COM 4430 Paper Topic You need t.docx

COM 4430 Paper
Topic
You need to:
synthesize, compare and contrast
for your paper:
o Passport China
o Passport France
o Passport Germany
o Passport India
o Passport Israel
o Passport Italy
o Passport Japan
o Passport Korea
o Passport Mexico
o Passport Russia
o Passport Singapore
o Passport South Africa

o Passport Spain
o Passport Switzerland
Then, in a 5-7 page paper, compare and contrast the
intercultural communication business
practices of the country you selected. You will be graded on
the content of your answer, the
reasoning/argument you make between the theory and the facts
of the case study as well as
writing (grammar and punctuation).
Use at least 4 academic resources (not used in class).
Include examples of your own when explaining/analysis your
topic.
Submit your paper to Turnitin.com. dropbox in Blackboard.
STRUCTURING YOUR PAPER
A few words about structuring your paper:
A good paper is one that is built around a clear structure, so you
should outline the main points of
your paper before you start writing. It’s easier to overhaul your

outline than it is to overhaul a fully
written paper, so spend some time thinking about the structure
of your paper before you launch
into the writing.
Your paper should have:
A clear introduction
A body (in which you flesh out your analysis of rhetoric,
audience, artifact, and
context)
A conclusion (in which you summarize your argument and
findings and “open” the
paper to consideration of broader themes).
WRITING YOUR PAPER
A few words about WRITING your paper:
I require an “introductory paragraph.” It must introduce the
topic, state the main
argument of the paper, set forth the plan by which the paper

unfolds, and state the
paper’s conclusion. In brief, after having read the first
paragraph, your reader should
know precisely what the paper is about, its main claims, how it
unfolds, and where it will
end up.
Write the paper in coherent paragraphs. Each paragraph
should flow naturally and
logically from the previous paragraph, and on to the next
paragraph, following a clear
train of analysis.
Good writing is clear writing. Write in simple, declarative
sentences. Use the active
voice.
Feel free to quote from books, articles or experts, but do not
waste space with very
lengthy quotations – briefly paraphrase these passages instead.
A few words about acknowledging and citing sources:
Every time you use somebody else’s ideas or words,
you must acknowledge the

source of the information (unless the information is common
knowledge).
You may acknowledge these sources by using footnotes,
endnotes, or in-text notes.
Don’t get hung up on details of citation style: what really
matters is (1) that you cite your sources in
such a way that readers can identify your sources and check
your facts, and (2) that you
use the same citation style throughout the paper. (When
citing Internet sources that do not have printed equivalents,
identify the author,
document title, Internet address, and the date that you retrieved
the document.)
Append a bibliography at the end of the paper, and include all
the sources in APA
style that you used in writing the paper.
Review the student handbook for plagiarism statement and
requirements.
SUBMITTING YOUR PAPER
When you have completed your paper, re-read it for clarity,
grammar, spelling and

A few words about submitting your paper:
Your paper must be typed in Word Document in double-space in
a normal font (e.g.,
12-point Times New Roman), number the pages, put your name
and student number on
the title page. Your research paper should have a title other than
“ Research Paper”.
Use at least 4 academic resources (not used in class).
Include examples of your own when explaining/analyzing
your topic.
Submit your paper through Turnitin dropbox (instructions
posted online)
The paper is due on the date posted in your syllabus. No late
submissions will be
accepted.
The FIU University Learning Center is available on both
campuses to support you. They

provide personalized attention tailored to your needs in a user-
friendly environment that
includes online support. You can get help writing a paper,
reading more efficiently and
increasing textbook comprehension, or even creating an
individualized learning plan. The
center is located in PC 247 (305-348-2180) on the main campus
and at ACI 160 (305-919-
5927) on the Biscayne Bay campus. Find them online at
http://learningcenter.fiu.edu.
http://learningcenter.fiu.edu./
Citations
South Africa
Mitchell, C. (1998). Passport: South Africa. San Rafael: World
Trade Press.
Singapore
Alexandra, K. (1998). Passport: Singapore. San Rafael: World
Trade Press.
Spain
Novas, H., & Silva, R. (1997). Passport: Spain. San Rafael:
World Trade Press.
Switzerland

Micheloud, F. (2001). Passport: Switzerland. San Rafael: World
Trade Press.
Russia
Mitchell, C. (1998). Passport: Russia. San Rafael: World Trade
Press.
Italy
Gioseffi, C. (1997). Passport: Italy. San Rafael: World Trade
Press
Israel
Rosenthal, D. (1997). Passport: Israel. San Rafael: World Trade
Press
Germany
Flamini, R. (1997). Passport: Germany. San Rafael: World
Trade Press
France
Joseph, N. (1997). Passport: France. San Rafael: World Trade
Press
Brazil
Herrington, E. (1998). Passport: Brazil. San Rafael: World
Trade Press
China

Li, J. (1996). Passport: China. San Rafael: World Trade Press
Korea
Keating, K. (1998). Passport: Korea. San Rafael: World Trade
Press

4430 Paper_AssignmentCitations
Countries_PDFPassport_ChinaPassport_FrancePassport_German
yPassport_IndiaPassport_IsraelPassport_ItalyPassport_JapanPas
sport_KoreaPassport_MexicoPassport_RussiaPassport_Singapor
ePassport_South_AfricaPassport_SpainPassport_Switzerland
Contents
Preface
Acknowledgments
PART ONE The Need for IT Security Policy
Frameworks
CHAPTER 1 Information Systems Security
Policy Management
What Is Information Systems Security?
Information Systems Security Management Life Cycle
What Is Information Assurance?
Confidentiality
Integrity
Nonrepudiation

What Is Governance?
Why Is Governance Important?
What Are Information Systems Security Policies?
Where Do Information Systems Security Policies Fit Within an
Organization?
Why Information Systems Security Policies Are Important
Policies That Support Operational Success
Challenges of Running a Business Without Policies
Dangers of Not Implementing Policies
Dangers of Implementing the Wrong Policies
When Do You Need Information Systems Security Policies?
Business Process Reengineering (BPR)
Continuous Improvement
Making Changes in Response to Problems
Why Enforcing and Winning Acceptance for Policies Is
Challenging
CHAPTER SUMMARY
https://www.safaribooksonline.com/library/view/security-
policies-and/9781284055993/09_ch1.xhtml#sec_21

policies-and/9781284055993/09_ch1.xhtml
policies-and/9781284055993/08_part1.xhtml
policies-and/9781284055993/07_ack.xhtml
policies-and/9781284055993/06_pre.xhtml
KEY CONCEPTS AND TERMS
CHAPTER 1 ASSESSMENT
CHAPTER 2 Business Drivers for Information
Security Policies
Why Are Business Drivers Important?
Maintaining Compliance
Compliance Requires Proper Security Controls
Security Controls Must Include Information Security Policies
Relationship Between Security Controls and Information
Security Policy
Mitigating Risk Exposure
Educate Employees and Drive Security Awareness
Prevent Loss of Intellectual Property

Protect Digital Assets
Secure Privacy of Data
Lower Risk Exposure
Minimizing Liability of the Organization
Separation Between Employer and Employee
Acceptable Use Policies
Confidentiality Agreement and Nondisclosure Agreement
Business Liability Insurance Policies
Implementing Policies to Drive Operational Consistency
Forcing Repeatable Business Processes Across the Entire
Organization
Differences Between Mitigating and Compensating Controls
Policies Help Prevent Operational Deviation
CHAPTER SUMMARY

ENDNOTES
CHAPTER 3 U.S. Compliance Laws and
Information Security Policy Requirements
U.S. Compliance Laws
What Are U.S. Compliance Laws?
Why Did U.S. Compliance Laws Come About?
Whom Do the Laws Protect?
Which Laws Require Proper Security Controls to Be Included in
Policies?
Which Laws Require Proper Security Controls for Handling
Privacy Data?
Aligning Security Policies and Controls with Regulations
Industry Leading Practices and Self-Regulation

Some Important Industry Standards
Payment Card Industry Data Security Standard (PCI DSS)
Statement on Standards for Attestation Engagements No. 16
(SSAE16)
Information Technology Infrastructure Library (ITIL)
CHAPTER SUMMARY
ENDNOTES
CHAPTER 4 Business Challenges Within the
Seven Domains of IT Responsibility
The Seven Domains of a Typical IT Infrastructure
User Domain
Workstation Domain
LAN Domain
LAN-to-WAN Domain
WAN Domain
Remote Access Domain

policies-and/9781284055993/11_ch3.xhtml#sec_56a

System/Application Domain
Information Security Business Challenges and Security Policies
That Mitigate Risk Within the Seven
Domains
User Domain
Workstation Domain
LAN Domain
LAN-to-WAN Domain
WAN Domain
Remote Access Domain
System/Application Domain

CHAPTER SUMMARY
CHAPTER 5 Information Security Policy
Implementation Issues
Human Nature in the Workplace
Basic Elements of Motivation
Personality Types of Employees
Leadership, Values, and Ethics
Organizational Structure
Flat Organizations
Hierarchical Organizations
The Challenge of User Apathy
The Importance of Executive Management Support
Selling Information Security Policies to an Executive
Before, During, and After Policy Implementation
The Role of Human Resources Policies
Relationship Between HR and Security Policies

Lack of Support
Policy Roles, Responsibilities, and Accountability
Change Model
Responsibilities During Change
Roles and Accountabilities
When Policy Fulfillment Is Not Part of Job Descriptions
Impact on Entrepreneurial Productivity and Efficiency
Applying Security Policies to an Entrepreneurial Business

Tying Security Policy to Performance and Accountability
CHAPTER SUMMARY
ENDNOTE
PART TWO Types of Policies and Appropriate
Frameworks
CHAPTER 6 IT Security Policy Frameworks
What Is an IT Policy Framework?
What Is a Program Framework Policy or Charter?
Industry-Standard Policy Frameworks
What Is a Policy?
What Are Standards?
What Are Procedures?
What Are Guidelines?
Business Considerations for the Framework
Roles for Policy and Standards Development and Compliance
Information Assurance Considerations
Confidentiality

policies-and/9781284055993/14_part2.xhtml

Integrity
Availability
Information Systems Security Considerations
Unauthorized Access to and Use of the System
Unauthorized Disclosure of the Information
Disruption of the System or Services
Modification of Information
Destruction of Information Resources
Best Practices for IT Security Policy Framework Creation

Case Studies in Policy Framework Development
Private Sector Case Study
Public Sector Case Study
CHAPTER SUMMARY
CHAPTER 7 How to Design, Organize,
Implement, and Maintain IT Security Policies
Policies and Standards Design Considerations
Architecture Operating Model
Principles for Policy and Standards Development
The Importance of Transparency with Regard to Customer Data
Types of Controls for Policies and Standards
Document Organization Considerations
Sample Templates
Considerations for Implementing Policies and Standards
Building Consensus on Intent

Reviews and Approvals
Publishing Your Policies and Standards Library
Awareness and Training
Policy Change Control Board
Business Drivers for Policy and Standards Changes
Maintaining Your Policies and Standards Library
Updates and Revisions
Best Practices for Policies and Standards Maintenance
Case Studies and Examples of Designing, Organizing,
Implementing, and Maintaining IT Security Policies

CHAPTER SUMMARY
CHAPTER 8 IT Security Policy Framework
Approaches
IT Security Policy Framework Approaches
Risk Management and Compliance Approach
The Physical Domains of IT Responsibility Approach
Roles, Responsibilities, and Accountability for Personnel
The Seven Domains of a Typical IT Infrastructure
Organizational Structure
Organizational Culture
Separation of Duties
Layered Security Approach
Domain of Responsibility and Accountability
Governance and Compliance

IT Security Controls
IT Security Policy Framework
Best Practices for IT Security Policy Framework Approaches
What Is the Difference Between GRC and ERM?
Case Studies and Examples of IT Security Policy Framework
Approaches
Critical Infrastructure Case Study
CHAPTER SUMMARY

ENDNOTE
CHAPTER 9 User Domain Policies
The Weakest Link in the Information Security Chain
Social Engineering
Human Mistakes
Insiders
Seven Types of Users
Employees
Systems Administrators
Security Personnel
Contractors
Vendors
Guests and General Public
Control Partners
Contingent

System
Why Govern Users with Policies?
Acceptable Use Policy (AUP)
The Privileged-Level Access Agreement (PAA)
Security Awareness Policy (SAP)
Best Practices for User Domain Policies
Understanding Least Access Privileges and Best Fit Privileges
Case Studies and Examples of User Domain Policies
Government Laptop Compromised
The Collapse of Barings Bank, 1995

Unauthorized Access to Defense Department Systems
CHAPTER SUMMARY
CHAPTER 10 IT Infrastructure …
Intercultural Business
Communication
S i x t h E d i t i o n
Lillian H. Chaney
The University of Memphis
Jeanette S. Martin
The University of Mississippi
Boston Columbus Indianapolis New York San Francisco Upper
Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich
Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul
Singapore Taipei Tokyo

Editor in Chief: Stephanie Wall
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Text Font: 10/12, Times LT Std
Credits and acknowledgments borrowed from other sources and
reproduced, with permission, in this textbook appear on the
appropriate page within text.
Many of the designations by manufacturers and sellers to
distinguish their products are claimed as trademarks. Where
those
designations appear in this book, and the publisher was aware of
a trademark claim, the designations have been printed in initial
caps or all caps.
Library of Congress Cataloging-in-Publication Data
Chaney, Lillian H.
Intercultural business communication/LILLIAN H. CHANeY,
The University of Memphis,
JeANeTTe S. MARTIN, The University of Mississippi.––
SIXTH eDITION.
p. cm
Includes bibliographical references and index.
ISBN-13: 978-0-13-297127-0 (alk. paper)

ISBN-10: 0-13-297127-5 (alk. paper)
1. Business etiquette. 2. Business communication. 3.
Intercultural communication.
4. Corporate culture. I. Martin, Jeanette S. II. Title.
HF5389.C47 2014
395.5'2—dc23
2012037536
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-297127-5
ISBN 13: 978-0-13-297127-0
Copyright © 2014 by Pearson Education, Inc. All rights
reserved. Manufactured in the United States of America. This
publica-
tion is protected by Copyright, and permission should be
obtained from the publisher prior to any prohibited
reproduction, storage
in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying, recording, or
likewise.
To obtain permission(s) to use material from this work, please
submit a written request to Pearson education, Inc., Permissions
Department, One Lake Street, Upper Saddle River, New Jersey
07458, or you may fax your request to 201-236-3290.
iiiiii
BrIEF ConTEnTS
Foreword xii

Preface xiii
About the Authors xiv
Chapter 1 The Nature of Intercultural Communication 1
Chapter 2 Universal Systems 21
Chapter 3 Contrasting Cultural Values 51
Chapter 4 Cultural Shock 73
Chapter 5 Language 92
Chapter 6 Oral and Nonverbal Communication Patterns 116
Chapter 7 Written Communication Patterns 142
Chapter 8 Global Etiquette 164
Chapter 9 Business and Social Customs 187
Chapter 10 Intercultural Negotiation Process 210
Chapter 11 Intercultural Negotiation Components 237
Chapter 12 Laws Affecting International Business and Travel
267
Appendix A: Glossary 289
Appendix B: Answers to Exercises 296
Index 298

This page intentionally left blank
vv
ConTEnTS
New to the Sixth Edition xi
Foreword xii
Preface xiii
About the Authors xiv
Chapter 1 The NaTure of INTerCulTural CommuNICaTIoN 1
Globalization, Glocalization, and Grobalization 3
Culture 5
Enculturation 8
Acculturation 9
Ethnocentrism 9
Norms, Rules, Roles, and Networks 10
Subcultures and Subgroups 10
Cultural Intelligence 11
Communication Barriers 12

Intercultural Constructs 12
Global Mindsets 13
Multinational Management Orientations 14
Terms 17
Exercise 1.1 17
Questions and Cases for Discussion 18
Cases 18
Activities 19
References 19
Chapter 2 uNIversal sysTems 21
Economic Systems 21
Political Systems 27
World Economics 30
Educational Systems 32
Marriage and Family Systems 37
Social Hierarchies and Interaction 42
Terms 47
Exercise 2.1 47
Exercise 2.2 47

vi Contents
Cases 48
Activities 49
References 49
Chapter 3 CoNTrasTINg CulTural values 51
Values 51
Semantic Differences 54
Attribution and Perception 55
Attitudes Toward Women 56
Work Attitudes 58
Attitudes Toward Ethics 60
Religious Influences 62
Individualism and Collectivism 64
Terms 69
Exercise 3.1 69

Cases 70
Activities 71
References 71
Chapter 4 CulTural shoCk 73
Stages of Cultural Shock 76
Alleviating Cultural Shock 78
Aspects of Cultural Shock 83
Relationships and Family Considerations 85
Public and Private Self 85
Terms 87
Exercise 4.1 87
Exercise 4.2 88
Cases 89
Activities 90
References 90
Chapter 5 laNguage 92
High- and Low-Context Language 94
Language Diversity 94

The Language of Numbers 95
Informal and Alternative Languages 96
Contents vii
Forms of Verbal Interaction 97
Linear and Nonlinear Language 98
Vocabulary Equivalence 99
Parables and Proverbs 100
Conversation Taboos 101
Nature of Language 103
Translation Problems 104
Interpreter Use 105
Host Language 107
Thought 108
Language and Culture Interaction 110
Terms 112
Exercise 5.1 112

Cases 113
Activities 114
References 114
Chapter 6 oral aNd NoNverbal CommuNICaTIoN PaTTerNs
116
Thought Patterns 116
Paralanguage 117
Chronemics 117
Proxemics 120
Oculesics 121
Olfactics 122
Haptics 123
Kinesics 125
Chromatics 129
Silence 130
Nonverbal Leakage 130
Objects, Signs, and Symbols 131
Terms 137
Exercise 6.1 138

Exercise 6.2 138
Cases 139
Activities 140
References 140
viii Contents
Chapter 7 WrITTeN CommuNICaTIoN PaTTerNs 142
International English 142
Writing Tone and Style 144
Letter Formats 146
Facsimiles (Fax) 154
Electronic Mail (E-Mail) 154
Résumé and Job Search Information 156
Terms 160
Exercise 7.1 160
Cases 161
Activities 162

References 163
Chapter 8 global eTIqueTTe 164
Introductions, Greetings, and Handshakes 165
Business Card Exchange 167
Position and Status 168
Electronic Communication Etiquette 170
Dining Practices 171
Tipping 173
Gift Giving 174
Travel Etiquette 177
Terms 183
Exercise 8.1 183
Cases 183
Activities 184
References 185
Chapter 9 busINess aNd soCIal CusToms 187
Verbal Expressions 188
Male/Female Relationships and Workplace Equality 190

Humor in Business 191
Superstitions and Taboos 192
Dress and Appearance 193
Customs Associated with Holidays and Holy Days 195
Office Customs and Practices 199
Customary Demeanor/Behavior 200
Contents ix
Bribery 201
Special Foods and Consumption Taboos 202
Terms 206
Exercise 9.1 206
Cases 207
Activities 207
References 208
Chapter 10 INTerCulTural NegoTIaTIoN ProCess 210
Steps in the Negotiation Process 211

Mistakes Commonly Made During Negotiations 214
Intercultural Negotiation Models 215
Negotiation Strategies 218
Trade Agreements 222
Negotiation Styles 226
Terms 232
Exercise 10.1 232
Cases 233
Activities 234
References 235
Chapter 11 INTerCulTural NegoTIaTIoN ComPoNeNTs 237
Cross-Cultural Negotiation Components 237
Stereotypes That Affect Intercultural Negotiations 246
Comparative Negotiation Styles 246
Characteristics of Effective Negotiators 246
Importance of Protocol in Intercultural Negotiations 248
Group versus Individual Orientation 250
Face-to-Face Strategies 251

Role of the Media 251
Personal Constructs 252
Terms 258
Exercise 11.1 258
Cases 259
Activities 260
References 265
x Contents
Chapter 12 laWs affeCTINg INTerNaTIoNal busINess
aNd Travel 267
Home-Country and Host-Country Laws 268
International Law 270
Contracts 271
Global Patents 273
Nonwritten Law 274
Ethics and the Law 274
International Travel and Law 276

Country-Specific Travel Tips 278
Terms 285
Exercise 12.1 285
Exercise 12.2 286
Cases 286
Activities 287
References 288
Appendix A: Glossary 289
Appendix B: Answers to Exercises 296
Index 298
xixi
nEw To ThE SIxTh EDITIon!
• Updating of all information presented in the
fifth edition to reflect changes that have taken
place
in the various countries identified. More recent editions of
books cited in the fifth edition are used,
as well as recent journal articles.

• Expansion of country-specific information in
all chapters so that students have a broader
knowledge
of life in specific cultures. emphasis is on the top 10 countries
with which the United States conducts
the majority of its international trade. Since the fifth edition,
Brazil and Singapore replaced France
and Taiwan in the top 10 countries.
• Addition of sidebars and activities to selected
chapters.
• Addition of section on objects, signs, and
symbols to chapter 6.
• Expanded coverage of ethics in chapter 3
and of gender/women’s issues in chapters 8
and 11.
• Addition of test questions to Instructor’s
Manual, as well as a suggested course
syllabus for offering
a course in International Business Communication during a
summer session.
xiixii
ForEworD
With the globalization of the world economy, it is imperative
that managers, both present and future, be
sensitive to differences in intercultural communication.
Professors Lillian H. Chaney and Jeanette S. Martin
have done an admirable job in addressing a broad range of
issues and skills that are crucial to effective
intercultural encounters. In the book, the most significant issues

pertaining to cross-cultural interaction are
covered: culture, intercultural (both verbal and nonverbal)
communication, and cultural shock. In addition,
the book contains practical guidelines and information on how
to conduct negotiations across countries and
writebusiness letters in different societies as well as
othergeneral do’s and don’ts in international
business.
College students and businesspeople new to the international
business scene can certainly benefit from such
practical advice.
This book can also sensitize readers to the dynamics of
international diversity. With the increasing
multiethnic composition of the North American labor force and
the growing participation of women in
the professional and managerial ranks of organizations, it is
equally important that students, the managers
of the future, be attuned to the issues associated with managing
and valuing diversity within a domestic
context. The book addresses the issues of gender differences
and how these impact on communication
styles and patterns.
While recognizing the significant differences that can exist
across cultures and subcultures, it is
important to acknowledge the existence of individual
differences within any given society. Just as it
is naive to assume that all cultures are similar, it is equally
fallacious to fall into the trap of “cultural
stereotyping.” To quote Lao Tzu, the famous Chinese
philosopher who is usually considered to be the
spiritual leader of Taoism, “The one becomes the many.”
Although people in a given society may share
certain common values and characteristics, there can be
important differences in how these are applied

and exhibited in specific situations. In addition, these
intranational differences can be exacerbated by
religious influences, exposure to Western philosophies and
ideas through education at universities abroad,
overseas travel, and social and business contacts with peoples
from other cultures. Furthermore, it is sig-
nificant to note that cultural values and norms do evolve over
time, however slowly. Some of the cultural
characteristics alluded to in this book may be changing or have
changed. A cursory review of the dramatic
upheavals that have taken and are still taking place in virtually
all aspects of societal and organizational
functionings in many socialist and former socialist countries
will attest to the fact that culture is not static;
rather, it evolves over time.
Judicious application of the principles and techniques
introduced in this book will enable readers
to develop a proficiency in managing diversity, both cross-
nationally and internationally.
Rosalie L. Tung
The Ming and Stella Wong Professor of International
Business Simon Fraser University Canada
xiiixiii
PrEFACE
PurPose
With the increasing number of intercultural corporations and the
internationalization of the economy,

intercultural business communication continues to become more
important. Government leaders,
educators, and businesspersons agree that internationalizing the
curriculum is important to maintaining
the competitive position of the United States in the world
economy. Since all international activity
involves communication, students need knowledge of
intercultural business communication to prepare
them for upward mobility and promotionin tomorrow’s
culturally diverse domestic and international
environments.
Contents
Topics selected for Intercultural Business Communication were
those considered important or essential
by three Delphi panels of experts: international employees of
multinational corporations, college profes-
sors who teach intercultural communication, and members of
the Academy of International Business.1
We know of no otherbook on intercultural
communication that has used research involving
experts’
perceptions of the importance of topics to be covered as a basis
of content selection.
The topics include the following:
• The nature of intercultural communication
• Universal systems
• Contrasting cultural values
• Cultural shock
• Language
• Oraland nonverbal communication patterns
• Written communication patterns
• Global etiquette

• Business and social customs
• Intercultural negotiation process
• Intercultural negotiation components
• Laws affecting international business and travel
each chapter contains objectives, terms, questions and cases for
discussion, and activities. Also
provided are exercises to be used for self-evaluation of material
covered and illustrations to depict various
aspects of the content.
Both authors have traveled or worked in a number of countries
or multinational corporations and,
therefore, have firsthand knowledge of many of the topics
covered.
1Martin, J. S. (1991). “Experts’ Consensus
Concerning the Content for an Intercultural
Business Communication Course.”
Doctoral diss., The University of Memphis. Major professor, L.
H. Chaney.
xivxiv
ABouT ThE AuThorS
Lillian h. Chaney is a Professor of Management emeritus at The
University of Memphis. She received
both the M.S. and the ed.D. from the University of Tennessee.
She is coauthor of textbooks on busi-
ness communication and office management and has published
numerous articles on these topics in
professional journals. Dr. Chaney has teaching experience at a
South American university and has con-

ducted training programs on communication, corporate and
global etiquette, and business ethics for
international companies, educational institutions, and
government agencies. Dr. Chaney is coauthor,
with Jeanette S. Martin, of Global Business Etiquette, 2nd ed.
(Praeger, 2012), Passport to Success
(Praeger, 2009), and The Essential Guide to Business Etiquette
(Praeger, 2007).
Jeanette S. Martin is a Professor at the University of
Mississippi. She received her B.A. from Michigan
State University, M.B.A. from the University of Chicago, and
her ed.D. from The University of Memphis. In
addition to her extensive travel experiences, she has
considerable corporate experience in both United States
and foreign multinational corporations. Dr. Martin is coauthor
of a textbook on managerial communication
and has published several articles on intercultural business
communication, education, and management
information systems. She is coauthor, with Lillian H. Chaney,
of Global Business Etiquette, 2nd ed. ( Praeger,
2012), Passport to Success (Praeger, 2009), and The Essential
Guide to Business Etiquette (Praeger, 2007).
1
The Nature of Intercultural
Communication
C h a p t e r
1
Objectives

Upon completion of this chapter, you will
■ understand such terms as intercultural, international,
intracultural, multicultural, and
ethnocentric.
■ recognize how communication barriers affect intercultural
communication.
■ understand the differences between norms, rules, roles, and
networks.
■ distinguish between subcultures and subgroups.
■ understand the concepts of business globalization,
glocalization, and grobalization.
■ differentiate between ethnocentric, polycentric, regiocentric,
and geocentric management
orientations.
The number of North Americans who work for foreign
employers and the number of for-eign companies who have built
plants in the United States are increasing. Evidence that the
world is becoming more cosmopolitan can be seen in the
number of international
businesses, such as Coca-Cola, McDonald’s, Sony, and Honda,
which are common around the
world. The new economic bonanza is apparent in the universal
appreciation of food such as
sushi, fashion such as jeans, and music such as U.S. jazz and
rock. Because of the global boom,
more and more business will involve international activities,
which require the ability to com-
municate across cultures.

Because communication is an element of culture, it has often
been said that communication
and culture are inseparable. As Alfred G. Smith (1966) wrote in
his preface to Communication
and Culture, “Culture is a code we learn and share, and learning
and sharing require com-
munication. Communication requires coding and symbols that
must be learned and shared.”
Godwin C. Chu (1977) observed that every cultural pattern and
every single act of social
2 Chapter 1 • The Nature of Intercultural
Communication
behavior involves communication. To be understood, the two
must be studied together.
Culture cannot be known with a study of communication, and
communication can only be
understood with an understanding of the culture it supports.
To gain a better understanding of the field of intercultural
communication, knowledge of
frequently used terms is important. Such terms as intercultural,
international, and multicultural
are often used interchangeably; however, certain distinctions
should be made.
Edward T. Hall first used the term intercultural communication
in 1959. Hall was one of
the first researchers to differentiate cultures on the basis of how
communications are sent and
received. Hall defined intercultural communication as
communication between persons of dif-

ferent cultures.
Intercultural business communication is a relatively new term in
the business world and
is defined as communication within and between businesses that
involves people from more than
one culture. Although we generally think of the United States as
one culture, a great deal of cultural
diversity exists. For example, between the 2000 and 2010
census, the Hispanic population increased
43%. Hispanics are currently 16% of the U.S. population,
Whites are 64%, African Americans
14%,Asians 5%, American Indians and Alaskan Natives
0.9%, Native Hawaiians and otherPacific
Islanders 0.2%, and others 0.9%. The Asian
and Latin American populations grew as
expected dur-
ing the last decade. Many U.S. citizens communicate
interculturally almost daily because communi-
cation occurs between people of different cultural backgrounds
(U.S. Census Bureau News, 2011).
Susumu Yoshida, Managing Director of Sumitomo
Chemical Asia Pte Ltd., in his address
to a group of international business executives in Kyoto, Japan,
June 19, 2002, said: “We
are on the threshold of globalization. The world economy is
‘borderless’ and markets are
becoming essentially one. Corporations are looking at the free
flow of goods and services,
capital, and human resources, as well as information, as the
pathway to growth. Hence, the
corporate strategy of going global is no longer a choice but
rather a ‘must’ for survival. . . .
A lack of effective intercultural communication skills often
causes misunderstandings. This

leads to irritation and even distrust between the parties
concerned. More often than not, prob-
lems arise from differences in communication styles.” (Yoshida,
2002, pp. 708, 710).
Global business communication is becoming a common term to
replace international
or intercultural business communication when speaking of
communication between businesses
from different countries. This is due in part to the fact that
international is assumed to be on a
government level rather than on a secular level.
In addition, intercultural can take place within
a country between people of different cultural backgrounds and
not necessarily between people
from different countries. The term global business
communication describes the process more
accurately(Association for Business Communication
Conference Panel, 2010).
As contact occurs between cultures, diffusion takes place.
Diffusion is the process by
which the two cultures learn and adapt materials and adopt
practices from each other. This
practice is exemplified by how Columbus joined the Old and
New Worlds. The Old World
gave the New World horses, cows, sheep, chickens, honeybees,
coffee, wheat, cabbage, lettuce,
bananas, olives, tulips, and daisies. The New World gave the
Old World turkeys, sugarcane,
corn, sweet potatoes, tomatoes, pumpkins, pineapples, petunias,
poinsettias, and daily baths.
With the increased globalization of the economy and interaction
of different cultures, the con-
cept of a world culture has emerged. A world culture is the idea

that as traditional barriers
among people of differing cultures break down, emphasizing the
commonality of human needs,
Chapter 1 • The Nature of Intercultural
Communication 3
one culture will emerge, a new culture to which all people will
adhere. So why study intercul-
tural business communication? Because it addresses procedural,
substantive, and informational
global problems, intercultural business communication allows
you to work on the procedural
issues of country-to-country contacts, diplomacy, and legal
contexts. You can then become
involved with the substantive, cultural level and become
sensitized to differences. You can also
gather information to make decisions when you are in an
intercultural environment. The United
States continues to welcome a large number of immigrants each
year and has been referred to
as a melting-pot society. Melting pot means a sociocultural
assimilation of people of differing
backgrounds and nationalities; the term implies losing ethnic
differences and forming one large
society or macroculture. Although the idea of everyone’s being
the same may sound ideal, the
problem with this concept is that many U.S. citizens want to
maintain their ethnic-cultural heri-
tage. Rather than being one melting-pot society, therefore, the
reality is that many U.S. cities are
made up of neighborhoods of people with a common heritage
who strive to retain their original
culture and language. In San Francisco, a visit to

Chinatown with its signsin Chinese and people
speaking Chinese verifies this reality. Many street signs in other
U.S. cities, such as New York,
Miami, and Honolulu, are in another language in addition to
English. The result has not been the
melding of various cultures into one cultural group as idealists
believed would happen. Because
cultures exist within cultures (microcultures), communication
problems oftenresult. In reality,
the United States is a salad bowl of cultures rather than a
melting pot. Although some choose
assimilation, others choose separation. Thus, the assumption
that America is a cultural melting
pot, which assumes assimilation, is no longer valid
(“Differences,” 1996).
Intracultural communication is defined as communication
between and among members
of the same culture. Generally, people who are of the same race,
political persuasion, and reli-
gion or who share the same interests communicate
intraculturally. Having the same beliefs, val-
ues, and constructs facilitates communication and defines a
particular culture (Lustig & Koester,
1998). However, because of distance, cultural differences may
exist within a culture, such as
differences in the pace of life and regional speech patterns
between residents of New York City
and Jackson, Mississippi. Distance is also a factor in the
differences in the dialects of the people
of other cultures, such as in northern and southern Japan.
The terms intercultural communication and international
communication should not be
used interchangeably. Intercultural communication, as

stated previously, involves communica-
tion between people of different cultures. International
communication takes place between
nations and governments rather than individuals; it is formal
and ritualized. The dialogue at the
United Nations, for example, is international communication.
Because all international business activity involves
communication, knowledge of intercultural
communication and international business communication is
important to prepare you to compete
successfully in international environments. In fact,
upward mobility and promotionin tomorrow’s
corporate world may depend on your knowledge of intercultural
business communication.
Globalization, Glocalization, and Grobalization
Globalization
Although globalization has come to the world, most of the
world’s businesses are not globalized.
Business globalization is the spread of ways of life across the
world both socially and in business
(Ritzer, 2003). International firms have subsidiaries
or components in othercountries; however,
control of the foreign operations is maintained at the home-
country headquarters. Multinational
firms allow their foreign operations to exist as domestic
organizations. Most firms are global, either
4 Chapter 1 • The Nature of Intercultural
Communication

sourcing, producing, or exporting. Many times, the product may
also be partially or completely
manufactured somewhere otherthan the United States.
In the past, someU.S. corporations have
been largely insulated from globalization because of a strong
domestic market and an absence of
foreign competitors. However, this trend is changing as foreign
corporations enter the U.S. market.
The personnel of an organization must have a global mindset for
the firm to succeed in the
international marketplace. Evans, Doz, and Laurent
(1990) found that successfulmultinational
corporations do not submerge the individuality of different
cultures completely in the corporate
culture, that intercultural contact can promote a determination
not to adjust to other cultures, and
that new management theory and practice can be presented only
to individuals who are cultur-
ally able and willing to accept it. Rhinesmith (1996) states,
“The corporate culture contains the
values, norms of behavior, systems, policies, and procedures
through which the organization
adapts to the complexity of the global arena” (p. 14). Successful
corporations have found that the
values, beliefs, and behaviors of the parent corporation do not
need to be the beliefs, values, and
behaviors of the offices in othercultures. Hofstede’s
(2004) study of IBM determined that man-
agers had to adjust the corporate management philosophy to fit
the beliefs, values, and behav-
iors of the country in which they were working. Companies with
franchises abroad have had to
make certain adjustments to accommodate the tastes and
preferences of individual countries;
for example, Tex-Mex cuisine is prepared kosher in

Israel. According to Rhinesmith (1996),
“Diversity—both domestic and international—will be the engine
that drives the creative energy
of the corporation of the twenty-first century. Successful global
managers will be those who
are able to manage this diversity for the innovative and
competitive edge of their corporations”
(p. 5). Evans, Doz, and Laurent (1990) state that
the five elements critical to building a suc-
cessful corporate culture are (1) a clear and simple mission
statement, (2) the vision of the chief
executive officer, (3) company-controlled management
education, (4) project-oriented manage-
ment training programs, and (5) emphasis on the processes of
global corporate culture (p. 118).
Lopez-Vasquez, director of multicultural affairs at
the Oregon Health Sciences University and
a consultantwith IEC Enterprises, Decatur, Georgia,
believes that well-meaning managers
who become supervisors of Hispanic workers often make the
mistake of attempting to adopt a
“color-blind” approach. “The cultural disparities are obvious,”
he says.
Lopez-Vasquezargues for what he calls “essential
treatment” for Hispanic employees.
“I suggest that companies recognize that today
it’s essential to take stepsto recruit and retain
Hispanics, because Hispanics in the United States represent a
fast-growing market and because
Central and South …
Essay/Paper Rubric 70
Essay/Paper Rubric 70 points

Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent
30.0 pts
Excellent
The essay illustrates exemplary understanding of the course
material by thoroughly and correctly: (1) addressing the
relevant content; (2) identifying and explaining all of the key
concepts/ideas; (3) using correct terminology; (4) explaining the
reasoning behind key points/claims; and (5) (where necessary or
useful) substantiating points with several accurate and original
examples.
22.5 pts
Good
The essay illustrates solid understanding of the course material
by correctly: (1) addressing most of the relevant content; (2)
identifying and explaining most of the key concepts/ideas; (3)
using correct terminology; (4) explaining the reasoning behind
most of the key points/claims; and (5) (where necessary or
useful) substantiating some points with accurate examples.
15.0 pts
Acceptable
The essay illustrates rudimentary understanding of the course
material by: (1) mentioning, but not fully explaining, the
relevant content; (2) identifying some of the key concepts/ideas
(though failing to fully or accurately explain many of them); (3)
using terminology, though sometimes inaccurately or
inappropriately; and (4) incorporating some key claims/points,
but failing to explain the reasoning behind them (or doing so
inaccurately).
7.5 pts
Unacceptable
The essay illustrates poor understanding of the course material
by (1) failing to address or incorrectly addressing the relevant
content; (2) failing to identify or inaccurately

explaining/defining key concepts/ideas; (3) ignoring or
incorrectly explaining key points/claims and the reasoning
behind them; and (4) incorrectly or inappropriately using
terminology.
30.0 pts
This criterion is linked to a Learning OutcomeReasoning
30.0 pts
Excellent
The essay reflects expert reasoning by: (1) synthesizing
material; (2) making connections between relevant
ideas/claims/points; (3) presenting an insightful and thorough
evaluation of the relevant issue or problem; (4) identifying and
discussing important nuances in the relevant material; and (5)
identifying and discussing key assumptions and/or implications.
22.5 pts
Good
The essay reflects fairly strong reasoning by: (1) synthesizing
material, (2) making appropriate connections between some of
the key ideas/claims/points; (3) accurately evaluating the
issue/problem; and (4) identifying ad discussing key
assumptions and/or implications.
15.0 pts
Acceptable
The essay reflects basic reasoning by: (1) synthesizing some of
the material, though remains vague and undeveloped; (2)
making a few connections between ideas/claims/points, but
ignoring or inaccurately connecting others; (3) evaluating the
issue/problem at a very basic/superficial level; and (4) ignoring
assumptions and implications.
7.5 pts
Unacceptable
The essay reflects substandard or poor reasoning by: (1) failing
to synthesize the material or doing so inaccurately; (2) failing
to make connections between ideas/claims/points or doing so
inaccurately; and (3) failing to evaluate the issue or problem.

30.0 pts
This criterion is linked to a Learning OutcomeWriting Grammar
and Mechanics
10.0 pts
Excellent
The essay is clear, and concise as a result of: (1) appropriate
and precise use of terminology; (2) absence of tangents and
coherence of thoughts; and (3) logical organization of ideas and
thoughts. (4) complete sentences, free of spelling errors and
uses correct grammar, (5) follows correct formatting style, (6)
falls between the minimum and maximum page requirement.
7.0 pts
Good
The essay is mostly clear as a result of: (1) appropriate use of
terminology and minimal vagueness; (2) minimal number of
tangents and lack of repetition; and (3) fairly good organization
(4) complete sentences, few spelling errors and grammar
mistakes, (5) follows correct formatting style with minimal
mistakes, (6) falls between the minimum and maximum page
requirement.
5.0 pts
Acceptable
The essay is often unclear and difficult to follow due to: (1)
some inappropriate terminology and/or vague language; (2)
ideas sometimes being fragmented, wondering and/or repetitive;
and (3) poor organization. (4) incomplete sentences, has
spelling errors and uses acceptable grammar, (5) barely follows
correct formatting style, (6) does not fall between the minimum
and maximum page requirement.
0.0 pts
Unacceptable
The essay does not communicate ideas/points clearly due to: (1)
inappropriate use of terminology and vague language; (2)
reliance on disjointed and incomprehensible thoughts and
clauses; and (3) lack of recognizable organization. (4) no

sentence structure, many spelling errors and unacceptable
grammar, (5) does not follow correct formatting style, (6) does
not fall between the minimum and maximum page requirement.
10.0 pts
Total Points: 70.0

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