This document outlines the course Cross-Cultural Effectiveness. The course provides an exploration of how culture influences global business management. Over 15 weeks, topics will include dimensions of culture, developing cross-cultural effectiveness strategies, exploring different business cultures, and managing cultural diversity. Students will complete assignments, a midterm exam, group presentation, and final exam. The goal is for students to understand how to effectively manage in a multicultural environment and global business setting.
This document summarizes a literature review on evaluation studies of cross-cultural training from 1988 to 2000. It finds that some studies confirm the effect of cross-cultural training on skills, adjustment, and performance, while others doubt the quality of evidence. In general, the effectiveness of different training methods remains unclear. Most evaluated U.S. student trainees using lectures and discussions. Training duration varied from half a day to 8 months. Expected outcomes included knowledge, behavior, attitudes, adjustment, and performance. Critical issues in the studies included lack of control groups and long-term evaluation.
SAACDHE 2014 conference: Second notice and call for abstracts (1)SAACDHE2014
This document announces the 35th annual SAACDHE conference to take place from September 8-10, 2014 in Vanderbijlpark, South Africa. It invites submissions of abstracts for papers, workshops, and posters related to the conference theme of "Shaping our students: Forming a future for global citizenship". Submissions should focus on developing students' employability and preparing them for future careers in a global context. The deadline for abstract submissions is April 30, 2014. The conference will include presentations on topics like transformation in student counseling, graduate attributes, employability, leadership skills, and success stories.
Final Project for Management in a Global Context:
A case study on expatriation of a Chinese national to India to run a new country office for Xiaomi.
Enjoy !
NB: Our team knocked this one out of the park!
The document presents an overview of different approaches to defining cross-cultural management performance, including the cultural adaptation approach, skills and processes approach, and outcomes approach. It discusses limitations of focusing solely on adaptation or skills/attributes. The author proposes a holistic definition that incorporates successful cultural adaptation, cross-cultural social engagement skills, leadership of cross-cultural teams, resolution of cultural dilemmas, and achievement of outcomes like cultural synergy, productive diversity and intercultural effectiveness. The definition aims to encompass the individual, group and organizational levels involved in effective cross-cultural management performance.
1) Orthopedic surgeons surveyed were generally willing to provide patients with an "internet prescription" directing them to reliable online health sources, with middle-aged surgeons most likely to do so.
2) The majority of surgeons felt that patient internet use did not negatively impact the physician-patient relationship or patient outcomes.
3) However, many surgeons were concerned that internet-informed patients may undergo unnecessary medical tests or treatments.
Health Talk Online is a website featuring over 60 qualitative interview studies with thousands of video and audio clips illustrating patients' health experiences. Each condition-specific site includes around 40 diverse video-recorded interviews and 25 chapters summarizing important topics. The sites provide information for patients, carers, professionals, and policymakers. The collaboration between DIPEx charity and University of Oxford researchers learns from patients' experiences, such as privacy and dignity in prostate cancer. It has international collaborations in over 10 countries following training from Oxford in qualitative research methods.
The document discusses the potential for Quora, a question-and-answer website, to impact the future of medicine. It outlines how Quora aims to become a high-quality, continually improving source of reusable user-generated content through features like real names, bios, anonymity options, and growing knowledge over time. The document also explores various ways Quora could be used for medical purposes, such as general health questions, embarrassing questions, questions for medical professionals, questions about health out of curiosity, and philosophical health questions.
The document summarizes the transformation of academic publishing from a traditional closed access model to an emerging open access model. It notes that currently there are 25,000 journals publishing 1.5 million papers per year mainly through subscription access, but that open access allows free and unrestricted access and reuse of publications. It highlights PLoS ONE as a pioneering open access megajournal that has grown from publishing 1,200 articles in 2007 to over 14,000 articles per quarter in 2011, becoming the largest journal in the world.
This document summarizes a literature review on evaluation studies of cross-cultural training from 1988 to 2000. It finds that some studies confirm the effect of cross-cultural training on skills, adjustment, and performance, while others doubt the quality of evidence. In general, the effectiveness of different training methods remains unclear. Most evaluated U.S. student trainees using lectures and discussions. Training duration varied from half a day to 8 months. Expected outcomes included knowledge, behavior, attitudes, adjustment, and performance. Critical issues in the studies included lack of control groups and long-term evaluation.
SAACDHE 2014 conference: Second notice and call for abstracts (1)SAACDHE2014
This document announces the 35th annual SAACDHE conference to take place from September 8-10, 2014 in Vanderbijlpark, South Africa. It invites submissions of abstracts for papers, workshops, and posters related to the conference theme of "Shaping our students: Forming a future for global citizenship". Submissions should focus on developing students' employability and preparing them for future careers in a global context. The deadline for abstract submissions is April 30, 2014. The conference will include presentations on topics like transformation in student counseling, graduate attributes, employability, leadership skills, and success stories.
Final Project for Management in a Global Context:
A case study on expatriation of a Chinese national to India to run a new country office for Xiaomi.
Enjoy !
NB: Our team knocked this one out of the park!
The document presents an overview of different approaches to defining cross-cultural management performance, including the cultural adaptation approach, skills and processes approach, and outcomes approach. It discusses limitations of focusing solely on adaptation or skills/attributes. The author proposes a holistic definition that incorporates successful cultural adaptation, cross-cultural social engagement skills, leadership of cross-cultural teams, resolution of cultural dilemmas, and achievement of outcomes like cultural synergy, productive diversity and intercultural effectiveness. The definition aims to encompass the individual, group and organizational levels involved in effective cross-cultural management performance.
1) Orthopedic surgeons surveyed were generally willing to provide patients with an "internet prescription" directing them to reliable online health sources, with middle-aged surgeons most likely to do so.
2) The majority of surgeons felt that patient internet use did not negatively impact the physician-patient relationship or patient outcomes.
3) However, many surgeons were concerned that internet-informed patients may undergo unnecessary medical tests or treatments.
Health Talk Online is a website featuring over 60 qualitative interview studies with thousands of video and audio clips illustrating patients' health experiences. Each condition-specific site includes around 40 diverse video-recorded interviews and 25 chapters summarizing important topics. The sites provide information for patients, carers, professionals, and policymakers. The collaboration between DIPEx charity and University of Oxford researchers learns from patients' experiences, such as privacy and dignity in prostate cancer. It has international collaborations in over 10 countries following training from Oxford in qualitative research methods.
The document discusses the potential for Quora, a question-and-answer website, to impact the future of medicine. It outlines how Quora aims to become a high-quality, continually improving source of reusable user-generated content through features like real names, bios, anonymity options, and growing knowledge over time. The document also explores various ways Quora could be used for medical purposes, such as general health questions, embarrassing questions, questions for medical professionals, questions about health out of curiosity, and philosophical health questions.
The document summarizes the transformation of academic publishing from a traditional closed access model to an emerging open access model. It notes that currently there are 25,000 journals publishing 1.5 million papers per year mainly through subscription access, but that open access allows free and unrestricted access and reuse of publications. It highlights PLoS ONE as a pioneering open access megajournal that has grown from publishing 1,200 articles in 2007 to over 14,000 articles per quarter in 2011, becoming the largest journal in the world.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
We help our clients in better understanding the art of balancing global integration and local adaptation.
Developing cultural effectiveness and building team integration
by providing consulting, assessment, training and coaching services
The training covers improving cultural intelligence in an organization. It will help participants understand different elements of culture, metacognitive strategies, and the cultural intelligence model. The training involves activities to help employees identify self-efficacy and develop cultural awareness. At the end of the training, participants will gain knowledge on cultural intelligence concepts and how to apply them to improve intercultural communication and relationships within the organization.
(484387875) learing for-life-soft-skills-sgd-29 june (1)Sanjeev Deshmukh
This document discusses the need to improve technical education in India to better prepare students for employment. It notes that the current system focuses too much on theoretical knowledge and lacks real-world problem solving skills. Both teachers and students are reluctant to acknowledge changes needed to make education more relevant to today's technology-focused world. It emphasizes developing strong soft skills, experiential learning opportunities, and finding ways to assess soft skills as being key to improving employability.
Global Enrollment Management 2012 update on GCPbumbaugh
The Global Citizenship Program at Webster University is being updated to better prepare students for the 21st century. The program will include purposeful pathways through required courses in the first year, sophomore year, and a capstone course. It aims to cultivate knowledge, skills, and especially integration across disciplines. The goals are to ensure students develop competencies for global citizenship and career success in a changing world. The program builds on high-impact educational practices and international collaboration.
This document outlines the course syllabus for an Introduction to Literature with Philippine Literature course taught at Carlos Hilado Memorial State College. The syllabus includes information such as the course number, title, credit hours, instructor, term, and institution/college mission and vision statements. It also lists the program outcomes for the Bachelor of Science in Entrepreneurship program and how they align with the institutional learning outcomes. The purpose of the course is to introduce students to literature through readings and analysis of Philippine literary works.
The document provides a Flexible Instruction Delivery Plan (FIDP) for an 11th grade course on Understanding Culture, Society and Politics. Over the course of 80 hours and one semester, students will learn about human cultures, societies, and politics through topics like anthropology, sociology, and political science. They will develop an understanding of cultural variation, social differences, social change, and political identities. Assessment will include acrostic poems, Venn diagrams, analyzing pictures, and a final portfolio project where students explore different cultures in their community and present their findings.
This document provides details of a Technical Communication course, including its objectives, contents, learning outcomes, pedagogy, and assessment. The course aims to equip students with effective oral and digital communication skills. It covers key topics like listening, nonverbal communication, cross-cultural communication, presentation skills, and visual communication. Students will learn communication strategies and apply them to analyze situations and persuade audiences. Assessment includes quizzes, case studies, group presentations, discussions, and an end-term exam. The course intends to help students communicate effectively with diverse audiences using various platforms.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
Global citizenship, embracing the norms of the Only Connect World, is a central component of the graduate attributes that we seek to inculcate in our students at Oxford Brookes, but what do students really make of global citizenship? What does it mean to them and how best can we engage students with these ideas? More specifically, what sort of assessment strategies best engage students in developing the skills and perspectives associated with global citizenship? This paper relates to a small HEA funded project running in semester 2, Spring 2014 at Oxford Brookes within the Business and Management programmes.
The project brings staff and students together to explore what (if any) assessment activities within the
Business School have generated moments that trigger greater insights into global citizenship. The team will
explore with delegates the process of working with Student Research Assistants, of coming to a shared
understanding of global citizenship and will share initial findings of what works in assessing global
citizenship.
This document contains a cover sheet and declaration for an assignment on cross-cultural management submitted by 5 students. It includes an executive summary that identifies communication issues due to cultural differences as the main challenge faced by the InterContinental hotel in Ho Chi Minh City. The summary recommends ongoing cultural training and language courses linked with reminders to embrace diversity as ways to address the issues.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
CDAA ECU Career Development Research TopicsBarry Horne
The document summarizes a Graduate Certificate in Career Development program. It includes information on entry requirements, the career development model used, the program structure which consists of 4 units, potential research project topics in different education and employment settings, guidelines for selecting research topics, and examples of past student projects.
The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
Managing a diverse team is one of the biggest challenges project managers face. Teams are increasingly global and virtual, with members located in different countries and time zones. This introduces cultural and communication difficulties. Key issues include cultural differences in areas like communication styles, decision making, and views of time; lack of a unified project goal; absence of trust and rapport between geographically dispersed members; and insufficient training on how to work effectively as a diverse team. To overcome these challenges, project managers must help diverse teams establish trust, foster cross-cultural understanding, ensure clear goals and roles, and provide discipline and tools for collaboration across distances and cultures. With the right leadership approaches, diverse teams can leverage their varied strengths to achieve project success.
This document provides the course syllabus for LIT1: Society and Literature. It outlines the course information, including the course code, title, credits, and schedule. It then lists the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that students will analyze seminal philosophical and literary texts dealing with state-building and social issues. The course is organized around 5 themes: Growing Up/Growing Older, Women and Men, Money and Work, Peace and War, and Varieties of Protest. Literary works will provide perspectives on experiences within these themes. The course outcomes are mapped to program outcomes. The learning plan details topics, hours, activities, materials and assessments for each theme.
IATI: International Adjustment Training and Interpretation Programadullock
The IATI allows an organization to implement a diverse teamwork culture and provides additional information to employees selected to take on an international assignment
Richard Sharpe gave a presentation on bridge-building leadership in higher education. He discussed the challenges UK higher education faces, including decreased government funding. He emphasized the need for universities to develop strategic agility and greater collaboration, both within and across institutions. Sharpe presented models of intercultural competence and strategies for working across cultures effectively, including developing empathy, flexibility, and mutual understanding. He argued that bridge-building leaders play an important role in fostering collaboration by bringing people together, finding win-win solutions, and developing shared goals and processes.
Global HR skills and competencies are becoming increasingly important as globalization continues. The article discusses several key global HR skills that are important for multinational companies, including cross-cultural communication skills, cultural awareness, flexibility, and change management skills. It also outlines important global HR competencies such as openness, contextual thinking, and the ability to adapt quickly. Global leaders need to develop cultural literacy to understand differences and leverage diversity. HR professionals must help organizations and individuals develop skills for a global business environment.
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
We help our clients in better understanding the art of balancing global integration and local adaptation.
Developing cultural effectiveness and building team integration
by providing consulting, assessment, training and coaching services
The training covers improving cultural intelligence in an organization. It will help participants understand different elements of culture, metacognitive strategies, and the cultural intelligence model. The training involves activities to help employees identify self-efficacy and develop cultural awareness. At the end of the training, participants will gain knowledge on cultural intelligence concepts and how to apply them to improve intercultural communication and relationships within the organization.
(484387875) learing for-life-soft-skills-sgd-29 june (1)Sanjeev Deshmukh
This document discusses the need to improve technical education in India to better prepare students for employment. It notes that the current system focuses too much on theoretical knowledge and lacks real-world problem solving skills. Both teachers and students are reluctant to acknowledge changes needed to make education more relevant to today's technology-focused world. It emphasizes developing strong soft skills, experiential learning opportunities, and finding ways to assess soft skills as being key to improving employability.
Global Enrollment Management 2012 update on GCPbumbaugh
The Global Citizenship Program at Webster University is being updated to better prepare students for the 21st century. The program will include purposeful pathways through required courses in the first year, sophomore year, and a capstone course. It aims to cultivate knowledge, skills, and especially integration across disciplines. The goals are to ensure students develop competencies for global citizenship and career success in a changing world. The program builds on high-impact educational practices and international collaboration.
This document outlines the course syllabus for an Introduction to Literature with Philippine Literature course taught at Carlos Hilado Memorial State College. The syllabus includes information such as the course number, title, credit hours, instructor, term, and institution/college mission and vision statements. It also lists the program outcomes for the Bachelor of Science in Entrepreneurship program and how they align with the institutional learning outcomes. The purpose of the course is to introduce students to literature through readings and analysis of Philippine literary works.
The document provides a Flexible Instruction Delivery Plan (FIDP) for an 11th grade course on Understanding Culture, Society and Politics. Over the course of 80 hours and one semester, students will learn about human cultures, societies, and politics through topics like anthropology, sociology, and political science. They will develop an understanding of cultural variation, social differences, social change, and political identities. Assessment will include acrostic poems, Venn diagrams, analyzing pictures, and a final portfolio project where students explore different cultures in their community and present their findings.
This document provides details of a Technical Communication course, including its objectives, contents, learning outcomes, pedagogy, and assessment. The course aims to equip students with effective oral and digital communication skills. It covers key topics like listening, nonverbal communication, cross-cultural communication, presentation skills, and visual communication. Students will learn communication strategies and apply them to analyze situations and persuade audiences. Assessment includes quizzes, case studies, group presentations, discussions, and an end-term exam. The course intends to help students communicate effectively with diverse audiences using various platforms.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
Global citizenship, embracing the norms of the Only Connect World, is a central component of the graduate attributes that we seek to inculcate in our students at Oxford Brookes, but what do students really make of global citizenship? What does it mean to them and how best can we engage students with these ideas? More specifically, what sort of assessment strategies best engage students in developing the skills and perspectives associated with global citizenship? This paper relates to a small HEA funded project running in semester 2, Spring 2014 at Oxford Brookes within the Business and Management programmes.
The project brings staff and students together to explore what (if any) assessment activities within the
Business School have generated moments that trigger greater insights into global citizenship. The team will
explore with delegates the process of working with Student Research Assistants, of coming to a shared
understanding of global citizenship and will share initial findings of what works in assessing global
citizenship.
This document contains a cover sheet and declaration for an assignment on cross-cultural management submitted by 5 students. It includes an executive summary that identifies communication issues due to cultural differences as the main challenge faced by the InterContinental hotel in Ho Chi Minh City. The summary recommends ongoing cultural training and language courses linked with reminders to embrace diversity as ways to address the issues.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
CDAA ECU Career Development Research TopicsBarry Horne
The document summarizes a Graduate Certificate in Career Development program. It includes information on entry requirements, the career development model used, the program structure which consists of 4 units, potential research project topics in different education and employment settings, guidelines for selecting research topics, and examples of past student projects.
The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
Managing a diverse team is one of the biggest challenges project managers face. Teams are increasingly global and virtual, with members located in different countries and time zones. This introduces cultural and communication difficulties. Key issues include cultural differences in areas like communication styles, decision making, and views of time; lack of a unified project goal; absence of trust and rapport between geographically dispersed members; and insufficient training on how to work effectively as a diverse team. To overcome these challenges, project managers must help diverse teams establish trust, foster cross-cultural understanding, ensure clear goals and roles, and provide discipline and tools for collaboration across distances and cultures. With the right leadership approaches, diverse teams can leverage their varied strengths to achieve project success.
This document provides the course syllabus for LIT1: Society and Literature. It outlines the course information, including the course code, title, credits, and schedule. It then lists the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that students will analyze seminal philosophical and literary texts dealing with state-building and social issues. The course is organized around 5 themes: Growing Up/Growing Older, Women and Men, Money and Work, Peace and War, and Varieties of Protest. Literary works will provide perspectives on experiences within these themes. The course outcomes are mapped to program outcomes. The learning plan details topics, hours, activities, materials and assessments for each theme.
IATI: International Adjustment Training and Interpretation Programadullock
The IATI allows an organization to implement a diverse teamwork culture and provides additional information to employees selected to take on an international assignment
Richard Sharpe gave a presentation on bridge-building leadership in higher education. He discussed the challenges UK higher education faces, including decreased government funding. He emphasized the need for universities to develop strategic agility and greater collaboration, both within and across institutions. Sharpe presented models of intercultural competence and strategies for working across cultures effectively, including developing empathy, flexibility, and mutual understanding. He argued that bridge-building leaders play an important role in fostering collaboration by bringing people together, finding win-win solutions, and developing shared goals and processes.
Global HR skills and competencies are becoming increasingly important as globalization continues. The article discusses several key global HR skills that are important for multinational companies, including cross-cultural communication skills, cultural awareness, flexibility, and change management skills. It also outlines important global HR competencies such as openness, contextual thinking, and the ability to adapt quickly. Global leaders need to develop cultural literacy to understand differences and leverage diversity. HR professionals must help organizations and individuals develop skills for a global business environment.
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
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Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.
Relative resource manager
1. b COURSE OUTLINE
ACADEMIC YEAR 2011 - 2012
It is the student’s responsibility to retain course outlines for possible future use in support of
applications for transfer credit to other educational institutions.
PROGRAM: Global Business Management Postgraduate Certificate
COURSE NAME: Cross-Cultural Effectiveness
COURSE NUMBER: GBMP 503
PREREQUISITE: None
CREDIT VALUE: 4
TEXT REQUIRED: Understanding Cross-Cultural Management
Marie-Joёlle Browaeys, Roger Price
Prentice Hall, 2008
ISBN # 978-0-273-70336-5
APPROVED BY: ____________________________ July 27/11
____________________
ASSOCIATE DEAN DATE
______________________________________________________________________________
COURSE DESCRIPTION
This course provides an exploration of the influence of culture on global business management.
Topics include management effectiveness in a cross-cultural environment, various dimensions of
culture and business such as leadership and strategy, corporate culture and the role of culture in
international business transactions. Students will explore strategies for developing cross-cultural
effectiveness such as living and working internationally, managing cultural diversity and
conducting business globally with a range of different cultures.
June 2011
/rl
2. LEARNING OUTCOMES
Upon completion of this course, students will be able to:
1. Explain the major components of culture and its influence on global business management
2. Describe the main characteristics of a range of global business cultures
3. Understand the influence of corporate culture on companies operating in the global market
place
4. Discuss the influence of culture on all aspects of an organization; its structure, leadership,
strategy and marketing
5. Define the key success factors for effective cross-cultural Communication
6. Compare different management practices and other variables that influence management
effectiveness in multi-cultural settings
7. Implement the skills necessary for competently addressing cultural diversity in the workplace
8. Develop strategies for coping in global environments and adjusting to diverse cultures
9. Develop management style effectiveness strategies for working in international environments
ESSENTIAL EMPLOYABILITY SKILLS
Upon completion of this course, students will be able to:
Communication Skills
• Writing: the ability to write clear, concise, coherent reports and assignments.
• Reading: the ability to read, interpret, adapt and make use of textual materials.
• Listening: the ability to listen to instructions and to group members in consulting about and
resolving problems.
• Speaking: the ability to communicate verbally in a clear, concise and coherent manner.
• Presentation: the ability to develop and make clear, coherent and professional formal
presentations and recommendations using appropriate media.
June 2011 2
/rl
3. Personal Skills
• Resource Management: development of time management skills to complete assignments by
requisite due dates.
• Adaptability: the ability to respond to change and uncertainty in a positive manner by
applying or updating knowledge and skills.
Interpersonal Skills
• Teamwork: the ability to work effectively in a diverse group setting.
• Conflict Management: the ability to manage and resolve conflict.
Thinking Skills
• Problem-solving: the ability to solve problems by identifying and defining the problem,
gathering relevant data, generating appropriate alternatives and selecting and implementing
an optimal solution.
• Research: ability to identify information requirements, gather data using available sources
and techniques, organize and analyze information and select relevant, important and useful
data.
• Critical Thinking: the ability to identify premises, conclusions and rationale, to evaluate the
validity and soundness of arguments and to draw conclusion based on fact and logic.
• Creative Thinking: the ability to create and apply new ideas, concepts and solutions, create
innovative strategies to deal with development issues.
Computer Application Skills
• Use Computer Programs: ability to use basic word processing for papers and reports, and
other software applications to aid in presentations.
• Use Internet: to search, source and validate information.
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4. COURSE CONTENT
ASSIGNMENTS TIME
UNITS & TOPICS RESOURCES & FRAME
EVALUATION (Weeks)
Exploring Culture and its Chapter 1 1
impact on Global Business
Defining culture
The role of culture in
global business
Dimensions of Culture in Chapter 2 2
Business Power Distance
Culture dimensions; power Case Study
distance, uncertainty (to be provided)
avoidance, masculine vs.
feminine, short-term vs.
long-term
Relationship between
national culture and
organizational culture
Cross Cultural Effectiveness Part 1 Final Developing 3
Defining effectiveness Activity p.112 Cross Cultural
Strategies to improve cross- Effectiveness
cultural effectiveness Assignment 5%
Exploring Business Cultures Ch.3 4
Western Business Cultures Ch.4
Eastern Business Cultures
Culture and Management Ch.6 Management 5
Styles Style Assessment
Influence of culture on Report 10%
management styles and
tasks
The Effect of Culture on Ch.7 6
Organizations Guest Speaker
Organizational Structure
Corporate Cultures
Midterm exam 7
20%
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5. ASSIGNMENTS TIME
UNITS & TOPICS RESOURCES & FRAME
EVALUATION (Weeks)
Culture and Communication Ch.13 8
Elements and the Process Culture and
of Communication Communication
Cross-Cultural Video
Communication
effectiveness
Culture and Leadership Ch.8 9
Leadership styles Leadership
International Leadership movie
Culture and Strategy Ch.9 10
Cultural influence on Guest Speaker
company strategy
The role of culture in
mergers and acquisitions
Culture and Marketing Ch.11 In class global 11
Global Marketing practices branding exercise
The role of communication (part of class
in cross cultural marketing participation
evaluation)
Cultural Lessons Learned Group 12
from Global Business Presentation
Management 30%
Cultural Diversity in Ch.12 13
Organizations
Managing cultural diversity
in the workplace
Management cultures
Working with International Ch.16,17 In class global 14
Teams In class role business start up
Strategies for effective playing role playing (part
living and working globally scenario of class
Culture shock, adaptation participation
and coping skills evaluation)
Conflicts and Cultural
Differences
Final Exam 20% 15
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6. STUDENT EVALUATION
Assignment - Developing Cross-Cultural Effectiveness 5%
Report – Management Style Assessment 10%
Mid-term exam 20%
Group Presentation–Global Business Management Lessons 30%
Class Participation 15%
Final Exam 20%
TOTAL 100%
POLICIES AND PROCEDURES
It is the responsibility of each student to be knowledgeable of the Humber Institute of
Technology & Advanced Learning Academic Regulations. For information refer to the
College’s website: http://fulltimestudents.humber.ca/academicregulations.htm.
This course has undergone ethical review by the Business School at Humber Institute of
Technology and Advanced Learning. Research carried out in this course is for professional or
skills development purposes only and is consistent with the Humber Ethics Policy. This research
includes gathering information from humans by means of observation, surveys, and/or
interviews. The results or findings of research carried out in this course will not be disseminated
beyond the classroom.
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
Credits may be granted in recognition of prior learning. To obtain an application form, visit the
Registrar’s office.
In the event of special circumstances (e.g. time constraints due to inclement weather,
sickness, college closure, technology/equipment problems or changes, etc.) the order,
content and/or evaluation may change.
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