intercultural management module guide

1

Intercultural Management

Module guide

Term: September- December 2015

Module leader: Dragos Dorobat

Contact email: [email protected]

Third year level

mailto:[email protected]

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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

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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


Week 6

19th of October

Motivation across cultures

In-class presentations on Motivation


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


language

What is communication

Cross-cultural communication issues

Language

English- Lingua franca

Communication styles

Brief introduction to NLP


Week 9

26th of October


language

In-class presentations on language communication


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


Week 11

9th of November

Conflict resolution and

negotiation

In-class presentations on ‘Conflict resolution and negotiation’


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


Week 13

23rd of November

In-class presentations on ‘Effective team working

across cultures’

In-class presentations on ‘Effective team working across cultures’


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



Week 16

14th of December

Recap and review



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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.

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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.

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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.

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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 someone'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.

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"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.

http://www.theguardian.com/education/2003/oct/14/furthereducation.uk4

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Week 3 Exploring Culture: Frameworks and Components

Learning outcomes


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


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.

http://www.global-excellence.com/quiz.php

http://www.kwintessential.co.uk/resources/culture-tests.html

12

Week 4 Motivation across cultures

Learning outcomes


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)


Organisations London, CIPD (STL) - Chapter 8

Deadlines



Week 5 Intercultural communication: communication

channels – Nonverbal behaviour

Learning outcomes


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



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


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


Dimensions. (4th revised edn.). Oxford: John Wiley & Sons - Chapter 6



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



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Week 10 Conflict, disputes and negotiation across cultures

Learning outcomes


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


Dimensions. (4th revised edn.). Oxford: John Wiley & Sons – Chapter 8



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



Week 12 Effective team-working in cross cultural contexts

Learning outcomes


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

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Reading/activity

Adler, N.J. (2008) International Dimensions of Organizational Behaviour. Cincinnati:

South-Western Publishing –Chapter 5




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



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.

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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/

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.

19

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

http://www.amazon.co.uk/kindle-ebooks

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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/

http://policy-practice.oxfam.org.uk/our-work/gender-justice

http://policy-practice.oxfam.org.uk/our-work/gender-justice

http://www.citethemrightonline.com/

intercultural management module guide

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