............................................................................................... 21
Appendix 4 Citing your references using the Harvard system (Author-Date) .............................. 22
3
Introduction to the INTERCULTURAL MANAGEMENT module
The world we live and work in is now incredibly international. We have never been more
likely to work and live alongside people from different backgrounds to our own. Cultural
differences, based primarily upon nationality, and regional heritage, form an important
dimension to the diversity we experience today. Culture also can be seen within industries,
sectors of business, occupations or professions and specific organisations themselves. This
module will focus primarily on national cultural differences and will introduce you to how such
differences can be understood and managed. In addition we will explore, and encourage you
to develop skills, which will help you work and live effectively alongside other cultures. This
may prove quite challenging on a personal as well as an academic level, but should prove
rewarding for your international career.
‘It was hardly the fault of the waitresses; they had never seen any world other
than their own isolated land of Tibet and had no idea how a Western
restaurant should work. The most basic rules of restaurant service were totally
alien concepts to them. No matter how many times it was explained that the
starter should be delivered before the main course they invariably made the
guests wait half an hour and then brought starter, main course and dessert in
every conceivable order except for the correct one. All the permutations and
combinations of dishes were tried out: main course first, soup next, dessert
last; all at the same time; none at all; only the drinks and not the food; the
starter for the adjacent table with a dessert that had never been ordered. The
waitresses considered it to be of little importance, as long as the guest
received his food he should be happy. Pointing out a mistake to the waitress
was inadvisable whilst the meal was still in progress. This would lead to
everything being grabbed from the table and rushed back into the kitchen. The
same food would come out ten minutes later (and ten minutes cooler) and the
waitress would try to remember who had been eating from which plate. It was
very complicated’ (Le Sueur, 1998, p.92).
Le Sueur spent five years managing the Lhasa Holiday Inn in Tibet and his book provides
some excellent (and entertaining) examples of cultural differences and attempts to manage
them.
Hoping you will find this module stimulating, interesting and useful and be able to draw on
the skills and knowledge effectively throughout your careers.
Good luck and I really hope you will be as engaged as you can!
Dragos Dorobat
4
Semester plan synopsis
Week No. Date
Lecture/seminar topic
15:40-17:10 & 17:20-18:50
Topics/activities covered:
Deadlines / tasks
Week 1
2nd of September
Introduction to
module
What is culture?
Why is studying culture important?
Activities: Students are required to pick a preferred culture; teams of 4-6 should be finalised by week 3
Undertake recommended reading
Week 2
7th of September
Defining Culture
Various definitions of culture
Myths surrounding culture
Culture dimensions
Activities: CCAI
Complete any unfinished seminar exercises and undertake recommended reading
Week 3
14th of September
Culture Dimensions
And Frameworks
Levels of culture
Cultural iceberg
Stereotyping
Cultural theorists: Geert Hofstede, Fons Trampenaars and Edward Hall
Complete any unfinished seminar exercises and undertake recommended reading
Week 4
21st of September
Motivation across cultures
Various definitions of motivation
Types of motivation: Intrinsic vs. extrinsic Motivational theorists Content vs. process motivation theory
Complete any unfinished seminar exercises and undertake recommended reading Plan presentations
Week 5
5th of October
Communication across cultures:
Nonverbal behaviour
Perception
Adaptors
Regulators
Paralanguage
Chronemics
Proxemics
Oculesics
Kinesics and haptics
Appearance
Other NVB
Complete any unfinished seminar exercises and undertake recommended reading Plan presentations
Week 6
19th of October
Motivation across cultures
In-class presentations on Motivation
Undertake recommended reading
Week 7 Communication In-class presentations on Undertake
5
12th of
October
across cultures: nonverbal behaviour
nonverbal behaviour recommended reading
Week 8
19th of October
Communication across cultures:
language
What is communication
Cross-cultural communication issues
Language
English- Lingua franca
Communication styles
Brief introduction to NLP
Complete any unfinished seminar exercises and undertake recommended reading Plan presentations
Week 9
26th of October
Communication across cultures:
language
In-class presentations on language communication
Undertake recommended reading
Week 10
2nd of November
Conflict resolution and
negotiation
Cultural endurance of dispute and conflict within organisations
Determining conflict and dispute resolution between cultures
Strategies for dispute resolution
Complete any unfinished seminar exercises and undertake recommended reading Plan presentations
Week 11
9th of November
Conflict resolution and
negotiation
In-class presentations on ‘Conflict resolution and negotiation’
Undertake recommended reading
Week 12
16th of November
Effective team working across
cultures
The importance of multicultural teams in contemporary organisations
Approaches which will engender creativity, consensus and cohesion, to ensure multicultural teams are effective
Complete any unfinished seminar exercises and undertake recommended reading Plan presentations
Week 13
23rd of November
In-class presentations on ‘Effective team working
across cultures’
In-class presentations on ‘Effective team working across cultures’
Undertake recommended reading
Week 14
30th of November
Recap and review
Reviewing the topics covered and literature. Discussing exam format
Complete all recommended reading and exercises
Week 15
7th of December
Recap and review
Reviewing the topics covered and literature. Discussing exam format
Complete all recommended reading and exercises
Week 16
14th of December
Recap and review
Reviewing the topics covered and literature. Discussing exam format
Complete all recommended reading and exercises
6
MODULE AIMS This module will develop students understanding of the concepts and frameworks used to
analyse and evaluate culture and cultural differences. Students will be required to use
theoretical propositions to critically evaluate the influence of culture on management
praxis, suppliers, customers and workforces. As future managers, students will explore the
impact culture has on management approaches. Specific intercultural management
competencies will be identified and evaluated, and students will have opportunities to
assess their own levels of intercultural competence.
LEARNING OUTCOMES On successful completion of this module,
students will be able to:
Graduate
Attribute
developed
Other GAs
developed
Taught,
Practised
Assessed
1. Identify and critically analyse the nature and impact of cultural differences.
Academic
literacy
Global
citizenship TPA
2. Discriminate the specific intercultural competencies required by managers
Academic
literacy
Global
citizenship TPA
3. Undertake research into different cultures, communication and management skills in order to illustrate the importance of intercultural competence
Research
literacy
Global
citizenship TPA
4. Demonstrate the ability to effectively manage personal learning and development
Critical self-
awareness
and personal
literacy
PA
5. Demonstrate the ability to express ideas and opinions, with confidence and clarity for a diverse audience.
Critical self-
awareness
and personal
literacy
PA
6. Demonstrate the ability to work productively in different kinds of team (for example informal, formal and multicultural groups).
Critical self-
awareness
and personal
literacy
PA
OUTLINE SYLLABUS Students will develop knowledge, understanding and skills in the following areas:
How culture can be understood and the different levels and ways it manifests in organisations and societies. Frameworks for understanding cultural differences will be explored as part of the development of this theoretical understanding.
The impact culture has on management praxis.
The knowledge, skills and competencies required by managers in intercultural contexts. This will involve considering issues such as language skills, multi-cultural teams, conflict management and resolution, communication, and motivation.
7
LEARNING HOURS Scheduled learning and teaching activities
Lectures 15 hours
Seminars, Practical classes 7,5 hours
Exam tutorials 4,5 hours
Guided independent study
Directed/independent study 23 hours
Preparation for assessments 20 hours
Total 70 hours
INDICATIVE READING LIST Alder, N.J. & Gundersen, A. (2008) International Dimensions of Organizational Behaviour.
International 5th edition. Cincinnati: South-Western Publishing.
Andrews, T. & Mead, R. (2009) International Management: Cross-Cultural Dimensions. 4th
edition. Oxford: John Wiley & Sons.
Comfort, J. & Franklin, P. (2008) The Mindful International Manager: Competences for working
effectively across cultures. York: York Associates International.
French, R. (2007) Cross-Cultural Management in Work Organisations. London: CIPD.
Guirdham, M. (2002) Interpersonal Skills at Work. Harlow: Prentice Hall.
Guirdham, M. (2005) Communicating Across Cultures at Work. Basingstoke: Palgrave .
Hall, E. T. (1973) Silent Language. New York: Anchor Press.
Hall, E. T. (1989) Beyond Culture. New York: Anchor Press.
Hampden-Turner, C. & Trompenaars, L. (2000) Building Cross Cultural Competence: how to
create wealth from conflicting values. Chichester: John Wiley.
Hodgetts, R. M. & Luthans, F. (2003) International Management: culture, strategy and
behaviour. New York, McGraw-Hill.
Hofstede, G. & Hofstede, G.J. (2004) Cultures and Organisations: software of the mind:
Intercultural competence and its importance for survival. 2nd edition. McGraw Hill: London.
Hooker, J. (2003) Working Across Cultures. Stanford, CA: Stanford University Press.
Lewis, R. D. (2006) When Cultures Collide: Managing Successfully Across Cultures. 3rd edition.
London: Nicholas Brealey.
Lewis, R. D. (2003) The Cultural Imperative: global trends in the 21st century. Yarmouth, ME:
Intercultural Press.
Martin, J. N. & Nakayama, T. K. (2003) Inter-cultural Communication in Contexts. 3rd edition.
Boston: McGraw-Hill.
Reisinger, Y. & Turner, L. (2012) Cross-Cultural Behaviour in Tourism: Concepts and Analysis.
Abingdon: Elsevier.
Schneider, S.C. & Barsoux, J. (2003) Managing Across Cultures. 2nd edition. Harlow: Financial
Times/Prentice Hall.
8
TEACHING LEARNING AND ASSESSMENT STRATEGY Students undertaking this module will be given the opportunity to:
Attend lectures to develop a critical understanding of the theoretical ideas outlined in the learning outcomes and indicative content
Participate in workshops and group presentations to apply, practise and evaluate the relevant theoretical arguments to the contemporary industries
Research and utilise academic and internet sources to develop an understanding of national cultural profiles and be able to identify the issues associated with cultural stereotyping.
Opportunities for formative assessment and feedback Formative feedback on the development of theoretical and practical understanding is
provided in the weekly seminars. It is also provided after students have undertaken a
presentation and led a discussion on a selected intercultural management competency.
9
Weeks 1&2 Introduction to Culture
Learning outcomes:
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Explain what is meant by the term culture and be able to identify why cross cultural
awareness and understanding are important for effective management
Introduce some of the myths surrounding culture
Explain the shifts in the global environment which are influencing the nature of
management praxis
Analyse how these shifts and trends impact upon the skills and competencies of
managers
Argue the case for developing cross cultural skills amongst managers and examine
the model of cross-cultural adjustment
Within these first sessions students will undertake an expectations questionnaire and a self–
orientation exercise. Students will also discuss the assessments and identify how they can
start work on them.
Students will need to register the ‘other’ culture that will be examined alongside own culture,
so some preliminary investigations will take place into specific cultures. In addition students
will use the article below to explore international management skills.
Crossing cultures
If you want to clinch that international deal, you need training, says John Crace Tuesday
October 14, 2003 The Guardian
Car manufacturers have a lot to learn. If Mitsubishi is wondering why the Pajero sold poorly
in Latin countries, they should check out the Spanish for wanker. And maybe Toyota should
have bothered to work out how the French might pronounce the MR2. Globalism brings its
own pratfalls. Brits are luckier than most when it comes to international business, as there's
a good chance everyone else will speak English; but, just because everyone is speaking the
same language, it doesn't mean everyone is saying the same thing. "Studies have shown
that language amounts to 20% of communication at most," says Jay Kettle-Williams, the
south-east officer for the regional language net- work, part of the Centre for Information on
Language Training. "The rest is body language and expression.” "Every culture has its own
idiosyncrasies, and structuring a business conversation using the typical British convention
of reasonableness, understatement, humour - ending with harmony - will either confuse or
insult someone from another country." With the prospect of multimillion-pound international
business deals going up in smoke through unintended, and perhaps unnoticed, failures in
communication, companies are now turning to cultural consultants to guide their staff
through these potential minefields. "We advise on everything that can make a difference,"
Kettle-Williams continues. "For instance, if it's raining in Paraguay, any meeting is
automatically cancelled. So it's important not to take offence if this happens. In some
countries it's considered polite to ask after some- one's family before getting down to
business; do that in conversation with a man in certain Arab countries and he might think
you're planning an affair with his wife.
10
"Every nuance - from shaking hands to eye contact - needs to be considered. Even colour
can be an issue. In India, for instance, purple is the colour of virginity, while white is only
used for death shrouds. As a general rule of thumb, you can't go too far wrong using colours
that are found in the national flag." There are endless anecdotes cataloguing other people's
disasters, but Kettle-Williams prefers to teach the wider issues and let people draw their own
conclusions. "If you make the point that the further east you travel the greater the importance
placed on respect for the individual, then you should be able to work out that casually
shoving a business card into your back pocket is going to cause offence in Japan." Richard
Cook, director of Global Excellence, runs a wide variety of cross-cultural training
programmes for business, ranging from conducting assessments on how to expand abroad
to highly specific courses for individuals. He believes that one of the biggest growth areas
has been cultural training in email. "More and more companies are putting together virtual
teams, who are based in different countries but never meet," he says. This puts a huge
stress on their 'netiquette'. We recently worked with four teams of medical researchers from
the US, UK, Japan and China. The US offended everyone by being too direct, the UK got
upset by the Japanese underlining key sentences and the Japanese were upset by the Brits
sending reminders for things they thought were still up for discussion." By way of diversion,
there's a light-hearted quiz on the Global Excellence website, where you can measure your
cross-cultural awareness. By pandering to my worst prejudices of corporate America, I came
up with a staggering 26 correct answers out of 42, which apparently means I'd be likely to do
well Stateside. So there's a clear message: if in doubt, resort to stereotype. Just look at the
new ads for HSBC bank - the model of cross-cultural excellence for anyone wanting to say
"Give us your money.”
http://www.theguardian.com/education/2003/oct/14/furthereducation.uk4
Jot down your answer to the following questions ….
1. What do you think of this article?
2. What are your initial views of working cross-culturally? Does it make things more fun,
more difficult, or is there little difference?
Reading/activity
Mead, R. & Andrews, T. (2009) International Management: Cross-Cultural
Dimensions. 4th revised edn.. Oxford: John Wiley & Sons - Chapter 1
Barker, S. & Hartel, C. (2004) Intercultural service encounters: an exploratory study
of customer experiences, Cross Cultural Management Vol. 11 No. 1 pp. 3-14
French, R. (2010 or 2007 versions) Cross-Cultural Management in Work
Organisations. London, CIPD- Chapter 2
Browaeys, M. J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall Chapter 1
You could try any introductory chapters from other relevant texts.
Deadlines
Please complete any unfinished seminar exercises and undertake the recommended
reading before next week’s session.
11
Week 3 Exploring Culture: Frameworks and Components
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Explain how culture manifests itself in nations, regions, industries, occupations,
functions and companies
Identify the problems associated with generalizations, stereotyping, and prejudice
when developing cultural understanding and awareness
Outline models of cultural orientation and differences
Review the levels of culture, artefacts and behaviour, beliefs and values, and basic
assumptions, to the types of culture identified earlier
Reading/activity
Browaeys, M. J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall Chapter 6
Reisinger, Y. & Turner, L. (2003) Cross-Cultural behaviour in Tourism: Concepts and
Analysis. Chapter 1, 2
French, R. (2010 or 2007 versions) Cross-Cultural Management in Work
Organisations. London, CIPD Chapter 3, 4
Schneider, S.C. & Barsoux, J. (2003) Managing Across Cultures. 2nd edn. Harlow:
Financial Times/Prentice Hall. Chapter 4
You could try any introductory chapters from other relevant texts if you have trouble
accessing these specific sources.
Deadlines
Please complete at least one of the cultural quizzes identified on the following websites and
note your reflections on your results.
http://www.global-excellence.com/quiz.php
http://www.kwintessential.co.uk/resources/culture-tests.html
Please remember to make a note of your answers before you get your scores on some of
these. Over the coming weeks please undertake other quizzes/ tests. Use the answers and
scores to help you comment upon your growing level of knowledge and understanding of
cultural differences.
12
Week 4 Motivation across cultures
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Identify how motivation is influenced by cultural differences
Analyse and recommend suitable motivational approaches and techniques to be
deployed for different cultural and occupational groups
Relate suitable motivational approaches and techniques
Reading/activity
Browaeys, M.J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall - Chapter 7.
Mead, R. & Andrews, T. (2009) International Management: Cross-Cultural
Dimensions. (4th revised ed.). Oxford: John Wiley & Sons - Chapter 7 (E book)
French, R. (2010 or 2007 versions) Cross-Cultural Management in Work
Organisations London, CIPD (STL) - Chapter 8
Deadlines
Please complete any unfinished seminar exercises and undertake the recommended
reading before next week’s session.
Week 5 Intercultural communication: communication
channels – Nonverbal behaviour
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Describe the issues associated with non-verbal communication in cross cultural
environments
Identify the importance of minimising misunderstandings to enhance intercultural
communication and the role motivation, and knowledge and skills play
Recognize why the management of uncertainty and anxiety are critical to effective
intercultural communication.
Reading/activity
Andrews, T. & Mead, R. (2009) International Management: Cross-Cultural
Dimensions. (4th revised ed.). Oxford: John Wiley & Sons – Chapter 9, 10
Browaeys, M.J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall - Chapter 17.
Jassawalla, A. Truglia, C. Garvey, J. (2004) Cross-cultural conflict and expatriate
manager adjustment, Management Decision Vol. 42 No. 7
Martin, J. & Nakayama, T. (2003) Intercultural Communication in Contexts. Ch. 11
13
Week 8 Intercultural communication: role of language
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Explain some of the challenges of intercultural communication, namely interpretation
issues, perception, attribution and cognitive styles.
Analyse how verbal messages and in particular language influence intercultural
communication.
Establish the importance of understanding cultural and subcultural variations in the
social meaning of verbal behaviour to improve our intercultural effectiveness.
Reading/activity
Adler, N.J. (1997) or (2001) International Dimensions of Organizational Behaviour.
South-Western Publishing - Chapter 3
Andrews, T. & Mead, R. (2009) International Management: Cross-Cultural
Dimensions. (4th revised edn.). Oxford: John Wiley & Sons - Chapter 6
Browaeys, M.J. & Price, R. (2008) Understanding Cross-cultural Management
Harlow: FT Prentice Hall - Chapter 16.
Feely, A.J. & Harzing, A. (2003) Language Management in Multinational Companies.
Cross Cultural Management. Vol. 10 (2). or
Huijser, M. (2006) The Cultural Advantage: A New Model for Succeeding in Global
Teams’ Intro. Chapters 1 -4
Lewis, R. (1999) When Cultures Collide: Managing Successfully across Cultures
Brearley. London - Chapter 7
Marschan-Piekkari, M. Welch, D. & Welch, L. (1999) Adopting a common corporate
language. IHRM implications International Journal of Human Resource Management
Vol. 10, No. 3
Martin, J. & Nakayama, T. (2003) Inter-cultural Communication in Contexts. (3rd
edn.) Boston, Ma: McGraw-Hill - Chapter 6
Deadlines
Please complete any unfinished seminar exercises and undertake the recommended
reading before next week’s session.
14
Week 10 Conflict, disputes and negotiation across cultures
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Distinguish different cultures endurance of dispute and conflict within organisations
Identify suitable routes to determining conflict and dispute resolution between
cultures
Justify suitable strategies for dispute resolution
Reading/activity
Andrews, T. & Mead, R. (2009) International Management: Cross-Cultural
Dimensions. (4th revised edn.). Oxford: John Wiley & Sons – Chapter 8
Browaeys, M.J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall - Chapter 17.
Groeschl, S. (2003) Cultural Implications for the Appraisal Process. Cross Cultural
Management. Vol. 10: (1)
Jassawalla, A. Truglia, C. Garvey, J. (2004) Cross-cultural conflict and expatriate
manager adjustment Management Decision Vol. 42 No. 7
Deadlines
Please complete any unfinished seminar exercises and undertake the recommended
reading before next week’s session.
Week 12 Effective team-working in cross cultural contexts
Learning outcomes
By the end of the lecture and seminar and having completed the recommended reading, you
should be able to:
Identify the importance of multicultural teams in contemporary organisations
Analyse the conditions, which foster team effectiveness and comment upon how they
can be developed in cross-cultural environments
Recommend approaches which will engender creativity, consensus and cohesion, to
ensure multicultural teams are effective
15
Reading/activity
Adler, N.J. (2008) International Dimensions of Organizational Behaviour. Cincinnati:
South-Western Publishing –Chapter 5
Browaeys, M.J. & Price, R. (2011) Understanding Cross-cultural Management
Harlow: FT Prentice Hall - Chapter 16.
French, R. (2010 or 2007 versions) Cross-Cultural Management in Work
Organisations London, CIPD - Chapter 6
Huijser, M. (2008) The Cultural Advantage: ‘A new model for succeeding with Global
Teams’ London, Nicolas Brealey - Chapter 10
Matveev, A. V. & Milter, R. G. 2004 ‘The value of intercultural competence for
performance of multicultural teams’ Team Performance Management Vol. 10 No. 5/6
Schneider, S. & Barsoux, J. (2003) Managing across culture. Harlow: Pearson -
Chapter 8
Deadlines
Please complete any unfinished seminar exercises and undertake the recommended
reading before next week’s session.
Group presentations
In weeks 6, 7, 9, 11 and 13, in groups of 4-6, students will be presenting various intercultural
issues in different national countries. More information is provided in the ‘Assessment’
section.
Revision Weeks:
Weeks 14-16 will be allocated for revision exercises and advice. During this time, the
recommended literature and previous exercise will be re-examined in order for students to
get a better understanding of cross-cultural management. Further information is provided in
the ‘Assessment’ section.
16
Assessment
The overall grade for this module will be made up considering the following
25% - group presentation – all students from the group will get the same grade; students
who are not participating in preparing the presentation will get 0%. You must inform the
module leader whether your team members are not participative. Student presentations are
graded by peers using the Peer feedback and module leader using the Tutor feedback forms
(see appendix)
25% - active participation during class. This includes your presence to lectures and
seminars, as well as the feedback given to other teams, proving that you are listening to
what other students are presenting.
50% - Formal examination
Group Presentations Group work processes - Strategies for successfully undertaking group work were
introduced during Week 1. Any group member who experiences difficulties with group work
processes and/or completion of the group work assignment should email the module leader.
Difficulties must be clearly set out and any claims must be substantiated by unequivocal
evidence (e.g., copies of emails).
Content - Demonstrates suitable understanding of intercultural issue or communication skills
by introducing key issues and debates, theories and concepts. Evidence of planning in notes
and slides. Interactive component engages audience. A structure is provided in the ‘advice
and structure of presentations’ appendix.
Analysis and Recommendations - Gathers and analyses appropriate evidence on
intercultural issue or communication skill. Considers issue or skill topic in relation to specific
cultures and cultural differences and the industry context. Engages audience in theory and
evidence through activities – links these analytical points into hand-out provided and slides
used. Provides suitable recommendations for effective issue understanding or skill
development in managers.
Presentation management - Clearly presents the material identified above, keeps within
time limit and provides the presentation audience with a suitable briefing hand-out and
engages them in a range of learning activities.
Useful websites for presentations:
http://geert-hofstede.com/
http://www.edwardthall.com/
http://www2.thtconsulting.com/
http://www.everyculture.com/
http://www.countryreports.org/
http://www.nationmaster.com/
http://globaledge.msu.edu/comparator
https://www.compareyourcountry.org/
17
Formal Examination - Exam
During the formal examination, students are allowed to bring an A4 sheet with any relevant
information written on it. However, the crib-sheet should adhere to the notes explained
below:
Notes on the crib-sheet
Every crib-sheet should:
Be signed individually by students
Have all the information referenced according to the Harvard referencing system (see
appendix 4).
Provide a bibliography at the end
Written information should incorporate the key points from the recommended reading
and any relevant websites
No restrictions on format
During the exam, the following are strictly forbidden:
Using mobile phones
Talking to colleagues
Using any other material besides the crib-sheet
Failing to respect the abovementioned rules will result in students being escorted outside the
examination room.
The exam will consist of:
Multiple answer questions
Open ended questions
Analytical reasoning questions
More information will be provided during the ‘Recap & review’ sessions during weeks14-16.
18
Late submission of work/non-attendance at exams
Students who do not prepare presentations and/or do not attend the examination, will
receive a mark of ZERO for that element of assessment.
If mitigating circumstances (for example, medical or personal circumstances) affect your
ability to meet an assessment deadline or attend an examination then it is ESSENTIAL that
you notify your module leader as soon as possible and in any case BEFORE an assessment
deadline or the start of an examination. You will be required to provide satisfactory
documentary evidence to support your claim. The only exception to this is for very short
extensions (up to one week) to an assessment deadline, where you may be allowed to self-
certify your difficulties if there is a valid reason why you cannot provide evidence.
If you submit a claim of mitigating circumstances later than an assessment deadline or the
start of an examination, then you will not only need to demonstrate that you were affected by
these circumstances but you will also need to provide evidence that you were unable to
submit your claim by the deadline.
Cheating
All assessments are intended to determine the skills, abilities, understanding and knowledge
of each of the individual students undertaking the assessment. Cheating is defined as
obtaining or attempting to obtain an unfair academic advantage. Cheating or assisting
someone else to cheat (including attempting to assist someone else to cheat) may be
subject to disciplinary action. Do not risk losing your degree and all the work you have done.
There are a number of different forms of cheating, although any form of cheating is strictly
forbidden not only those listed below. These are:
Submitting other people's work as your own – either with or without their knowledge.
This includes copying in examinations; using notes or unauthorised materials in
examinations; submitting work you have paid for as your own; impersonation – taking
an assessment on behalf of or pretending to be another student, or allowing another
person to take an assessment on your behalf or pretend to be you.
Plagiarism – taking or using another person's thoughts, writings or inventions as your
own. To avoid plagiarism you must make sure that quotations from whatever source
are clearly identified and attributed at the point where they occur in the text of your
work by using one of the standard conventions for referencing.
Collusion – except where written instructions specify that work for assessment may
be produced jointly and submitted as the work of more than one student, you must
not collude with others to produce a piece of work jointly, copy or share another
student's work or lend your work to another student in the reasonable knowledge that
some or all of it will be copied.
Duplication – submitting work for assessment that is the same as, or broadly similar
to, work submitted earlier for academic credit, without acknowledgement of the
previous submission.
Falsification – the invention of data, its alteration, its copying from any other source,
or otherwise obtaining it by unfair means, or inventing quotations and/or references.
Custom Writing Services – this includes the use of any service which produces
custom materials for a fee or other benefit.
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Appendix 1 - Advice and structure of presentation
Students are expected to use the works of Geert Hofstede, Fons Trompenaars and Edward
Hall at least. Students are encouraged to extend the research to other theorists as well, and
to use a mix of theoretical and non-theoretical information, in order to provide a sound
cultural presentation. The more research and the more creative the presentation will be, the
better the grade. In preparing the presentations, students are required to use the
recommended reading that was sent via email.
Students should have at least a 2-hours face-to-face meeting with their team members. After
this, students can work on the project either online or have more meetings. It should take a
minimum of 10 hours to set a good presentation. Students are expected to make full use of
University facilities, use power point slides and print hand-outs for their audience, for an
enhanced engagement.
Presentations should last for no longer than 20 minutes, after which feedback will be given
by peers and the tutor in a 5-10 minute session.
Although the following structure should be adhered to, student creativity is encouraged in
regards to preparing the presentations.
Structure of presentations:
Introduction:
Introducing the team members and background information (optional)
Key facts about own culture (for most students, Russian)
Engagement with the audience
The national culture being presented (varies from group to group)
Key stereotypes
Business etiquette
Main cultural differences between home culture (Russian) and the given
culture. Cultural theorists and their defined dimensions should be used in
preparing this element
The topic given - This is the most important part of the presentation and it could be broken
down into different segments, depending on the theory provided. There are 5 topics covered,
spread amongst 15 national cultures:
Motivation
Communication channels – nonverbal behaviour
Communication channels – language
Conflict resolution and negotiation
Effective team-working
Conclusion
Concluding remarks should sum up key aspects from your presentation
Questions and feedback (5-10 minutes)
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Appendix 2 - Peer feedback form
Intercultural Management
Peer review of presentations - Topic: ………………
Team presenting:
Your team:
What three things have you learnt about this topic?
Three things you liked most or found effective about the presentation?
Suggest up to three improvements you might make to this:
What would you also like to know about this topic?
What sources could you use to develop your knowledge of this topic?
Overall grade (1-10):
Any other recommendations?
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Appendix 3 – Tutor feedback form
Feedback:
Team: ____
Positive feedback:
Constructive criticism:
Peer grade: ______________
Tutor grade: ______________
Final grade: ______________
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Appendix 4 Citing your references using the Harvard system (Author-Date)
Why is it important to cite references? • It is accepted practice in the academic world to acknowledge the words, ideas or work of others and not simply to use them as if they were your own. Failure to do this could be regarded as plagiarism • To enable other people to identify and trace your sources quickly and easily • To support facts and claims you have made in your text
There are 2 parts to a referencing system:
1. An in-text citation 2. An entry in the reference list/bibliography at the end of the assignment/work
1. In-text citations The in-text citation is placed at the exact point in your document where you refer to someone else’s work, whether it is a book, journal, online document, website or any other source. The following guidelines apply to all types of sources, including online documents & websites. It consists of author (or editor) and publication year, in brackets:
eg Agriculture still employs half a million people in rural Britain (Shucksmith, 2000). An author can be an organisation or Government Department (known as a ‘corporate author’):
eg (English Heritage, 2010) If there are 2 or 3 authors, both, or all 3, names should be given:
eg (Lines, Pritchard and Walker, 2007) 2 If there are 4 or more authors, cite the first author, followed by ‘et al.’ (in italics)
eg (Morgan et al., 2013) For several documents by the same author published in the same year, use (a,b,c):
eg (Watson, 2009a) If the author’s name occurs naturally in the sentence, only the year of publication is given:
eg In his groundbreaking study, Jones (2014) … If the date cannot be identified, use the phrase ‘no date’:
eg (Labour Party, no date) If there is no author, use a brief title instead (title is in italics):
eg (Burden of anonymity, 1948) Page number(s): These should be included when there is a need to be more specific, e.g. referring to specific information or data, or when making a direct quotation. Use p.(for a single page) or pp. (for more than one page). If page numbers are not given (e.g. for some ebooks), use the information that is available, such as 58%.
eg (Thompson, 2011, p.100) or (Thompson, 2011, 58%) Citing a web page: This should follow the preceding guidelines – so use author and date where possible; if no author then use title and date; if no author or title use URL and date
eg (www.ranepa.ru, 2014)
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Secondary sources: (this means a document which you have not seen but which is mentioned or quoted in one of your references). The two items should be linked with the term ‘cited in’ or ‘quoted in’:
eg …Turner’s analysis of development trends (2000, cited in Walker, 2004, p.53). NB for above example of secondary sources: You would only be able to include the source you have actually read in your reference list, so unless you have read Turner yourself you would only be able to include Walker in your reference list. It is good practice to try to read the original source (Turner) so that you can cite and reference it in addition to the source which mentioned it (Walker).
Handling Quotations in the text Short quotations may be run into the text, using single or double quotation marks (be consistent):
eg As Owens stated (2008, p.97), ‘the value of...’ Longer quotations should be separated from the rest of the text by means of indentation and do not need quotation marks:
eg Simone de Beauvoir (1972, p.365) examined her own past and wrote rather gloomily:
‘The past is not a peaceful landscape lying there behind me, a country in which I can stroll wherever I please, and will gradually show me all its secret hills and dates. As I was moving forward, so it was crumbling’.
2. Reference list/bibliography
At the end of your assignment/work you need to provide a complete list of all sources used. The entries in the list(s) are arranged in one alphabetical sequence by author’s name, title if there is no author, URL if no author or title – whatever has been used in the in-text citation, so that your reader can go easily from an in-text citation to the correct point in your list. All entries/references, including those for online resources, must contain author, year of publication and title (if known) in that order. Further additional details are also required, varying according to the type of source, as follows: Books: Ebooks which look the same as a printed book, with publication details and pagination: Reports – print and online (pdfs): 1 Author/Editor: Surname/family name first, followed by initials. Include all authors. For editors, use (ed.) or (eds). Remember that an author can be an organisation 2 Year of publication: Give the year of publication in round brackets, or (no date). 3 Title: Include title as given on the title page of a book; include any sub-title, separating it from the title by a colon. Capitalise the first letter of the first word and any proper nouns. Use italics. 4 Edition: Only include if not the first edition. Edition is abbreviated to ‘edn’. 5 Place of publication and publisher: Use a colon to separate these elements. If more than one place of publication, use the first or most prominent. 6 Series: Include if relevant, after the publisher.
eg Shone, A. and Parry, B. (2013) Successful event management: a practical handbook. 4th edn. Andover: Cengage Learning.
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Example of organisation/Government Department as author:
eg Department of Health (2012) Manual of nutrition. 12th edn. London: TSO. Example of book with no author:
eg Whitaker’s almanac (2013) London: J Whitaker and Sons. Ebooks for which bibliographic details such as page numbers are not available (typically on a personal edevice such as a Kindle): 1 Author/editor 2 Year of publication (in round brackets) 3 Title (use italics) 4 Available at: URL 5 (Downloaded: date)
eg Marr, A. (2012) A history of the world. Available at: http://www.amazon.co.uk/kindle-ebooks (Downloaded: 23 June 2014).
Chapter in book: 1 Author of chapter 2 Year of publication 3 Title of chapter (in single quotation marks) 4 ‘in’ and then author, title of complete book (in italics), place of publication, publisher, page numbers of chapter.
eg Smith, H. (1990) ‘Innovation at large’, in James, S. (ed.) Science and innovation. Manchester: Novon, pp. 46-50.
Journal articles, print and electronic: 1 Author 2 Year of publication 3 Title of article (in single quotation marks) 4 Title of journal (in italics) Capitalise the first letter of each word in title, except for words such as ‘and’, ‘the’, ‘of’ 5 Volume number (unbracketed), issue number and/or date (all in round brackets) 6 Page numbers 7 DOI (if an ejournal and if available) NB: URL and date accessed are not required, but you can include a DOI (Digital Object Identifier) if you wish Example of print or online journal article:
eg Matsaganis, M. (2011) ‘The welfare state and the crisis: the case of Greece’, Journal of European Social Policy, 21(5), pp.501-512.
Example of online journal article including doi:
eg Williams, J. (2000) ‘Tools for achieving sustainable housing strategies in rural Gloucestershire’, Planning Practice & Research, 15(3), pp.155-174. doi: 10.1080/02697450020000131
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Newspaper articles: Potter, R. (2013) ‘Time to take stock’, The Guardian, 20 May, p.15. Web page (the main webpage, not a pdf on the webpage): OXFAM (2013) Gender justice. Available at: http://policy-practice.oxfam.org.uk/our-work/gender-justice (Accessed: 12 June 2014). Pdf on webpage: [Follow guidelines on previous page for referencing books, ebooks and reports]. Report from a database: Mintel Oxygen (2014) ‘Prepared meals review – UK – May 2014’. Available at: http://academic.mintel.com (Accessed: 12 June 2014). Email: Saunders, L. (2010) Email to Linda Hinton, 18 August. [You can also use this pattern for other personal communications e.g. letter, conversation] Film on DVD: Pride and prejudice (2000) Directed by Simon Langton [DVD]. Based on the novel by Jane Austen. London: BBC Worldwide Ltd. Thesis: Matheson, C. M. (2004) Products and passions: explorations of authenticity within Celtic music festivities. PhD thesis. Glasgow Caledonian University. Available at: http://ethos.bl.uk/OrderDetails.do?did=5&uin=uk.bl.ethos.414865 (Accessed: 23 June 2014). Conference paper: Sattler, M.A. (2007) ‘Education for a more sustainable architecture’, Sun, wind and architecture: proceedings of the 24th International Conference on Passive and Low Energy Architecture. National University of Singapore, 22-24 November. Singapore: Department of Architecture, National University of Singapore, pp. 844-851. Interview: Taylor, F. (2014) ‘The future is bright’. Interview with Francis Taylor. Interviewed by Sally Ross for BBC News, 15 March. EndNote: This service enables you to build up a database of your references and then automatically format both in-text citations and the references The information in this guide is in line with that contained in Citethemright online http://www.citethemrightonline.com/
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