Cross-Cultural Communications Management (CCCM) April-May 2005

Transcription

1 Cross-Cultural Communications Management (CCCM) April-May 2005 Prof. dr. Irena Vida Associate Professor and Department Chair, University of Ljubljana, Faculty of Economics COURSE SYLLABUS 1. COURSE DESCRIPTION The course provides a background for understanding and managing cultural synergy and human dynamics in a multi-cultural business environment. The emphasis is on interpersonal and organizational communication management within a cross-cultural business and marketing environment. Diversity of cultural values and communication patterns in dynamic business and lifestyle systems are analyzed and discussed. 2. LEARNING OBJECTIVES The main learning experience in this course is placed on communications aspects of marketing management in cross-cultural environment, through the use of interactive class sessions, case studies and independent research. Hence, students successfully completing this course will be able to: become aware of and sensitive to the multiplicity of cultures as they relate to management and marketing communications (e.g., work attitudes and consumer behavior) apply knowledge paradigms in cross-cultural communication to generate broader understanding of similarities/differences in order to manage internal, organizational and external levels of communications in a dynamic workplace and marketplace demonstrate an appreciation and awareness of the complexity of operating in the global marketplace review contemporary literature examining variety of thought and communication patterns as they pertain to communication convergence and divergence develop critical thinking ability and problem-solving skills through experiential learning, i.e., case study analyses. critically evaluate some of the major debates occurring in the field of cross-cultural communications 3. CLASS ENVIRONMENT In order to achieve previously identified course objectives, we will follow an interactive class format. Students are expected to come to class, take notes and prepare the assigned class material for each session, i.e., readings and/or case studies. In the interest of providing a meaningful learning experience and creating an exciting class environment, students' thoughtful participation is required, whereby students' own experiences, comments, anecdotes ought to be shared, and relevant issues and questions raised in class. Considering the intensive nature of this module and heavy emphasis on class discussion and interaction, attendance of all sessions and class participation are necessary for a successful completion of this course. 1

2 4. REQUIRED COURSE MATERIALS a) Deresky, Helen (2002). International Management: Managing Across Borders and Cultures (4th ed.- International Edition). Upper Saddle River, NJ, USA: Prentice Hall. ISBN b) Course reading packet with articles and case studies c) Lecture notes prepared for this course will be distributed prior to each class 5. STUDENT LEARNING ASSESSMENT Grade distribution is based on the following activities: Class Participation and Preparation* 20% A written Case Study Analyses (1-2 pages) due April 15, 2005!! 10% A written advertising assignment due April 15, 2005!! 10% Term Project and Class Presentation 30 % Individual Final Examination 30% * Criteria for Evaluating Student Class Participation The following categories will be used to evaluate class participation a) SUPER outstanding substantive contribution.5 points b) VERY GOOD volunteered something substantive 4 points c) GOOD managed to say something 3 point d) POOR little contribution -obviously ill prepared 1 point A 'substantive contribution' can take various forms: a significant piece of case analysis, a structuring of logic, taking some of the points raised earlier in the discussion and bringing them to a logical conclusion, a suggested plan of action or implementation, a significant quantitative analysis, a comprehensive summary, etc. 5. CLASS CALENDAR SESSION 1 April 15, Course overview. Class introductions Introduction to Cross Cultural Communications: Myths about globalization, strategic approaches and the role of communication Conceptual Framework for the course: The three levels of cross-cultural business communications Communication and organizational culture: Case Study 1: DISNEYLAND FRANCE CASE. Class Discussion. Reading Materials Session 1: Deresky, Helen (2002). International Management: Managing Across Borders and Cultures (4th ed.- International Edition). Chapters 1-3 Case study 1: DISNEYLAND FRANCE CASE. a. Hill, Charles W.L. (2000). Disney in France. In International Business, Competing in the Global Marketplace. Irwin McGraw Hill, pp b. Faulk, S. and Usunier, J.C. (2003). Setting the stage: Disneyland Resort Paris. HEC University of Lausanne (Switzerland) MK , 10p. Cagni, P. (2004, August 30). Think global, Act European. Strategy + Business e-news. Booz Allen Hamilton Inc., 4p. Kallat, F. and Kimmel, A.J. (2002). Marketing in Culturally Diverse environments: The Case of Western Europe. Business Horizons, July/August,

3 SESSION 2 a April 16, Culture as the core for understanding diverse communication patterns in an international environment. Implications for marketing and management. Key concepts. Cross-cultural IQ Quiz. Cultural communication models. Individual cultural profile. Desired cross-cultural communication outcomes Reading Materials Session 2a: Deresky, Helen (2002). International Management: Managing Across Borders and Cultures (4th ed.- International Edition). Chapters 3-6 Rosenzweig, Philip M. (1994). National Culture and Management. Harvard Business School, HBS Walker, D., Walker T. & Schmitz J. (2003). Cultural Orientations Model. In Doing Business Internationally: The Guide to Cross-Cultural Success.(3rd Ed.) Chicago, IL: McGraw- Hill Publishers, Chapter 3 SESSION 2b April 16, Advertising and Promotional Strategies in Cross-cultural Environment Integrated Marketing Communications Issues in CC Advertising, Global Promotion and Personal Selling In-class Discussion: Advertising assignment Reading Materials Session 2b: Dolan, R. (1999). Integrated Marketing Communications. Harvard Business School, HBS case , pp Johansson, Johny K. (2003). Global Advertising, Chapter 15. In Global Marketing, 3 rd ed, Irwin McGraw Hill, pp SESSION 3 Saturday, May 14, In Class Final Examination (45 min) Term Project Presentations Closing Thoughts and Course Feedback 3

4 6. GUIDELINES FOR HOMEWORK ASSIGNMENTS DUE ON THE FIRST DAY OF CLASS, APRIL 15, 2005 A. CASE STUDY ANALYSIS This is an individual assignment. You need to prepare a 1-3 page case analyses for Case Study DISNEYLAND PARIS (2 articles). A written (typed) analysis is to be handed at the beginning of the class on the dates specified. Late cases cannot be accepted as the case represents a basis for class discussion. The analysis of the case should be written in management summary form and should not exceed 1½ - 3 pages with line spacing 1.5. See guidelines provided by Ekin (2001). B. ADVERTISING ASSIGNMENT You need to find, analyze and bring to class a sample of an advertisement from a print media. The advertisement may come from a Croatian or international source, from your own culture or from another culture (for example, from a German/Italian magazine, newspaper, newsletter, etc). WRITTEN ANALYSIS OF YOUR AD. You need to first describe the story or the content of your advertisement and provide exact source of the ad (citation). Then, you need to analyze what cultural traits are reflected in your ad. Lastly, answer the following questions with respect to your ad: 1. Do the SYMBOLS used in your advertisement and the IMAGE communicated carry the same meaning across cultures? 2. In your ad, are the product/service FEATURES desired by consumers the same across different cultural markets? 3. Are the USAGE conditions for the product/service in your ad similar across different cultural markets? WRITE-UP (1-2 pages) AND CLASS PRESENTATION. Be prepared to show your ad in class using the printout (unfortunately, no electronic video files can be used) and discuss your findings. 7. GUIDELINES FOR TERM PROJECT AND PRESENTATIONS This group term project consists of a comprehensive analysis of any one of the following cultures: Asian (e.g., Chinese, Japanese), Middle Eastern, Cultures of Europe (by the region or country/nation), Central American and/or South America, Australia/ New Zealand (can also be a specific nation/country). No two teams (comprised of 3-5 students) may research the same cultural group. a) Final Written Report- due on May 14, 2005 This report should contain information about the culture selected. The report may contain but is not limited to the following items or topics: cultural values and customs, ethical issues, languages, religious, family life, educational outlook, cultural history, food, clothing, geography, etc. You do need to discuss various aspects of the business environment in this culture, such as for example negotiation styles, consumer behavioral patterns, marketing communications, etc. You are very strongly advised to use SOME CULTURAL MODEL when analyzing your culture from various perspectives. For instance, refer to the ten dimensions in the Cultural Orientations Model COM see your Reading packet, Material for Class session 2 (Walker, D., 4

5 Walker T. & Schmitz J. (2003). Doing Business Internationally: The Guide to Cross-cultural Success, Chapter 3.) Every group member is responsible for specific topic(s) which need to be coordinated with other group members. Individual topics should be combined in a single paper of about pages in length, following the guidelines for written assignments described in this syllabus. The paper should consist of the following sections: an introduction, the main body (individual topics organized with headings and subheadings) and a conclusion. A minimum of five different references are required to be used, and listed in the text itself and at the end of the report following (for referencing style, see this syllabus- Required Course Materials). The references should demonstrate an intensive library/internet search and/or field study. Personal interviews with natives of the culture are a very good additional source of information for this project. I recommend that you do NOT use books but rather research articles as a reliable source of your information. c) In-class Presentations May 14, 2005 The project will be presented orally in a form of a minute in-class presentation (depending on the number of students). You do need to utilize tools for effective presentation such as power point slides, pictures, exhibits, etc. Case project presentations should be stimulating and interactive. "Anything" goes as far as making the case stimulating and interesting! Use any tools and "toys" to make the presentation a learning experience for the class as well as an interesting way of tackling a "real-life" international business situation. You may wish to provide pictures or other artifacts related to the project theme, create class participation by providing simple exercises related to the issues presented, and/or perform role play exercises highlighting the cultural issues explored in the project. Before each group presentation, the presenters need to distribute a synopsis of the presentation, e.g., a hard copy of a Slide Sorter view (3-6 slides per page) and/or an Executive summary of the case- (1-2 page) to everyone in class. NOTE: the term paper & presentation grade constitutes 30% of your final grade in this class. 8. GUIDELINES FOR ALL WRITTEN ASSIGNMENTS IN THIS COURSE All the assignments in this course are to be typed using 1.5 spacing with 2.5 cm margin on each side, font size 12 pt (PCs). Your papers should be written coherently, concisely, logically without spelling or proof-reading errors (use a spell-check function in your word-processor and proof-read your paper before turning it in). When writing any assignment for this course, you need to imagine you communicate the subject to a culturally diverse audience/reader who may or may not have the same background as you do. Refer to your textbook (Deresky, Chapter 4)) for effective crosscultural written communication guidelines. BIBLIOGRAPHICAL REFERENCE GUIDE. USE Harvard-style references You should cite publications in the text: (Adams, 1997, p. 24) using the first author's name. At the end of the paper, a reference list in alphabetical order should be supplied: 1. For books surname, initials (year), title of book, publisher, place of publication. e.g. Fallbright, A. and Khan, G. (2001), Competing Strategies, Outhouse Press, Rochester, NJ. 5

6 2. For book chapters surname, initials (year), "chapter title", editor s surname, initials, title of book, publisher, place of publication, pages. e.g. Bessley, M. and Wilson, P. (1999), "Marketing for the Production Manager" in Levicki, J. (ed.), Taking the Blinkers off Managers, Broom Relm, London, pp For journal articles surname, initials (year), "title of article", journal name in full, volume, issue number, pages. e.g. Greenwald, E. (2000), "Empowered to serve", Management Decision, vol. 33 no. 5, pp For electronic sources If available online, the full URL should be supplied at the end of the reference. Also add the date of the article published on the Internet, AND the date when you accessed this website! You need to attach the first page of the printout in your paper appendix. PLAGIARISM. When writing papers for this or any other class, remember that plagiarism can be a serious issue. You always need to provide the sources of your information and give appropriate reference/citation (in the text and at the end of your report) for anything that you have not personally discovered and/or is not a common knowledge. In addition to the content, neatness and presentation of the written paper contribute significantly to your grade. 9. COMMUNICATION WITH INSTRUCTOR The instructor in this course encourages and welcomes your opinions and concerns related to this course. Culturally diverse positions related to the topics or/and class environment are encouraged and can be discussed openly with the instructor. Students are strongly urged to discuss any issues or problems which might arise during the duration of this course. You may see me aftre class or send an to express your concerns. Wishing you all a happy learning in this course! Irena Vida, Ph.D., Associate Professor <irena.vida@ef.uni-lj.si > 6

7 9. APPENDIX READING PACKET CONTENT 1. Ekin, A.C. (2001). Case Study as a Learning Tool, pp DISNEYLAND FRANCE CASE. a. Hill, Charles W.L. (2000). Disney in France. In International Business, Competing in the Global Marketplace. Irwin McGraw Hill, pp b. Faulk, S. and Usunier, J.C. (2003). Setting the stage: Disneyland Resort Paris. HEC University of Lausanne (Switzerland) MK , 10p. OTHER CLASS READINGS: 3. Cagni, P. (2004, August 30). Think global, Act European. Strategy + Business e-news. Booz Allen Hamilton Inc., 4p. 4. Jallat, F. and Kimmel, A.J. (2002). Marketing in Culturally Diverse environments: The Case of Western Europe. Business Horizons, July/August, Rosenzweig, Philip M. (1994). National culture and Management. Harvard Business School, HBS Walker, D., Walker T. & Schmitz J. (2003). Cultural Orientations Model. In Doing Business Internationally: The Guide to Cross-Cultural Success.(3rd Ed.) Chicago, IL: McGraw- Hill Publishers, Chapter 3 7. Dolan, R. (1999). Integrated Marketing Communications. Harvard Business School, HBS case , pp Johansson, Johny K. (2004). Global Advertising, Chapter 15. In Global Marketing, 3 rd ed, Irwin McGraw Hill, pp