BUS511: CROSS CULTURAL MANAGEMENT

Summer 2012

INSTRUCTOR:	Dr. Mark Meckler	OFFICE HOURS:
OFFICE:	Franz 407	MONDAY:	4 – 6 p.m
OFFICE PHONE	503/943-7467	TUESDAY:	4 – 6 p.m.
HOME PHONE	503/242-1650	WEDNESDAY:	4 – 6 p.m.
FAX:	503/943-8041	THURSDAY:
EMAIL:	Meckler@up.edu	FRIDAY:
CLASSROOM	A: Franz 206		Or after class
TIME	M & W 6:10 - 9:50 p.m.

Course Description: This course is designed for students who wish to prepare themselves for working overseas or for working with people from other cultures. Students who master the course material will not have to worry about being viewed as an “Ugly American” or “Ugly _____.” The content and skills taught in this course are very important given today’s global economy and diverse work force. Since successful interculturalists are self-aware, the course begins with a focus on understanding one’s own culture. The second module of the course is geared toward understanding other cultures. You’ll be able to decode cultural behavior once you’ve learned about cultural dimensions and cross-cultural communication styles. The third part of the course will develop your cross-cultural skills in areas like communication, negotiation, motivation and leadership. In the final weeks, you’ll read about and interview expatriates to see what it’s like to live abroad and select employees to work internationally. Throughout the course, you’ll observe differences in how business is done in various countries.

Learning Goals Addressed in this Course:

	Research Skills –
X	Analytic and Critical Thinking Skills – Students will develop these skills in applying course concepts to the analysis and solution in their analysis of cases and self assessment exercises.
X	Value System – The core perspective of the course is a model of value driven leadership. Students will reflect on their own cultural values and learn to perceive and understand the cultural values of others.
X	Interpersonal Skills – This is a central theme in the course. Students will learn a variety of approaches to help managers develop cross cultural interpersonal and group skills. Students will practice communication style skills in a variety of exercises and case discussions.
	Broad Core of Business Knowledge - Students will develop a conceptual understanding of the broader integrative skills and perspectives required of managers.

Key Leadership Skill(s) and Perspectives Addressed:

Communication Skills	Problem-Solving	Team- work	Technology	Social Consciousness	Global Perspective	Quantitative Skills
10	8	10	2	10	10	1

Communication Chapter on intercultural communication exercises and, role plays

Problem Solving Problem situations and cases throughout the course

Teamwork Chapter on groups and teamwork, team project, and periodic team evaluations

Technology Team projects require use of the Internet

Social Consciousness Session 1 and 8

Global Perspective The entire course has a global perspective

Course Objectives:

· Gain a greater understanding of business practices in different countries

· Be more culturally sensitive

· Develop cross-cultural skills to be more effective when dealing with and managing people from other cultures

· Understand what it’s like to be an expatriate so you can be one or manage them well

Texts:

1. Rapaille, Clotaire 2006. The Culture Code. Broadway Books; New York, NY USA.

2. Access to University of Portland Library electronic databases.

Class Format:

The methodology includes a mix of lectures, experiential exercises, group projects, and skill-building exercises. The most effective method for teaching skills and cross-cultural sensitivity is via experiential exercises. This means that we will turn the classroom into a laboratory and create conditions for understanding concepts through experience as well as readings. We will use role plays, exercises, and simulations so that you can pull out your own learning points from these experiences. This type of course requires students to take responsibility for their own learning. In order for an experiential course to be successful, students must do all the reading and homework preparation and participate actively in the classroom.

Please do not underestimate the importance of participation in this course. It is an important part of your final grade, as well as an opportunity to practice your communication skills. You have to learn to speak up and/or communicate with people from different cultures at some point in your career; you may as well do it here among friends. If you find it difficult to participate in class, please come see me in the beginning of the course so we have time to remedy the situation. Class contributions may consist of:

1. Comments on readings:

Statement of a problem or issue related to the readings

Observations of how readings, etc. apply to specific situations

Application of readings to one’s personal experience or circumstance

Questions about the readings

Making connections between various readings

2. Active participation in simulations and exercises

Attendance

Because this course is designed around value-added activities in the classroom, regular attendance is essential. You are an important ingredient in the class community we will form. Please call me before class if you cannot attend due to unavoidable reasons just as you would notify your boss.

Assignments:

Students will submit the following assignments.

1. Analysis of Cultures in your environment

a. Conduct an analysis of a (sub) culture that you know well enough to be considered an expert. (First project due)

1. The purpose of this assignment is to ensure that students understand the values of their own culture (subculture) This is about your culture’s values not your personal/individual values. This section assignment has four parts: (1) the culture’s key “operant” values accompanied by (2) a statement of whether or not this value is also widely espoused in that culture, and if applicable say if it is espoused more central than it actually operates or less central than it actually operates. (3) a good representative behavioral example and; (4) a link to at least one theoretic cultural dimension/orientation.

2. Identify the culture or subculture you are describing at the top of the page. Rank the values from most central and immovable to less central and somewhat more flexible. Ask yourself, during an event when the values are in conflict, which one would win out? For example, what would the general population choose if there was a conflict between friendship-loyalty and obeying the law? Are some values absolute (Kantian deontological) while others are more flexible depending upon the situation (Bentham/Mill utilitarian)? Include ONLY THE TOP OPERANT VALUES. Cover about 10 key values for your culture. Make sure you have accurately distinguished between a value and a behavior or norm that manifests the value.

3. Make a list of the top 10 espoused values in the culture. Comment on those values that are on the espoused list, but did not make it at all onto your operant values list.

4. Paper may be no longer than 4 pages, single spaced, 12pt font, 1” margins.

2 Analysis of demographic cultures in your environment (second project due, work in teams of two)

a. We will develop a set of research questions that necessitate comparing and contrasting values and orientations of different subcultures found in our region. You will investigate the topic, collect data, and then compare the sub-cultures to each other in terms of the research question assigned.

b. Method: you will interview seven different people, and ask them specific questions about their subculture (not about themselves). You will also have them fill out a questionnaire survey that we develop. You will ask each interviewee the same questions. You must try to focus the participant on the characteristics of their subculture, and not on themselves as individuals.

1. A person from the majority population and main working generation within the region who is from the city

2. A person from the majority population and main working generation within the region who is from a rural town/area.

3. A person from a minority population in the region.

4. A person from the majority population and main working generation within the region who is male.

5. A person from the majority population and main working generation within the region who is female.

6. A person from the majority population and the youngest working generation in your region.

7. A person of the majority population and the oldest working generation in the region.

c. Construct a formal research paper based upon your interview project. A general format/structure for the paper will be provided by the professor. Be sure to collect record and report all demographic information about each of your participants in the survey. For syntax and other writing guidelines, please follow the University of Portland writing center’s guide for research papers. Cite appropriate experts, texts and research throughout your analysis. Use APA citing styles and provide a list of references at the end of your paper.

3 Case Questions and write-ups: On days where specific Case Questions are offered, students must answer the questions about the case for the day (see schedule of events portion of this syllabus) and submit them via email not later than 12:00 PM the day of class. Your write up may be no longer than two pages, 12point font, single spaced, with 1” margins. Cases are graded on a 1-7 scale, with a 4 being the “expected minimum” quality write-up, that usually translates to a B- on the curve at the end of the term. When there are no pre-assigned discussion questions posted for the case, or each student should be prepared to:

1. (Minimal Requirement) state what you believe to be the main issues facing the firm or the managers, which of these you think is the most critical issue (or must be dealt with first), and why. (3-4 rating)

2. (Ok) state the main issues and also the facts most relevant to the issue you think is most important. Try to sort out the facts on multiple levels of analysis, (the department, the firm, the industry, the economy). Make an effort to withhold judgment and just state the facts and relationships in an orderly way. (4-4.5 rating)

3. (Good) in addition to the above, apply the theoretical readings from this class to the critical issue, helping us to make sense of the facts, and the situation. (4.5-5 rating)

4. (Great) additionally, proscribe future action about what you think is the most critical issue by using a theoretical basis established from course readings, and the facts presented in the case. (5.5+ rating)

4 Case Analyses: All students will be required to prepare to present their views on each case during class. Student performance in class accounts for a large part of the final grade. In order to be prepared for class, students should be prepared to discuss each of the pre-assigned questions about the case (see course schedule), and if there were no discussion questions assigned, then be prepared to discuss issues from the list above on case write-ups.

(Also Great) during in class discussion is a unifying or summary statement of what others in the class seem to be saying, then moving the class forward to the next issue that needs to be considered.

5 Class Participation: Because participation is such an important part of the learning process, a significant proportion of your assessment will be based upon a mark awarded to you for participation in the class. Emphasis will be placed on factors such as explicit evidence of preparation for class, class attendance, critical analysis and depth of thinking, and your personal daily contribution(s) to the learning climate of the class. While the primary criterion for class participation is quality, not quantity, students must attend class. Missing three sessions (two in short summer terms) will lower the grade by a full point, with an additional point subtracted for each additional class missed. Each student should come to class with a well thought‑out perspective, idea or application to share with the rest of the class.

6 Theoretical Readings:

1. Each student will bring to class a summary (no more than ½ page per reading) of what they thought were the most important contributions/issues in the readings for that day. Those summary’s will be turned in to the instructor during class.

2. Students will also take turns leading a class discussion regarding the readings. This is meant to practice presentation and communication skills. On your assigned day(s), prepare to lead the class on a discussion about what you think were the most critical contributions or issues brought up by the paper. Presenting each paper should take no more than 15 minutes. You may develop/use any technique that you think will stimulate class discussion.

7 There will be a midterm exam on the some core material from the readings.

Grading System:

In addition to the three submitted assignments, students will also be graded on in-class contribution to the learning environment, contribution to group projects, quiz scores, and mastery of the readings.

1. The criteria for in-class contribution to the learning environment is quality input (rather than quantity), consistent contribution to class discussions, thorough preparation, analytical insight, facilitation of other students’ ideas, building on the thinking of others and integrating that thinking into your own contributions. I expect students to share their views and experiences for the benefit of the class. I am looking for evidence of good critical thinking on your part: getting to the nub of a chapter, asking thought-provoking questions, coming up with learning points from our experiences in class, and sharing what you have learned about yourself and others during the exercises. Another aspect of participation is how well you help your learning group accomplish the tasks and exercises assigned both during and outside class. Merely coming to class is not sufficient; attendance is a first step but you must also participate actively.

2. Reading of the day discussion leadership. Each student will take the lead on a class discussion of one of the readings.

3. Peer evaluations. Students will evaluate the contribution of their group members to group projects. A person who has not contributed to a group project will not receive the same grade as the other group members.

Grading Scheme:

Grading Points	Point Value
Analysis of Personal Culture	20
Analysis of Other Cultures: interviews and write up.	30
Case Studies	25
In-class performance (readings discussion, etc)	15
Midterm Quiz	10

2.

Grading Scale

A =93-100 B+=87-89 C+=77-79 D+=67-69

A- =90-92 B =83-86 C =73-76 D =63-66

B- =80-82 C- =70-72 D- =60-62

F =<60

Please notify your instructor if you have a learning disability or require special assistance with this course. Confidential personal and learning assistance counseling are made available to students through the Division of Student Services.

Writing:

Good, concise writing is a skill all managers need to have. Please consult the writing assistants in Buckley #315 if you want or need to improve your writing. The Writing Assistant Program is a free service provided by the University; please get in the habit of having other people look at your writing. Points will be subtracted for poorly written work. Term papers and research papers should be typed and double-spaced. Case write-ups and readings summaries should be single spaced. Make sure you have another copy on diskette in case my dog eats your paper.

University and School of Business Policy on Cheating: I want to be sure you get your money's worth out of this course and that you will be able to put what you have learned into practice; that can only happen if you do the work yourself.

“Because of the University’s commitment to academic integrity, cheating on course work or on examinations will result in penalties that may include a grade of “F” for the specific exam or course work or a grade of “F” for the course. Any incident of cheating will be reported to the dean of the college in which the course is offered and to the dean of the college or school in which the student is currently enrolled” (University of Portland Bulletin). Students in the School of Business Administration who are turned in for an initial case of cheating will be put on probation. A second cheating incident will lead to dismissal from the School of Business. Note: Plagiarism is considered to be a form of cheating. It consists of taking the ideas, writings, etc. from another and passing them off as one’s own (Webster’s New World Dictionary).

Summer Course Calendar:

Session	Date	Topic	Assignments to Complete Before Class
1	May 14	Introduction and Film	Images of American Culture
2	May 16	X Cultural Ethics and Differences Case Study: Medical Equipment Inc in Saudi Arabia	Yu, Kaicheng, 1998, Chinese Employees Perceptions of Distributive Fairness.pdf Donaldson, 1996. Values in Tension: Ethics Away from Home. Harvard Business Review, v74(5). Pp48‐58.
3	May 21	Cultural Dimensions and Differences	Hofstede Geert, 1984.The cultural relativity of the quality of life concept, Academy of Management Review; Jul 1984; pg. 389
4	May 23	Case Study: The West Indies Yacht Club	Trompenaars, Fons, 1996. Resolving International Conflict: Culture and Business Strategy. London Business School, Volume 7, Number 3 pp 51-68. Osland, Joyce S.; Bird, Allan. Beyond sophisticated stereotyping: Cultural sense-making in context. Academy of Management Executive, Feb2000, Vol. 14 Issue 1, p65-79, 15p, 1 chart, 2 diagrams, 4bw; (AN 2909840 http://0-search.epnet.com.clark.up.edu/login.aspx?direct=true&db=buh&an=2909840&loginpage=login.asp?custid=s8474154&site=ehost
5	May 28	NO CLASS. MEMORIAL DAY
6	May 30	Cross Cultural Communication Due: Analysis of Personal Culture	Hall and Hall, 1990, Understanding Cultural Differences, Chapter 1 Rapaille, 2003. The Culture Code, Chapter One, and Chapter Two Rapaille, 2003. The Culture Code Chapter Three and Chapter Four
7	June 4	Negotiating Globally QUIZ	Rapaille, 2003. The Culture Code, Chapter Five, Six and Seven Rapaille, 2003. The Culture Code, Chapter Eight, Nine and Ten Stephen Weiss, 1994. Negotiating with Romans, Part 1. Sloan Management Review. Barkai, John (2008) "Cultural Dimension Interests, the Dance of Negotiation, and Weather Forecasting: A Perspective on Cross-Cultural Negotiation and Dispute Resolution ," Pepperdine Dispute Resolution Law Journal: Vol. 8: Iss. 3, Article 6. Available at: http://digitalcommons.pepperdine.edu/drlj/vol8/iss3/6
8	June 6	Case Study: Google and the Government of China
9	June 11	Global Leadership, Motivation, and Decision Making	Javidan, Masour; Dorfman, Peter W.; De Luque, Mary Sully; House, Robert J In the Eye of the Beholder: Cross Cultural Lessons in Leadership from Project GLOBE. Academy of Management Perspectives, Feb2006, Vol. 20 Issue 1, p67-90, 24p; (AN 19873410)
10	June 13	Case Study: The Privatization of the Tiger Leaping Guest House In Nanjing, PRC	Osland, Joyce STHE JOURNEY INWARD: EXPATRIATE HERO TALES AND PARADOXES. Human Resource Management, Summer/Fall2000, Vol. 39 Issue 2/3, p227, 12p; (AN 13643808 Smith, Peter B.; Peterson, Mark F. and Shalom Schwartz; ; CULTURAL VALUES, SOURCES OF GUIDANCE, AND THEIR RELEVANCE TO MANAGERIAL BEHAVIOR; A 47-Nation Study JOURNAL OF CROSS-CULTURAL PSYCHOLOGY, Vol. 33 No. 2, March 2002 188-208
11	June 18	Organizational Culture, Leveraging Diversity, Cultural Synergy and Discord	Pauleen, David; Murphy, Peter. In Praise of Cultural Bias. MIT Sloan Management Review; Winter2005, Vol. 46 Issue 2, p21, 2p http://search.epnet.com/login.aspx?direct=true&db=buh&an=15903123&loginpage=login.asp?custid=s8474154&site=ehost Jean M. Twenge, Stacy M. Campbell, Brian J. Hoffman and Charles E. Lance, 2010. Increasing, Social and Intrinsic Values Decreasing Generational Differences in Work Values: Leisure and Extrinsic Values Journal of Management 36: 1117
12	June 20	Case Study: Managing Diversity at Spencer Owens & Co.	Meckler, 2010. Links and Synchs. Organizational Culture from a Network Point of View. Hofstede, Geert. Identifying organizational subcultures: An empirical approach.   Journal of Management Studies, Jan98, Vol. 35 Issue 1, p1, 12p, 3 charts; (AN 407440) http://0-search.epnet.com.clark.up.edu/login.aspx?direct=true&db=buh&an=407440&loginpage=login.asp?custid=s8474154&site=ehost
	June 21	Due: Analysis of Other Cultures