Cross Cultural Management

Cross Cultural Management

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.
To facilitate the student to apply the theory and knowledge of cross-cultural management to globalization situation.
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 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.
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
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.
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
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.
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.
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.
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.
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
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
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.
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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) 1-16 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.
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.
3.Recommended Teaching Resources (Books, journals, websites and other documents recommended for additional reading)
Recent Articles on Cross Cultural Management.
1. 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
2. Teaching Evaluation Strategies

Academic performance of students

Verification of the assessment
3. Teaching Improvement

Workshops for teachers

2. Classroom Survey
4. 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
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