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| Detailinformationen |
| Quellcurriculum |
Masterstudium Joint Master's Program Global Business - Russia/Italy 2020W |
| Ziele |
(*)The course aims to prepare students for a global working environment by raising awareness of cultural differences and adequate leadership styles. Successfully navigating within a global world is impossible without a clear understanding of the cultural influences on individual and organizational behavior. Such an understanding can only be achieved if students reach a heightened awareness on the cultural elements that influence their own worldview, attitudes and behavioral premises. Learning about themselves through guided personal reflection and through the mirror of an inventory on cultural sensitivity, will allow students to create a solid cognitive foundation in order to master intercultural encounters during the Master in Global Business in the first place and in their later career in general.
Aim of the course:
The course aims to advance the students’ understanding of their own dispositions towards cultural difference and to prepare them for effectively dealing with managerial issues concerning cross-cultural situations. Students will develop their intercultural skills by reflecting on their experiences and keeping regular journal entries on their acculturation process. Moreover, during individual sessions with the instructor, students will discuss their cultural learning process and reflect on their own cultural identity at regular intervals throughout the program.
- The students develop and foster their abilities to understand and cope with situations of cultural diversity.
- The students learn about practical experiences concerning situated leadership.
- The students will reflect on their inter-cultural experiences in a critical way.
- The students will learn to solve real conflicts through critical refection and coaching by the instructor.
- Students will be able to develop a global mindset
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| Lehrinhalte |
(*)Cultural sensitivity
- The own cultural sensitivity measure (IDI)
- The theory of cultural sensitivity
- Cultural sensitivity and cultural intelligence
- Coaching and feedback
The inter-cultural journal
Simulating cultural difference
Role-play / simulation game on intercultural communication
Input sessions on culture theories
- Ethnomethodology
- Cultural Anthropology
Cultural differences in action
- Registering and reflecting on cultural events
- The intercultural journal
- Coaching and feedback
- Learn how to give and understand feedback
Input sessions on
- culture theories
- The idea of the nation state and nationalism
- Austrian history
- Cultural visits:
- Monastery St. Florian
- Concentration Camp Mauthausen
- Chamber of Labor & Chamber of Commerce
Group building session
- Develop a code of conduct for each group
- Group building theoretical input
Diversity as a chance for development and leadership
- Problems and opportunities
- Critical factors
- Aspects of diversity
- What role typifications do exist?
Content
Introduction
- rules of the game
- introduction session
IDI session
- what is inter-cultural intelligence?
- coaching and feedback sessions
- how to write a two-week journal about inter-cultural experiences
- the IDI inventory
- the group report on cultural sensitivity
- cultural learning theory
- micro-macro structuration
Introduction to Culture Theories
- Ethnomethodology
- Cultural Anthropology
Inter-cultural sensitivity
- role play/ simulation
- present a group reflection on the simulation
Individual coaching sessions, 30 minutes each
- personal interviews
- individual IDI feedback
- individual IDI developmental plan
Critical reflection on term one
Role play/ simulation
Group building session: storming – forming – norming – performing
Development of a code of conduct for each group
Diversity session
Identity, History and Nationalism session
Austrian History lecture
Revision: Code of conduct
Group feedback session
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| Beurteilungskriterien |
(*)The final grade for the course Cultural Awareness/term 1 will be calculated as follows:
Individual journals: pass or penalties
Group seminar paper: 70%
Group project: 30%
The final grades for the course Cultural Awareness/term 2 will be calculated as follows:
Individual journals: pass or penalties
Individual essay outline: 50%
Exam: 50%
The group project on culture is a little ethnographic research project. Students will conduct an ethnomethodological study on a cultural aspect they find interesting. The results can be presented either as a written research report of 2000 words (+/- 10%) or in the form of a powerpoint presentation of 20 slides (+/- 10%) or in the form of a movie about the research and its findings. In case you choose to hand in a movie, it should be of 15 minutes (+/- 10%). Either way, you have to upload the piece or work at moodle or send it to Daniel.semper@jku.at.
For the individual essay outline students should write a short outlook on what they plan to work on in term three (Cultural Awareness II). The topics are up to the students` choice but should deal with topics related to the general course content. The outline should comprise 1000 words (+/- 10%). Students have to clarify what they wish to write on, what the research question/thesis is about and how they plan to operationalize this endeavor. It can be a theoretical essay or an empirical study. However, students have to clarify in detail what and how they want to conduct their research/write their paper.
There will also be an exam on culture theories. The exam will be a closed book exam. Students have to answer several open questions in an essayistic style. The date and time will be announced at the beginning of term 2.
Concerning the seminar paper, students have to discuss the topic critically (as proposed in the outline) by developing an argument on the basis of a suitable academic theory. Their work should show academic rigor and refer to current streams in international academic literature. The paper should comprise 3000 (+/- 10%) words. Please upload the final version of your paper as Pdf to moodle.
All work has to fulfill the international academic requirements. Students have to cite academic and non-academic references according to international standards. Any forms of plagiarism will lead to a fail.
All marks will be 0-100 points. The passing grade is 60 points and above.
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| Lehrmethoden |
(*)Besides the regular journal submission students will have to write a group seminar paper and a group project on culture in term 1 and an individual essay outline and an exam on culture theories in term 2.
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| Abhaltungssprache |
Englisch |
| Literatur |
(*)- Anderson, B. (1991) Imagined Communities: Reflection on the origin and spread of nationalism. London: Verso.
- Bennett, M. J. (2004). Toward multiculturalism: A reader in multicultural education. Newton, MA: Intercultural Resource Coporation.
- Bhabha, H. (1994) The Location of Culture. London: Routledge.
- Bonebright, D. (2010), 40 years of storming: a historical review of Tuckman's model of small group development. Human Ressource Development International, vol. 13 (1): 111-120.
- Bourdieu, P. (1986) The forms of capital. Cultural theory: An anthology (2011): 81-93.
- Brannen, M.Y. and Salk, J.E. (2000) Partnering across borders: Negotiating organizational culture in a german-Japanese joint venture. Human Relations, Vol. 53, No. 4, pp. 451-487.
- Cox, T. H. Blake, S. (1991) Managing cultural diversity: Implications for organizational competitiveness. The Executive, Vol. 5 (3): 45-56.
- Brown, J. S., Collins, A. and Duguid, P. (1998). Situated cognition and the culture of learning. Educational researcher Vol. 18 No. 1, pp. 32-42.
- Delmestri, G. (2006) Streams of Inconsistent Institutional Influences: Middle Managers as Carriers of Multiple Identities. Human Relations, Vol. 59 (11): 1515–1541.
- Delmestri, G. and P. Walgenbach (2005): Mastering Techniques or Brokering Knowledge? Middle Managers in Germany, Great Britain and Italy. Organization Studies, 26/2: 195-218.
- Delmestri, G. (2013): Cosmopolitans, Harlequins, or Frankensteins? Managers enacting global, local and hybrid identities. In Drori, G., Höllerer, M., Walgenbach, P. (eds.): Organizations and International Management: Global Themes and Local Variations. Routledge.
- Dwyer, S. Orlando C. R. Chadwick, K. (2003) Gender diversity in management and firm performance: the influence of growth orientation and organizational culture. Journal of Business Research, Vol. 56 (12): 1009-1019.
- Erez, M., Gali, E. (2004). A dynamic, multi-level model of culture: From the micro level oft h eindividual tot he macro level of a global culture. Applied Psychology: An International Review, Vol. 53 (4): 583-598.
- Erez, M., Lisak, A., Harush, R., Glikson, E., Nouri, R., Shokef, E. (2013) Going Global: Developing Management Students` Cultural Intelligence and Global Identity in Culturally Diverse Teams. Academy of Management Learning & Education, Vol. 12 (3): 330-355.
- Frenkel, M. (2008). The multinational corporation as a third space: Rethinking international management discourse on knowledge transfer through Homi Bhabha. Academy of Management Review, Vol. 33 (4): 924.
- Garfinkel, H. (2005). Ethnomethodological studies of work. Routledge.
- Geertz, C. (1973). The Impact oft he Concept of Culture on the Concept of Man. In: The Interpretation of Cultures. New York: Basic Books.
- Gelfand, M. J., Erez, M., and Aycan, Z. (2007). ‘Cross-cultural organizational behavior’. Annual Review of Psychology, 58: 479–514.
- Goffman, E. (1995) The presentation of self in everyday life. Garden City, NY: Anchor.
- Gregory, R., Prifling, M. and Beck, R. (2009). The role of cultural intelligence for the emergence of negotiated culture in IT offshore outsourcing projects. Information Technology & People, Vol. 22 Iss 3 pp. 223 – 241.
- Hammer, M. R., Bennett, M. J., and Wiseman, R. (2003). ‘Measuring intercultural sensitivity: the intercultural development inventory’, in R. M. Paige (guest ed.), special issue 34 on the intercultural development. International Journal of Intercultural Relations, 27(4): 421–43.
- Hatch, M. J. and Schultz, M.. (2002) The dynamics of organizational identity. Human relations, Vol. 55 No. 8, pp. 989-1018.
- Hobsbawm, E. (2012) The Invention of Tradition. London: Cambridge University Press.
- Kolb, D. (1084) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
- Lave, J. (2009) The Practice of Learning. In: Illeris, K. Contempory Theories of Learning. London: Routledge.
- Llewellyn, N. and Spence, L. (2009). Practice as a members’ phenomenon." Organization Studies, Vol. 30 No. 12, pp. 1419-1439.
- Llewellyn, N. (2011) The gift in interaction: a study of ‘picking‐up the bill’." The British journal of sociology Vol. 62 No. 4, pp. 718-738.
- Mead, M. and Bateson, G. (1942) Balinese character. New York: New York Academy of Sciences.
- Miner, H. (1956) Body ritual among the Nacirema. American Anthropologist Vol. 58 No. 3, pp. 503-507.
- Ravasi, D. and Schultz, M. (2006). Responding to organizational identity threats: Exploring the role of organizational culture. Academy of management journal Vol. 49 No. 3, pp. 433-458.
- Robertson, R. (1995) Glocalization: Time-space and homogeneity-heterogeneity. Global modernities: 25-44.
- Sewell Jr, W.H. (2005) The concept (s) of culture. Practicing history: New directions in historical writing after the linguistic turn: 76-95.
- Seymen, O. A. (2006) The cultural diversity phenomenon in organisations and different approaches for effective cultural diversity management: a literary review. Cross Cultural Management: An International Journal, Vol. 13 (4): 296-315.
- Shimoni, B., and Bergmann, H. (2006). ‘Managing in a changing world: from multiculturalism to hybridization—the production of hybrid management cultures in Israel, Thailand, and Mexico’. The Academy of Management Perspectives, 20(3), 76-89.
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| Lehrinhalte wechselnd? |
Nein |
| Sonstige Informationen |
(*)Attendance of cultural events and classroom activities are mandatory. In case of sickness students have to bring a medical report. Absence without permission will lead to a penalty of 5 points.
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