Cross Cultural Management
Cross Cultural Management
Objectives of the Course
The students will be able to: Recognize what is cross-cultural management and goals for cross-cultural management; identify the nature and definitions of a culture; be acquainted with different management approaches affected by cultural diversity; recognize values in culture and principles in providing services to clients from different cultural backgrounds; and identify what is a cultural competency.
The students will be able to: Recognize what is cross-cultural management and goals for cross-cultural management; identify the nature and definitions of a culture; be acquainted with different management approaches affected by cultural diversity; recognize values in culture and principles in providing services to clients from different cultural backgrounds; and identify what is a cultural competency.
Reasons for Course Development/Modification
To facilitate the student to apply the theory and knowledge of cross-cultural management to globalization situation.
To facilitate the student to apply the theory and knowledge of cross-cultural management to globalization situation.
Course Description
The subject provides a key grounding in the nature of management in the global
context by increasing awareness and understanding of the soft skills in international
management, particularly those relating to cross-cultural management. The way
national culture influences management practice is also considered, such, as;
what ways human resource management and employment practices differ across
countries, and possible underlying cultural and institutional reasons for these
differences. Finally, the course has a strong emphasis on how individuals, teams and
organizations manage these cultural differences.
The subject provides a key grounding in the nature of management in the global
context by increasing awareness and understanding of the soft skills in international
management, particularly those relating to cross-cultural management. The way
national culture influences management practice is also considered, such, as;
what ways human resource management and employment practices differ across
countries, and possible underlying cultural and institutional reasons for these
differences. Finally, the course has a strong emphasis on how individuals, teams and
organizations manage these cultural differences.
Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice and guidance to students (individual/group) by appointment.
The faculty member announces the advising schedule by the request of students.
- The faculty member provides academic advice and guidance to students (individual/group) by appointment.
The faculty member announces the advising schedule by the request of students.
1.1 Learning outcome on ethics
Students must have morality and ethics to get along with others in society and express their ethical behavior for public benefit. Subject teachers have to encourage students to develop their ethics and morality along with subject content as follows:
1.1.1 They are service-minded and are aware of moral and ethical values.
1.1.2 They possess professional and academic ethics.
1.1.3 They are self-disciplined, diligent, tolerant, punctual, and accountable
for themselves and the environment.
1.1.4 They respect the values and the rights of others.
There are also several subjects that encourage students to develop their morality and
ethics, for example, Life and Social Skills, and English for Career. Subject teachers should integrate professional ethics into the subjects. They should also evaluate students’ ethics by observation during classroom activities. Students whose behaviors do not meet the criteria are required to do social service.
Students must have morality and ethics to get along with others in society and express their ethical behavior for public benefit. Subject teachers have to encourage students to develop their ethics and morality along with subject content as follows:
1.1.1 They are service-minded and are aware of moral and ethical values.
1.1.2 They possess professional and academic ethics.
1.1.3 They are self-disciplined, diligent, tolerant, punctual, and accountable
for themselves and the environment.
1.1.4 They respect the values and the rights of others.
There are also several subjects that encourage students to develop their morality and
ethics, for example, Life and Social Skills, and English for Career. Subject teachers should integrate professional ethics into the subjects. They should also evaluate students’ ethics by observation during classroom activities. Students whose behaviors do not meet the criteria are required to do social service.
1.2 Teaching strategies for developing ethics
A working environment should be established to cultivate students’ discipline focusing on
punctuality and proper uniform. Ethics learning should be integrated in every subject to promote social and environmental mindfulness. Student should be encouraged to be involved in academic and professional services to support their community. Also they should be aware of the need for environment conservation. Students who show a high level of commitment to these issues should be promoted as role models.
A working environment should be established to cultivate students’ discipline focusing on
punctuality and proper uniform. Ethics learning should be integrated in every subject to promote social and environmental mindfulness. Student should be encouraged to be involved in academic and professional services to support their community. Also they should be aware of the need for environment conservation. Students who show a high level of commitment to these issues should be promoted as role models.
1.3 Assessment strategies on students’ ethics
Students behaviors and performances are evaluated based on the following criteria:
1.3.1 Punctuality
1.3.2 Discipline and participation
1.3.3 Accountability
1.3.4 Loyalty and Trustworthiness
Students behaviors and performances are evaluated based on the following criteria:
1.3.1 Punctuality
1.3.2 Discipline and participation
1.3.3 Accountability
1.3.4 Loyalty and Trustworthiness
Knowledge
2.1 Learning outcome on knowledge
2.1.1 Understanding theories and the principals of course content.
2.1.2 Updating technology and academic development in their fields.
2.1.3 Integrating professional knowledge into relevant subjects.
2.1 Learning outcome on knowledge
2.1.1 Understanding theories and the principals of course content.
2.1.2 Updating technology and academic development in their fields.
2.1.3 Integrating professional knowledge into relevant subjects.
2.2 Teaching strategies for developing knowledge
Many approaches to student-centered learning include Work Integrated Learning and CDIO. The aims are to promote application to real world and cope with rapid changes in technology. Field trips, professional seminars are implemented according to the course contents.
Many approaches to student-centered learning include Work Integrated Learning and CDIO. The aims are to promote application to real world and cope with rapid changes in technology. Field trips, professional seminars are implemented according to the course contents.
2.3 Assessment strategies for students’ knowledge
2.3.1 Formative assessment
2.3.2 Summative assessment
2.3.3 Assignments
2.3.4 Presentation
2.3.5 Portfolio
2.3.1 Formative assessment
2.3.2 Summative assessment
2.3.3 Assignments
2.3.4 Presentation
2.3.5 Portfolio
3 Intellectual skills
3.1 Learning outcome for Intellectual skills
Students should be able to improve themselves and develop their career path by developing reasoning abilities, making rational just decisions, critical thinking and problem solving.
3.1.1 Knowledge application skills and creative thinking skills.
3.1.2 Thinking systematically skills.
3.1 Learning outcome for Intellectual skills
Students should be able to improve themselves and develop their career path by developing reasoning abilities, making rational just decisions, critical thinking and problem solving.
3.1.1 Knowledge application skills and creative thinking skills.
3.1.2 Thinking systematically skills.
3.2 Teaching strategies to develop intellectual skills
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking by role playing, simulation and case study.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking by role playing, simulation and case study.
3.3 Assessment strategies on students’ intellectual skills
3.3.1 Role plays or simulations.
3.3.2 Choosing various problem solutions in different contexts.
3.3.3 Assessment of report presentation in classes.
3.3.4 Testing knowledge by using quiz or interview.
3.3.1 Role plays or simulations.
3.3.2 Choosing various problem solutions in different contexts.
3.3.3 Assessment of report presentation in classes.
3.3.4 Testing knowledge by using quiz or interview.
4 Interpersonal skills and responsibility
4.1 Learning outcome for Interpersonal skills and responsibility
Students should be able to:
4.1.1 Establish good relationship with others and show social etiquette.
4.1.2 Be a good team leader and a team player.
4.1.3 Develop team work and problem solving skills.
4.1.4 Provide social service in proper issues.
4.1 Learning outcome for Interpersonal skills and responsibility
Students should be able to:
4.1.1 Establish good relationship with others and show social etiquette.
4.1.2 Be a good team leader and a team player.
4.1.3 Develop team work and problem solving skills.
4.1.4 Provide social service in proper issues.
4.2 Teaching strategies for developing Interpersonal skills and responsibility
Group and collaborative activities, as well as ethnography research and interviews are
the focus.
4.2.1 Able to work in teams and well co. ordinate well with others.
4.2.2 Responsibilities for their assignment and duties.
4.2.3 Adaptable to the situation and work well in a corporate organization.
4.2.4 Building good relationships.
4.2.5 Expressed their leadership and followership suitably in some situations.
4.2.6 Have knowledge about a person’s communication culture and able to be placed appropriately in right time, custom and resolution specific of each culture.
Group and collaborative activities, as well as ethnography research and interviews are
the focus.
4.2.1 Able to work in teams and well co. ordinate well with others.
4.2.2 Responsibilities for their assignment and duties.
4.2.3 Adaptable to the situation and work well in a corporate organization.
4.2.4 Building good relationships.
4.2.5 Expressed their leadership and followership suitably in some situations.
4.2.6 Have knowledge about a person’s communication culture and able to be placed appropriately in right time, custom and resolution specific of each culture.
4.3 Evaluation strategies for interpersonal skills and responsibility
Authentic and performance-based assessments are implemented in the following forms:
4.3.1 Behavioral observation of presentation performance.
4.3.2 Behavioral engagement in classroom activities.
Authentic and performance-based assessments are implemented in the following forms:
4.3.1 Behavioral observation of presentation performance.
4.3.2 Behavioral engagement in classroom activities.
5 Numerical, Communication and Information Technology skills
5.1 Learning outcome for Numerical, Communication and Information Technology skills
5.1.1 Select appropriate modes and tools to communicate.
5.1.2 Research, analyze data, and apply technology to solves problems.
5.1.3 Use Thai and English to communicate with others appropriately and
Effectively.
5.1 Learning outcome for Numerical, Communication and Information Technology skills
5.1.1 Select appropriate modes and tools to communicate.
5.1.2 Research, analyze data, and apply technology to solves problems.
5.1.3 Use Thai and English to communicate with others appropriately and
Effectively.
5.2 Teaching strategies for developing Numerical, Communication and Information
Technology skills
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking.
5.2.1 Use information technology as a tool for communication
5.2.2 Use information technology as a tool for finding information
5.2.3 Use information technology as a tool for presenting
5.2.4 Use information technology correctly, appropriately in traditions of each society
Technology skills
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking.
5.2.1 Use information technology as a tool for communication
5.2.2 Use information technology as a tool for finding information
5.2.3 Use information technology as a tool for presenting
5.2.4 Use information technology correctly, appropriately in traditions of each society
5.3 Assessment strategies for Numerical, Communication and Information
Technology skills
Evaluation Strategies on numerical, communication and information technology skills.
Authentic and performance-based assessments are implemented to enable students to use information technology for communication, research, presentation, in accordance with cultural and situational awareness.
Technology skills
Evaluation Strategies on numerical, communication and information technology skills.
Authentic and performance-based assessments are implemented to enable students to use information technology for communication, research, presentation, in accordance with cultural and situational awareness.
| กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
|---|---|---|---|---|
| 1 | 1, 4 | Class participation, discussion, | 1-16 | 10% |
| 2 | 2, 3, 5 | Mid-term exam | 9 | 30% |
| 3 | 2, 3, 5 | Final exam | 18 | 30% |
| 4 | 2, 3, 4, 5 | Assignment and homework (including class activities presentation and discussion) | 6,8,12,16 | 30% |
Main Texts and Teaching Materials
International Management Culture, Strategy, and Behavior, 9th edition by Fred Luthans/Jonathan P.Doh.
International Management Managing Across Borders and Cultures, 9th edition by Helen Deresky.
Understanding Cross-Cultural Management, 3rd edition by Marie-Joelle Browaeys & Roger Price.
International Management Culture, Strategy, and Behavior, 9th edition by Fred Luthans/Jonathan P.Doh.
International Management Managing Across Borders and Cultures, 9th edition by Helen Deresky.
Understanding Cross-Cultural Management, 3rd edition by Marie-Joelle Browaeys & Roger Price.
2. Essential Teaching Resources (Books, journals, websites and other documents essential for additional reading)
Books, journals, websites and other documents related to Cross-cultural management.
Books, journals, websites and other documents related to Cross-cultural management.
3. Recommended Teaching Resources (Books, journals, websites and other documents recommended for additional reading)
Recent Articles on Cross Cultural Management.
Recent Articles on Cross Cultural Management.
Evaluation Strategies for Course Effectiveness by Studentsน
Communication between students and teachers Assessment and evaluation of instructor and course Group discussion between the instructor and the students The observation of the behavior of the students
Participation in the class discussion of the students
Communication between students and teachers Assessment and evaluation of instructor and course Group discussion between the instructor and the students The observation of the behavior of the students
Participation in the class discussion of the students
Teaching Evaluation Strategies
Academic performance of students
2. Verification of the assessment
Academic performance of students
2. Verification of the assessment
Teaching Improvement
Workshops for teachers
2. Classroom Survey
Workshops for teachers
2. Classroom Survey
Verification of Students Achievements in the Course
Exercises and assignments required to submit Presentation of the students assigned to the exercises assigned classmates listen and check for accuracy
3. Verification by the measure of the instructor
Exercises and assignments required to submit Presentation of the students assigned to the exercises assigned classmates listen and check for accuracy
3. Verification by the measure of the instructor
5. Course Review and Improvement Plan for Course Effectiveness
Improve teaching plan each year Update course every four years
3. Improve teaching method every year
Improve teaching plan each year Update course every four years
3. Improve teaching method every year