COMMGMT 3500 - Managing Across Cultures III
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code COMMGMT 3500 Course Managing Across Cultures III Coordinating Unit Adelaide Business School Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites COMMGMT 1001 or COMMGMT 2500 Course Description The objective of this course is to provide students with a basic understanding of the fundamental principles and practices of International Management. The course focuses on the foundations of international management, the role of culture, cross-cultural communication and negotiations, MNC strategies and structures, and international human resource management. There will be a focus on appropriate theory and the course will aim to provide opportunities for the practical implementation of the main concepts covered.
Course Coordinator: Dr Peter SandifordLocation Room 10.28, Tower building, 10 Pulteney Street
Telephone 8313 2017
Course website www.myuni.adelaide.edu.au
Tutorial details will be posted on myuni.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Critically analyse the drivers and consequences (political, economic, socio-cultural, technological, legal and ecological) of globalization, its impact on specific regions and the emerging concerns about its influences on countries around the world. 2 Understand and appreciate the need for ethics and social responsibility in international management, and the growing pressures on firms to act in an ethically and socially responsible manner in their global business operations 3 Compare different theoretical approaches to the concept of culture (at national, regional and organisational levels) and implications of these differences for international and cross-cultural managers 4 Apply theories of culture and management to address the challenges of managing individuals, groups and organisations in an increasingly diverse global context 5 Integrate and apply the basic elements of international strategic management, including the pressures and cost/benefits of strategies that emphasize global integration versus local adaptation; evaluate the specialized strategies required for emerging economies and for international new ventures 6 Compare and evaluate practices related to the management, motivation and leading of employees in an international and cross-cultural context
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4,5,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2,3,4,5,6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Steer, RM., Nardon, L., Sanchez-Runde, CJ., Samaratunge, R., Ananthram, S., Fan, D. & Lu, Y. (2017) Management Across Cultures: Australasian Edition, Cambridge: Cambridge University Press.
This text provides the basic framework for the lecture program and is required reading to prepare for each week’s classes.
Recommended ResourcesAdditional Reading:
Jackson, T. (2002) International HRM: A Cross-Cultural Approach, London: Sage.
This particular text provides a useful analysis of a variety of national and organisational approaches to management. Some individual chapters will be specifically recommended in the schedule provided below, but candidates are recommended to explore other chapters during in the course.
As with any course of Higher Education, candidates will inevitably have varied levels of interest in the different subjects/topics covered. To allow for this, the weekly readings will include essential preparatory reading, but some lecture topics will include recommended additional reading (mainly from Jackson ,2002). These are seen as offering some useful extra sources that apply some of the relevant theories and models in a more fully developed analysis of ‘real-life’ organisations; please note that this edition is relatively old, but still provides one of the best sources, combining an excellent scholarly analysis of international management issues in a historical context (and many of the featured organisations are still operating today and offer a further opportunity for candidates to ‘up-date’ the analysis in the present day).
Candidates will also be expected to prepare for tutorials and this will normally include some reading, focusing on
refereed academic sources. Full details will be provided weekly in advance.
There are a number of other general textbooks available in the library. These can be useful to ‘get started’ with a topic
area. There are also a number of more focused/specialised texts:
Chanlat, JF., Davel, E. & Dupuis, JP (2013) Cross-Cultural Management: Culture and Management Across the World, Abingdon, UK: Routledge. (online version in library)
This is a particularly interesting text, taking a largely French view of culture and management – highly recommended, especially as an alternative to the many books on the subject that seem rather too obsessed with Hofstede and quantitative approaches to understanding culture.
Gannon, MJ and Pillai, R. (2010) Understanding Global Cultures: Metaphorical Journeys Through 29 Nations, 4th
Edition, London: Sage (online version in library)
This is a very useful addition to the ‘dimension based’ theoretical approaches to understanding culture. Metaphors are an important way of communicating about a variety of issues (not only culture) and can also be a powerful way of thinking about phenomena in a creative way that encourages insight and innovation.
Hofstede, G. (2001) Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations
Across Nations, 2nd Ed., London: Sage.
This is the latest edition of Hofstede’s classic work on cultural dimensions. Although often controversial, his theoretical approach has long been influential in the study of culture at a national level; it is important that any serious scholar or culture should be familiar with his model, and it is a good idea to explore his own publications rather than relying on the often simplified versions presented in many textbooks.
Porter, ME. (1990) The Competitive Advantage of Nations, London: Macmillain Press.
This text is another influential one. Although it is quite old (in academic terms), it still provides an interesting perspective and draws from his other, better known work that introduces his model of generic strategies.
Stiglitz. JE. (2007). Making Globalisation Work. New York: WW Norton.
Possibly one of the best known critics of globalisation (and a Nobel Laureate); still a topical, emotive and controversial issue. If interested you could try his other writing in the field
Trompenaars, F. (1993) Riding the Waves of Culture: Understanding Cultural Diversity in Business, London: Nicholas.
Not so much an alternative to Hoftstede’s work, as a variation on this approach to identifying and applying dimensions to cultural analysis.
There are also a number of relevant academic journals including (but not limited to):
Cross Cultural Management: An International Journal
International Journal of HRM
Journal of International Management.
International Journal of Commerce and Management.
International Journal of Hospitality Management
Management International Review.
International Business Review.
Online LearningLecture slides and recordings, general course information, assessment details and tutorial preparation exercises will be uploaded to MyUni.
Some recommended www-pages with regards to International Business/Management are:
CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook
Global Edge http://globaledge.msu.edu/
New Internationalist http://www.newint.org
Learning & Teaching Activities
Learning & Teaching ModesThis course will be taught by1½ hour weekly lectures supported by 1½ hour weekly tutorials. Tutorials are an important component of your learning in this course and are integral to the course assessment. The communication skills developed in tutorials by regularly and actively participating in discussions are considered important by the School and are highly regarded by employers and professional bodies.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements. The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course. This time commitment will include reading the relevant text book chapter, preparing for tutorials, and other assessment tasks. Students in this course are expected to attend all lectures throughout the semester plus one tutorial class each week. Please NOTE tutorials begin in Week 1 of the semester, so some tutorials may precede that week’s lecture.
Learning Activities Summary
Introduction to the course; no tutorial.
Reading: Chapter 1
Cultural Environments: Conceptualising and Theorising Culture; tutorials begin
Reading: Chapter 3
Global managers: challenges and responsibilities
Reading: Chapter 2
Organisational environments: Organising in a cross-cultural context
Reading: Chapter 4
Communicating across (and within) cultures
Reading: Chapter 5
Cultural challenges of leadership
Reading: Chapter 6
Relationships, partnerships and negotiation across cultures
Reading: Chapter 7
Ethics across cultures
Reading: Chapter 8
Work and motivation across cultures
Reading: Chapter 9
Teams and teamwork across cultures
Reading: Chapter 10
Working internationally and across cultures
Reading: Chapter 11
Course review and examination preparation
Reading: Chapter 12
No lecture; final tutorial
Tutorials will be held weekly commencing the week beginning Monday 29th February 2016 (ie week one). Tutorial preparation requirements will be posted on MyUni in advance. The tutorials broadly follow and support the lecture subjects. The learning log assessment is based on tutorial preparation and activities so it is essential that you fully prepare for and participate in the tutorials. Preparation will normally include
some reading and additional tasks, students are expected to bring written preparatory notes with them to each tutorial.
A full guide to tutorials and preparation requirements will be provided each week on MyUni.
PLEASE NOTE: Students having a tutorial class on a public holiday should attend any other tutorial class in the respective week as tutorial classes are not replaceable and students should still submit a learning log for the tutorial attended.
Small Group Discovery ExperienceThe group report and group statement will incorporate a small group discovery opportunity for course participants.
There will be two opportunities to meet with an experienced academic member of staff who will act as a mentor during your preparation of the group report and statements. Full details of this will be provided in due course.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome
Tutorial preparation and participation
Individual 10% All Individual written assignment (1500 words Individual 20% 1,2,5,6 Group Project
Group contract and plan
Examination Individual 50% All Total 100%
Assessment Related Requirements
To gain a pass in this course, a mark of at least 40% must be obtained in the examination as well as a total of at least 50% for the course
overall. Students not achieving the minimum exam mark will be awarded no more than 49%.
Please note that to be eligible for Additional Assessment (previously referred to as Supplementary Examinations) in this course ALL required assessment tasks must be submitted.
Assessment DetailTutorial Preparation and Participation (weighting – 10%)
Students are expected to attend ALL tutorials. Marks will be allocated for tutorial preparation and participation, not for attendance, although tutors will keep an attendance record. Your tutor will check your preparation and any candidate not bringing their written preparation
to each tutorial will have marks deducted from the total possible 10% each week (one mark or 1% for each time the preparation has not been satisfactorily completed and/or when not participating adequately).
Group project (weighting – 20%)
Group contract and plan (5%)
Group Presentation (5%)
Presentation made in tutorial time during the second half of the semester
Individual analysis and reflection (5%)
To be submitted 7 days after the completing of your presentation
Peer assessment by your group members (5%)
Included with your individual analysis
Your tutor will rrange groups for this assignment early in the semester.
Please note. After the groups have been confirmed group members cannot change their groups and nor can a group exclude a group member under any circumstances, without the written agreement of the course coordinator. If any practical or personal problems interfere with your group’s performance at any time during the groupwork, you must immediately contact your tutor (do not wait until a few days before any formal deadline) and your tutor will help you deal with any such issues. If your tutor cannot solve your issue the course coordinator will be consulted.
Purpose: the purpose of this assignment is to give you the opportunity to explore the challenges of international and cross cultural management from theoretical and practical perspectives. This will also help you prepare for the examination (the tasks were derived from past examination papers) and contribute to your tutorial members’ learning,
Task: Each group will address one of the questions provided on myuni. Tutors will seek to offer choice of question wherever possible. However, as each group must answer a different question, some negotiation and random allocation may be necessary. Please note that the schedule is not negotiable as the topics are linked to the other tutorial activities and the preceding lecture, so please ensure that your group is available for the scheduled delivery of your question/topic.
Group Contract and Plan
It is important that groups should prepare a plan for the task facing them. This process is likely to be smoother if everyone knows what they can expect of each other during the task. It is also useful when assessing how well and why the task has been achieved at the end of the exercise.
It is likely that your contract/plan will include at least some of the following:
· Group members’ names and contact information (compulsory element).
· Ground rules for group meetings (eg frequency and duration, means of communication, record keeping, expectations of preparation etc).
· The contract should focus on behaviours that are crucial to the group's effectiveness. Perhaps this is the key issue to discuss during the initial stages – how can you identify the 4 or 5 key behaviours.
· Assignment of specific tasks and responsibilities and timing (sub-deadlines). These might be itemised and recorded as they are identified and completed.
· Specific methods for dealing with problems within the group (eg unmet expectations or conflict between members).
· A method for peer feedback during the project to help avoid and address problems with performance. This should be used as the third criterion for the peer assessment element of the assessment (below). In other words, your group should agree on and specify a criterion for the peer assessment of your group (compulsory element).
· A document that each group member should sign, indicating their agreement to the contract (compulsory element).
It is essential to prepare an outline time plan (perhaps in gaant chart form), working back from
each formal deadline.
Before the contract/plan can be finalised and agreed it is important to analyse your group at an individual and group level. Your first formal meeting would be well spent introducing yourselves and your cultural influences (nationality, family, education, employment, aspirations, learning preferences etc). This will help you better understand any differences within your group and start to frame your group’s culture (actual and ideal). This process requires each member to think about and reflect on themselves as individuals and cultural members AND listen carefully to their group-mates.
Group contract requirements (maximum):
Cultural analysis: 500 words
Group contract: 250 words
Plan: 200 words
Group Contract and Plan Assessment Criteria:
Application of relevant cultural theory
Practical contract items (eg reasonable terms; realistic control
mechanisms; manageable sanctions for underperformance)
Realistic timeplan (don’t be too ambitious)
Group Presentation (5%)
Presentation made in tutorial time (see schedule below):
Your presentation must address one of the questions listed on myuni. You will have about 30 minutes to present your answer. This will require you to explain the question (in your own words) to clarify your task for the audience. You should ensure that any theory you draw on is clearly explained and critiqued (all presentations must use and reference one quality source). This should be followed with any comparison, critical evaluation, application and/or discussion/debate, leading to a clear conclusion and recommendation(s). You should also allow a few minutes for any questions from the audience.
You should provide some visual aids for your audience (powerpoint presentations are acceptable – if so, no more than 4 slides should be used, including your references).
As in the examination, the key thing is to present a clear and convincing answer to the specific question; do not simply try to include everything that you know about the topic specified.
You are also required to take a management perspective – try to answer your question as you think a manager would consider professionally significant (what are the organisational implications of the issue, challenge etc highlighted by the question. Most questions/issues would be enhanced with some specific recommendations for managerial action (eg to solve a problem or take advantage of an opportunity).
Finally, you will need to use relevant theory and/or research to support your answer. Theory is an essential part of university learning, but is also central to how we understand the world around us. In order to demonstrate your understanding of theory in this course you must apply (not just describe) relevant theory in answers (you can use theory to help understand a phenomenon or to help to frame, explain and justify recommendations).
Presentation assessment Criteria:
Answering the question; did you answer the question clearly and convincingly?
Relevant theoretical support; did you explain and apply theoryappropriately?
Clarity of presentation; did your explanation, conclusion, rationale etc make sense?
Addressing audience questions; were your answers clear, concise and relevant?
Individual analysis and reflection (5%)
Each member of your group should submit a short self-analysis (maximum 750 words). This should build on the initial group analysis (submitted with the first part of the assessment above). This should focus on your individual role(s) within and contribution to the group as a whole.
You should draw on relevant cultural theory in your analysis. All individual submissions must include at least one quality research source (see lecture one for guidance here).
There is some flexibility to your content and approach. For example, you could focus on the cultural/subcultural differences among your group member and how you managed any differences that could have interfered with the smooth running of your group. Alternatively you could analyse the ‘third culture’ that you developed within the group, identifying any specific challenges you faced and overcame during the planning/operation of the group. The only essential element is the self-analysis of how YOU contributed to this culturally challenging
group exercise. This should be presented critically (ie exploring how your learning during this project could contribute to your future interactions with colleagues in future collaborations
Individual analysis andreflection assessment criteria:
Application of relevant theory; do you use theory to support your analysis and conclusion (ie to understand your situation within the group and any intragroup difficulties and to guide your plan for improved future participation in groupwork
Self-analysis at group and individual level; does your self analysis demonstrate awareness of strengths and weaknesses?
Critique of own contribution; are you open and reflective about ways that you could improve your own contribution in future groupwork (ie addressing your weaknesses and maximising your strengths)?
Peer assessment of your group members (5%)
Each member of the team should assess their teammates, confidentially, based on the following criteria (you must include a written justification of your mark; without a clear and convincing explanation of the mark, based on these criteria, your final marks are subject to moderation by your examiner. So, simply giving all your group member 100% or 0%, or any other unjustified marks, without a convincing justification, is likely to result in all marks being revisited by the examiner).
Peer assessment criteria:
Contribution to the group task; Participation in group meetings; attendance and contribution – not just attendance
Achievement of agreed goals, as specified in group contract; these must be explained and related to the contract requirements.
One additional criterion to be specified in the group contract
Individual analysis and reflection and peer assessment marks must submitted on myuni as a single document: To be submitted 7 days after the completion of your presentation
Individual written work (weighting - 20%)
You should submit an individually prepared, written assignment addressing the following question:
From the perspective of a cross-cultural manager, how far do you agree with Norberg’s (2003) assertion that globalisation is good?
The main purpose of this assignment is to explore, compare, analyse and evaluate different arguments regarding the phenomenon of
globalisation. Norberg’s (2003). Please note that Norberg’s video would not be considered a scholarly research source (rather it is presented as an individual’s point of view. This does not mean that Norberg’s points are wrong, rather we would need to be aware that his argument and evidence need evaluation (hence the task here).
The format of your assignment is flexible. You may prefer to present your work in essay format or report format – or a more creative approach all together. It might be useful for you to think of this as similar to an examination task (it is the sort of question that has been used in the past, after all, the main difference being that examinations do not normally require complete and accurate referencing).
You will need to support your analysis with appropriate references. These may include academic articles, practitioner journal sources, demographic data or employer association/International Management publications and textbooks. However, any essay that does not include a minimum of 4 quality research references (eg journal articles), will receive a grade of no more than 49%. If you have any doubts about your sources you should check with your tutor. Please note, the two videos referred to here SHOULD NOT be considered quality research references. Both present interesting and relevant opinions of the individuals presenting and need to be subjected to scholarly scrutiny in your answer.
Your assignments should be no longer than 1500 words (not including your reference list).
Assignments must be submitted through turnitin on the course Myuni page.
Assessment Criteria for individual written assignment
Answering the question: please ensure that what you write addresses the question fully and clearly.
Rationale and argument: remember, although your opinions and beliefs matter to you, other people are more interested in why
you have developed these opinions and beliefs and how strong the evidence supporting them is.
Use of relevant theory(ies): theory is an essential part of how we make sense of the world; in the social world, theories help us to understand what we observe and predict the outcomes of particular behaviours (ours and others’), so it is important to be able to critique the theories we use. How can we be confident that your chosen theories are strong and useful?
Use of appropriate organisational/managerial examples: The question specifies cross-cultural management as your focus, so you must include relevant examples – ideally from your scholarly reading – of how globalisation has, is and is likely to impact on managers and the
people/organisations that they manage.
Appropriate reference support, clear expression, correct grammar and punctuation: accurate referencing is essential to both guide your reader and avoid accusations of plagiarism. Similarly, clear and well written answers are essential if your critique, argument and conclusion are to be understood by your reader (marker).
Norberg, J (2003) Globalisation is good, A Freeform Production for UK Channel Four. Broadcast 21 September, available from: http://video.google.com/videoplay?docid=5633239795464137680, accessed 28th Jan 2018
All written assignments must be submitted on myuni through the relevant
link, preferably each should be submitted as a single word document (ie, the
three learning logs should be integrated into one document).
Students must specify their chosen learning log entry for full marking
at the same time as their learning logs. If this choice is not received in
time, the tutor will select one entry at random for marking.
All assignments (learning logs and group reports) are to be lodged at,
or prior to, the due date and time. A
late assignment where no extension has been granted will be penalised by a
reduction of 5% of the mark given
for each day, or part of a day, that it is late.
Assessment marks prior to the final exam will
be displayed on the course website.
Students are encouraged to check their marks and notify their tutor and
the Course Coordinator of any discrepancies.
Legible hand-writing and
the quality of English expression are considered to be integral parts of the
assessment process. Marks may be deducted in the final
examination because of poor handwriting.
Students in this course are not
permitted to take a DICTIONARY (English or English-Foreign) into the
ALL applications for Assessment
Extensions, Replacement Examinations and Additional Assessment are to be
applied for through the centralised Application for Replacement Examination or Assessment Extension form. This is then submitted for approval
to the Faculty of Professions Student Hub, within the timeframes set out
by the policy, either in person or via email@example.com The hub will then notify the School/Course Coordinator within 3
days as to whether the student’s application has been approved. Please
note that it is not permissible for course coordinators to approve
or organise any of the above directly to and for a student.
Presentation of Assignments
1. Students must retain a copy of all assignments submitted.
2. All individual assignments must be attached to an Assignment Cover Sheet that must be signed and dated by the student before submission. Lecturers will withhold students’ results until such time as the student has signed the Assignment Cover Sheet.
3. Students may not submit work for an assignment that has previously been submitted for this course or any other course.
4. Markers can refuse to accept assignments that do not have a signed acknowledgement of the University’s Policy on Plagiarism: www.adelaide.edu.au/policies/230/
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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