MOD001095 Intercultural Management 170214

8/12/2019 MOD001095 Intercultural Management 170214

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Lord Ashcroft International Business School

Intercultural Management

Marketing, Strategy and Enterprise

Module Code: MOD001095

ear: !01"#1$Semester: !

%cademic ear: !01"#1$Semester#&rimester: !



Module 'uide

Contents

Intercultural Management...........................................................................................11. Key Information ......................................................................................................22. Introduction to the Module......................................................................................23. Intended Learning Outcomes..................................................................................3

Anglia Rus in modules are taught on the !asis of intended learning outcomes and that" on successfulcom#letion of the module" students $ill !e e%#ected to !e a!le to demonstrate they ha&e met thoseoutcomes........................................................................................................... '

3.1 (m#loya!ility s ills deli&ered in this Module..........................................................)'.1 Attendance Re*uirements....................................................................................+). Assessment............................................................................................................ ,).1 Su!mitting &ia -urnitin /K 0radeMar am!ridge and helmsford students . 14).2 Su!mitting your $or Students in all other locations at Associate olleges ......12).3 Mar ing Ru!ric and 5eed!ac ............................................................................12).' Re6Assessment 7resit8........................................................................................139. :o$ is My ;or Mar ed<.....................................................................................13

Assessment riteria and Mar ing Standards........................ .............. .......... ..... ..... ..1==.1 S#ecific Assessment riteria .............................................................................1==.2 Assessment 0uide..............................................................................................1+

Assessment riteria................. .............. .............. .............. .............. .............. .......... .24+. Assessment Offences...........................................................................................22,. Learning Resources..............................................................................................2',.1. Li!rary................................................................................................................2',.2. Other Resources................................................................................................2)14. Module (&aluation..............................................................................................2)11. Re#ort on Last >eli&ery of Module......................................................................29

A##endi% 1? Re6Assessment Information.................. .............. .............. ........... ...... ...2=

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Module 'uide

1( )ey In*ormation

Module: Intercultural Management

Module +eader: Dr Lesley Viney LAIBS Building(mail? Lesley.&iney anglia.ac.u

(&ery module has a Module >efinition 5orm 7M>58 $hich is the officially &alidated record of the module.ou can access the M>5 for this module in three $ays &ia?

• the Cirtual Learning (n&ironment 7CL(8• the My.Anglia Module Catalogue at $$$.anglia.ac.u Dmodulecatalogue• Anglia Rus inEs module search engine facility at $$$.anglia.ac.u Dmodules

All modules deli&ered !y Anglia Rus in /ni&ersity at its main cam#uses in the /K and at Associateolleges throughout the /K and o&erseas are go&erned !y the Academic Regulations . ou can &ie$

these at $$$.anglia.ac.u Dacademicregs . A #rinted e%tract of the Academic Regulations " no$n as the Assessment Regulations " is a&aila!le for e&ery student from your 5aculty Office 7all ne$ students $illha&e recei&ed a co#y as #art of their $elcome #ac 8.

In the unli ely e&ent of any discre#ancy !et$een the Academic Regulations and any other #u!lication"including this module guide" the Academic Regulations " as the definiti&e document" ta e #recedenceo&er all other #u!lications and $ill !e a##lied in all cases.

!( Introduction to t e Module

-his module #ro&ides an insight into the com#le%ity of intercultural management. It #ro&ides a num!er oftheoretical frame$or s and an o&er&ie$ of the history and the current state of cultural research. -hemodule e%amines strategic dilemmas $here culture #lays an increasingly influential role in com#anies ofall siFes. It #resents cultural di&ersity as a central element in the #rocesses of !usiness change andorganisational de&elo#ment through the use of case studies and interacti&e scenarios. It dra$s on thedi&ersity of the student grou# as a resource and attem#ts to generate dynamic learning e%#eriences.

One of the main focuses for the design of this module has !een the further de&elo#ment of rele&ant

em#loya!ility and #rofessional s ills. Such s ills are im#licit in the learning outcomes.Multiculturalism has !een considered during the design of this module and $ill !e considered $hen theassessment !rief is $ritten.

-he aim of the module is to raise a$areness a!out the com#le%ity of international !usiness and theim#ortance of addressing cross6cultural issues !oth at an organisational and at an indi&idual le&el. -hecourse $ill gi&e students an o##ortunity to study the history of culture related research and de&elo# acritical &ie$ a!out the currently a&aila!le frame$or s. ;e shall loo at national and organisationalculture and $ill discuss the $ays that a multi6cultural $or force can #ro&ide an o##ortunity rather thancause difficulties for an organisation.

@artici#ants $ill learn to a##reciate the com#le%ity of international !usiness and $ill ac*uire useful s illsto ena!le them to o#erate successfully in different cultural en&ironments. -he aim of this module is togi&e not only theoretical no$ledge !ut also #ro&ide first hand" #ersonal e%#erience of the challenges

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http://www.anglia.ac.uk/modulecatalogue

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http://www.anglia.ac.uk/academicregs

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Module 'uide

and learning o##ortunities that stem from interacting $ith #eo#le $ho come from different cultural!ac grounds.

;e $ill e%amine the $or of leading researchers in the field such as :all" :ofstede" -rom#enaars":am#den6-urner and 0ullestru#. Students are e%#ected to test the frame$or s and reflect on their &alueand rele&ance to human interaction in the $or #lace and in society as a $hole. -here is an em#hasis on

a##lying theory" research findings and integrating the no$ledge into #ersonal cultural a$areness andsensiti&ity.

In line $ith the o!Gecti&es of the ey te%ts the #ur#ose of the module is Hto #ro&ide a more #rofoundinsight into" and understanding of" manEs cultural similarities and dissimilarities and the #ur#ose offacilitating action in intercultural conte%t. 70ullestru#" :. 724498 #. 198

-he use of case studies and scenarios from different cultural !ac grounds #lay an im#ortant #art in thedeli&ery of this module. It is #articularly rele&ant to students $ho ha&e had direct e%#erience in at leastt$o cultures !ut it $ill also !e useful and of interest to students $ho ha&e not had this e%#erience.

It is an interdisci#linary course that $ill dra$ on the !ody of no$ledge in international !usiness"

management" organisational theory" no$ledge management" #sychology" organisational learning andcross6cultural management.

@artici#ants are e%#ected to ta e an acti&e #art in the module and engage fully $ith the to#ics of thelectures and seminars. Students are e%#ected to $or continuously and ta e e&ery o##ortunity to ma eo!ser&ations" disco&eries and learn a!out their o$n and other cultures.

International Mar eting is !asically ado#ting the same #rinci#les that are a##lied in domesticmar eting" !ut in an international conte%t. But $hat does this mean in #rinci#le< @ut sim#ly"international mar eting is Hmar eting in more than one country . ateora and 0raham 7244)8define it as Hthe #erformance of !usiness acti&ities designed to #lan" #rice" #romote" and direct theflo$ of a com#anyEs goods and ser&ices to consumers or users in more than one nation for a#rofit.

>uring the course of this module $e shall e%#lore international mar eting !y analysing a $ide&ariety of case studies and academic articles. IEm a$are that some of you may ha&e studiedinternational mar eting at undergraduate le&el" $hile others #erha#s ha&e studied other areas ofmar eting" !ut ha&e yet to e%#lore it from an international #ers#ecti&e. ;hiche&er" this module isdesigned in such a $ay as to ser&e the needs of students $ith &arying no$ledge of internationalmar eting. A ey theme of the module is that it is not !ased on one #articular ey te%t" !utre*uires e%tensi&e reading of academic articles rele&ant to each $ee Es to#ic. Je&ertheless" youare still re*uired to read around the su!Gect my com!ining the reading of articles $ith te%t!oo s"!usiness #ress" trade magaFines etc. (ach $ee students are e%#ected to read the rele&ant

Gournal article listed in the module guide. All articles can !e accessed &ia the /ni&ersity li!rary !yaccessing the (merald or Business Source @remier data!ase. Alternati&ely" you can access !yusing a ournal search.

"( Intended +earning OutcomesOn successful com#letion of this module #artici#ants $ill !e a!le to?

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Module 'uide

+earning outcomes

On successful com#letion of this module students $ill !e a!le to?

• ritically e&aluate the im#ortance of cultural factors inside and outside the $or #lace• ritically analyse different cultures using a##ro#riate conte%tual frame$or s• (%amine and e&aluate the com#le%ity of culture $ithin organisations including s#ecific issues

such as com#le% nature of &er!al and non6&er!al communication• ritically analyse their #ersonal cultural heritage and e&aluate its influence on their !eha&iour in a

multi6cultural en&ironment

Anglia Rus in modules are taught on the !asis of intended learning outcomes and that" on successfulcom#letion of the module" students $ill !e e%#ected to !e a!le to demonstrate they ha&e met thoseoutcomes.

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Module 'uide

"(1 Employa-ility skills deli.ered in t is Module

It is im#ortant that $e hel# you de&elo# em#loya!ility s ills throughout your course $hich $ill assist youin securing em#loyment and su##orting you in your future career. >uring your course you $ill ac*uire a$ide range of ey s ills. In this module" you $ill de&elo# those identified !elo$?.

@age )

S)I++ Skills ac/uired in t ismodule

ommunication 7oral8ommunication 7$ritten8ommercial A$arenessultural sensiti&ityustomer focus

>ata :andling>ecision ma ing(nter#rising5le%i!ilityInitiati&eInter#ersonal S illsLeadershi#DManagement of othersJet$or ingOrganisational ada#ta!ility@roGect Management@ro!lem Sol&ing and analytical s illsRes#onsi!ility %-eam $or ing-ime Management %Other





Module 'uide

;ee 14? Intercultural issues and 0lo!aliFation. ;hat does it mean to !e truly glo!al< :o$ do glo!al organiFations manage culturaldifferences< ;hat are the challenges of glo!al integration and local res#onsi&eness< ;e need to create international learningsystems that in*uire of different cultures and unify our &alues $ith theirs.

;ee 11? Intercultural Issues in MNAs and IJCsD Born60lo!als in a hi6tech en&ironment. ;hat is the nature of intercultural issues in the conte%tof mergers and ac*uisitions< :o$ is I de&elo#ed" nurtured and managed in IJCs and ho$ can I !e conte%tualiFed $ith a creati&e$or 6en&ironment<

;ee 12? ourse summary and assignment ad&ice

• lease note content may-e su- ect to c ange

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Module 'uide

$(1 %ttendance 2e/uirements

Attending all your classes is &ery im#ortant and one of the !est $ays to hel# you succeed in this module.Research has found a clear correlation !et$een student attendance and o&erall #erformance. Inaccordance $ith the Student harter" you are e%#ected to arri&e on time and ta e an acti&e #art in allyour timeta!led classes. If you are una!le to attend a class for a &alid reason 7e.g. illness8" #leasecontact your Module -utor

Anglia Rus in $ill closely monitor the attendance of all students and $ill contact you if you ha&e !eena!sent $ithout notice for t$o $ee s. ontinued a!sence can result in &arious conse*uences includingthe termination of your registration as you $ill !e considered to ha&e $ithdra$n from your studies.

International students $ho are non6((A nationals and in #ossession of entry clearanceDlea&e to remainas a student 7student &isa8 are re*uired to !e in regular attendance at Anglia Rus in. 5ailure to do so isconsidered to !e a !reach of national immigration regulations. Anglia Rus in" li e all British /ni&ersities"is statutorily o!liged to inform the /K Border Agency of the :ome Office of significant unauthoriseda!sences !y any student &isa holders.

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Module 'uide

5( %ssessment& e assessment *or t is module consists o* one part:

art &ype o* assessment 3ord ortime limit

Su-mission dates

414 The module will be assessed by a 3,000 wordassignment.

3"444$ords

Le&el =? Sunday 19 th March"241' 7!y )#m8

MOD001095 Intercultural ManagementSemester &4o e- !01$

-his module $ill !e assessed !y a 3"444 $ords indi&idual assignment. @lease note that scenariosmentioned !elo$ must ha&e interactions !et$een indi&iduals from different cultures. If you are using acase6study" for instance" Kraft and ad!ury" you $ill still need the interacti&e scenarios !et$een

American N British em#loyees De%ecuti&es D managers in order to successfully analyse and e&aluate asre*uired !y this assignment.

Identify a set of managerial situations Hscenarios 6in&ol&ing intercultural issues. /se rele&antconce#tual frame$or s and analyse it. our analysis should include?

1. Identification of the scenarios that you $ill !e using to analyse in your assignment. -hese mayfurther include?

a. Identification of the organiFations andDor countries in&ol&ed!. Brief descri#tion of the caseDsituation and the cultural as#ects in&ol&ed.

2. once#tual 5rame$or

;hat conce#tual frame$or s $ill you use for this analysis< ustify your choice.Is this conce#tual frame$or a##ro#riate or $ould you need some other elements for your analysis thatare not #ro&ided !y one #articular a##roach<

3. Analysis of the scenarios and their im#act on the organisation or the !usiness and managementconte%ts.

'. >escri!e the $ays !y $hich managers or leaders are tac ling those emerging issues. -his can!e o!tained from the scenarios" from the information #ro&ided in lecturesDseminars" etc." 7from inter&ie$s$ith managers 6 o#tional" although time6consuming8" or from your o$n e%#erienceDo!ser&ations.

). Suggest some recommendations and actions to !e im#lemented in order to minimise conflict andma%imise cultural a$areness and synergy.

9. In your assessment include an additional section analysing your e%#erience of $or ing in grou#s$ith different nationalities. -his can !e your e%#erience of $or ing in grou#s on this module or may !eyour #astDcurrent e%#eriences at $or or $hilst studying. Alternati&ely these e%#eriences may !eintegrated into your main analyses" there!y eliminating the re*uirement for an additional section.

=. Bi!liogra#hy

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Module 'uide

O +I E S7=MISSIO % D EED=%C) &>2O7'> '2%DEM%2)

At the #ost date you $ill get your feed!ac through -urnitinD0rademar . ;e ha&e im#lemented thisonline feed!ac system to gi&e you the follo$ing !enefits?

• More timely recei#t of your feed!ac• Better *uality feed!ac• -he a!ility to hand in your $or online• Reduction in time s#ent *ueuing to hand in and #ic u# your assignments• -he a!ility to recei&e mar er feed!ac $hen it is #osted" regardless of your location• Reduction of !oth yours and the uni&ersityEs car!on foot#rint !y no longer #rinting $or .

>O3 &O ?IE3 O72 EED=%C)

lic on the class that you $ish to &ie$ and then you $ill see the assignments for the module listed.lic the !lue &ie$ !utton to o#en u# the document &ie$er. A ne$ $indo$ $ill o#en and you $ill see

your feed!ac on the right6hand side of the screen. Or clic on the grey arro$ to do$nload a co#y of

your assignment and feed!ac .

OI &S &O O&E

1. -he due date as seen in eCision is the official su!mission deadline. Any late $or $ill JO- !eacce#ted and a mar of Fero $ill !e a$arded for the assessment tas in *uestion. >o not lea&e ituntil the last minute to su!mit your $or the system !ecomes e%tremely !usy and can !eslo$er during the #eriod of the deadline.

2. 0rademar final su!mission classes $ill !ecome a&aila!le 14 $or ing days !efore the finalsu!mission date. Be a$are that $or can only !e su!mitted OJ ( to these classes and cannot!e remo&ed or changed.

3. All $or su!mitted M/S- !e entitled !y your Student I> num!er.

'. Any $or handed in &ia the i entre $ill JO- !e mar ed.

). -he Originality Re#ort is automatically generated !y -urnitin on su!mitting $or . A #a#er co#y ofthe originality re#ort is not re*uired.

9. -he Originality Re#ort $ill not !e used to ma e assessment decisions unless concerns arise asto #oor academic #ractice" #lagiarism" or collusion. -he re#ort may then !e considered as #art ofthe normal in&estigatory #rocedures underta en !y the academic team and the >irector ofStudies 7again" #lease see Section 14 of the Assessment Regulations8.

=. Re6sits and e%tensions are also to !e su!mitted &ia -urnitin. Je$ -urnitin classes $ill !e createdfor re6sits.

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Module 'uide

+. 5ull details as on su!mitting to -urnitin" the Originality Re#ort" and a 5APs list" can !e located onthe module CL(. If you ha&e e%#erience su!mission difficulties" #lease email?LAIBSQ0rademar QSu##ort anglia.ac.u 5urthermore" there is a su##ort CL( site7htt#?DD&le.anglia.ac.u DsitesDgrademar Dlai!sD ontentDStart.as#% 8 $ith &ideos to sho$ you ho$ tosu!mit your $or and to &ie$ your feed!ac .

All course$or assignments and other forms of assessment must !e su!mitted !y the #u!lisheddeadline $hich is detailed a!o&e. It is your res#onsi!ility to no$ $hen $or is due to !e su!mitted ignorance of the deadline date $ill not !e acce#ted as a reason for late or non6su!mission.

5(! Su-mitting your 4ork 8Students in all ot er locations at %ssociate Colleges

All student $or $hich contri!utes to the e&entual outcome of the module 7i.e. if it determines $hetheryou $ill #ass or fail the module and counts to$ards the mar you achie&e for the module8 is su!mittedaccording to your institutions guidelines . Academic staff AJJO- acce#t $or directly from you.

Any late $or $ill JO- !e acce#ted and a mar of Fero $ill !e a$arded for the assessment tas in*uestion.

ou are re*uested to ee# a co#y of your $or .

5(" Marking 2u-ric and eed-ack

-he mar ing criteria" sho$n in Section =.1D=.2" will be used to mar your wor .

eed-ack

ou are entitled to $ritten feed!ac on your #erformance for all your assessed $or . 5or all assessmenttas s $hich are not e%aminations" this is #ro&ided !y a mem!er of academic staff through 0rademar at

am!ridge and helmsford. At other locations and Associate olleges , this is !ro"ided through thecom!letion o# the assignment co"ersheet on which your mar and #eedbac will relate to theachie"ement o# the module$s intended learning outcomes and the assessment criteria you were gi"en #orthe tas when it was #irst issued.

%&amination scri!ts are retained by Anglia Rus in and are not returned to students. 'owe"er, you areentitled to #eedbac on your !er#ormance in an e&amination and may re(uest a meeting with the ModuleLeader or Tutor to see your e&amination scri!t and to discuss your !er#ormance.

Anglia Rus in is committed to !ro"iding you with !rom!t #eedbac on all assessed wor within a !rom!t20 working days o# the submission deadline or the date o# an e&amination. This is e&tended to 30 days#or #eedbac #or a Ma)or *ro)ect module +!lease note that wor ing days e&cludes those days when

Anglia Rus in ni"ersity is o##icially closed- e.g. between Christmas and ew /ear . @ersonal tutors $illoffer to read feed!ac from se&eral modules and hel# you to address any common themes that may !eemerging.

On occasion" you $ill recei&e feed!ac and mar s for $or that you com#leted in the earlier stages ofthe module. ;e #ro&ide you $ith this feed!ac as #art of the learning e%#erience and to hel# you#re#are for other assessment tas s that you ha&e still to com#lete. It is im#ortant to note that" in thesecases" the mar s for these #ieces of $or are uncon*irmed and su- ect to e@ternal moderation andappro.al . & is means t at, potentially, marks can c ange, in eit er directionA

@age 12

http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx

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Module 'uide

Mar s #or modules and indi"idual !ieces o# wor become con#irmed on the Dates #or the 1##icial*ublication o# Results which can be chec ed at $$$.anglia.ac.u Dresults .

5($ 2eB%ssessment ;resit<If you are unsuccessful $ith the 1st attem#t of your assessment" you must com#lete a re6assessment.

As indicated in 2ection .4.5. o# the 2enate Code o# *ractice, this is a %6 assessment, you CA 1Tre7wor the assessment e&!lained in this section. The re7assessment in#ormation is gi"en in A!!endi&8.

( >o4 is My 3ork Marked After you ha&e su!mitted your $or or you ha&e com#leted an e%amination" Anglia Rus in underta es aseries of acti&ities to assure that our mar ing #rocesses are com#ara!le $ith those em#loyed at otheruni&ersities in the /K and that your $or has !een mar ed fairly" honestly and consistently. -heseinclude9

• Anonymous marking your name is not attached to your $or so, at the !oint o# mar ing, the

lecturer does not now whose wor he:she is considering. 6hen you underta e an assessment taswhere your identity is nown +e.g. a !resentation or Ma)or *ro)ect , it is mar ed by more than onelecturer + nown as double mar ing

• Internal moderation a sam#le of all $or for each assessment tas in each module is moderated!y other Anglia Rus in staff to chec the standards and consistency o# the mar ing

• External moderation a sam#le of student $or for all modules is moderated !y e%ternale%aminers e&!erienced academic sta## #rom other uni"ersities +and sometimes !ractitioners whore!resent rele"ant !ro#essions 7 who scrutinise your wor and !ro"ide Anglia Rus in academic sta##with #eedbac , ad"ice and assurance that the mar ing o# your wor is com!arable to that in other ;

uni"ersities. Many o# Anglia Rus in$s sta## act as e&ternal e&aminers at other uni"ersities.• Departmental Assessment Panel (DAP) #erformance !y all students on all modules is discussed

and a!!ro"ed at the a!!ro!riate DA*s which are attended by all rele"ant Module Leaders ande&ternal e&aminers. Anglia Rus in has o"er 4< DA*s to co"er all the di##erent sub)ects we teach.

-his module #alls within the remit o# the Mar eting, 2trategy and %nter!rise >A@.

-he follo$ing e%ternal e%aminers are a##ointed to this >A@ and $ill o&ersee the assessment of thisand other modules $ithin the >A@Es remit?

M%2)E&I ', E &E2 2ISE % D S&2%&E'

E@ternal E@aminer s ame %cademic Institution osition or Employer

Dr 2oss =rennan 7ni.ersity o* >ert*ords ire 2eader in Marketing

Dr +indsey Carey 'lasgo4 Caledonian7ni.ersity

Senior +ecturer

ro*( Dr( Fens Cordes >oc sc ule >arG 7ni.ersity o*%pplied Sciences

ro*essor o* Ser.ice Managementand Ser.ice Marketing

Dr Margaret letc er 7ni.ersity o* 'lasgo4 +ecturer

Mr Da.id 'i-son Hueen s 7ni.ersity o* =el*ast Senior &eac ing ello4

@age 13

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Module 'uide

Mr +uiG Montan eiro 7ni.ersity o* S e**ield %ssociate +ecturer

ro* 2oger almer =ournemout 7ni.ersity Dean o* =usiness Sc ool

-he a!o&e list is correct at the time of #u!lication. :o$e&er" e%ternal e%aminers are a##ointed at&arious #oints throughout the year. An u#6to6date list of e%ternal e%aminers is a&aila!le to students andstaff at $$$.anglia.ac.u Deeinfo .

Anglia Rus inEs mar ing #rocess is re#resented in the flo$chart !elo$?

@age 1'

http://www.anglia.ac.uk/eeinfo





Module 'uide

Anglia Rus inEs mar ing #rocess is re#resented in the flo$chart !elo$?

@age 1)



Module 'uide

Student su!mits$or D sits

e%amination

;or collated and #assed toModule Leader

;or is mar ed !y ModuleLeader and Module -utor7s8 1. Allmar s collated !y Module Leader

for ALL locations 2

Internal moderation sam#lesselected. Moderation underta en

!y a second academic 3

/nconfirmed mar s and feed!acto students $ithin 24 $or ing

days 734 $or ing days for MaGor@roGects8

(%ternal moderation sam#lesselected and moderated !y

(%ternal (%aminers '

Mar s su!mitted to >A@ ) forconsideration and a##ro&al

Mar s A##ro&ed !y >A@ ) andfor$arded to A$ards Board

Any issues<

Any issues<

Students recei&einitial 7unconfirmed8

feed!ac

onfirmed mar sissued to students

&ia e6Cision

M a r

i n g

S t a g e

I n t e r n a

l M o

d e r a

t i o n

S t a g e

( % t e r n a

l M

o d e r a

t i o n

S t a g e

> A @ ' S t a g e

(S

(S

JO

JO

lo4c art o* %nglia 2uskin s Marking rocesses

All $or is mar ed anonymously or dou!le mar ed $here identity of the student is no$n 7e.g.in a #resentation8

-he internal 7and e%ternal8 moderation #rocess com#ares $or from all locations $here the module is deli&ered7e.g. am!ridge" helmsford" @eter!orough" Malaysia" India" -rinidad etc.8-he sam#le for the internal moderation #rocess com#rises a minimum of eight #ieces of $or or 14 7$hiche&er is

the greater8 for each mar er and co&ers the full range of mar sOnly modules at le&els )" 9 and = are su!Gect to e%ternal moderation 7unless re*uired for se#arate reasons8. -he

sam#le for the e%ternal moderation #rocess com#rises a minimum of eight #ieces of $or or 14 7$hiche&er isthe greater8 for the entire module and co&ers the full range of mar s

>A@? >e#artmental Assessment @anel Anglia Rus in has o&er 2) different >A@s to reflect our su!Gect co&erage@age 19



Module 'uide

%ssessment Criteria and Marking Standards

J(1 Speci*ic %ssessment Criteria

Mark+earningOutcome

1. Content . ou must deal $ith your to#ic in a $ell6rounded manner" touching u#on all maGor issues

and #ossi!le analyses thereof. -hin ing outside the !o% and demonstrating inno&ati&e solutions toculture related com#le%ities $ill !e highly re$arded. >o your analysis" conclusions and yourrecommended solutions hang together<

34 All

4. Critical analysis . Once you ha&e demonstrated your understanding of the &arious issues at sta e"you are strongly encouraged to dis#lay a ca#acity for inde#endent thin ing" i.e." to come u# $ith youro$n creati&e solution. A sim#le a##lication of a functional theoretical frame$or $ill not !e sufficient.

ou are e%#ected to ma e an attem#t to address the issues in their full com#le%ities addressingcultural and ethical dilemmas" contradicting &ie$s and interests. If a##ro#riate you may choose tosuggest different scenarios as #art of your recommendation.

34 All

"( *resentation . our argument should !e coherent" $ell6ordered and full of e%am#les. If astatement is made" the e%am#le used to su!stantiate it should !e the a##ro#riate one. -he final#roduct must !e $ell structured" $ith a contents #age" su##orted !y gra#hics $here a##ro#riate"

$ritten in good !usiness (nglish" $ith suita!le headings and #age num!ers.

34 All

$( Literature re"iew. References are $elcome not only to theorists $ho $e $ill ha&e studied in class!ut also to e&idence of your o$n inde#endent reading. ;hen a##ro#riate your criti*ue of someframe$or s is $elcomed #articularly $hen it demonstrates your conscious choice of selecting themost a##ro#riate methods for conte%tualiFing your assignment.

14 All

&O&%+ M%2)S 144

@age 1=



Module 'uide

J(! %ssessment 'uide

-he follo$ing guide has !een #re#ared in order to assist #artici#ants in the #re#aration of their assignment for this module. It should !e read in the conte%t of the/ni&ersityEs $ider guidance on assessment guideline and statements of academic le&el?

J0K and a-o.e-here should !e significant e&idence of reading around the area !eyond the materials #ro&ided" sho$ing e&idence of #ersonal research. -he assignment should sho$ ahighly effecti&e understanding" and critical a##raisal and use of a num!er of analytical frame$or s. -he o&erall analysis should !e coherent and con&incing" sho$ing a

high le&el of internal consistency" and high *uality argument and reasoning. It should demonstrate #ersonal rele&ance and !e free of self6dece#tion. -he #lan should !e$ell6found on the #rior analysis" and feasi!le and realistic. -he $or should !e coherent and clear in terms of the style and form of $ritten (nglish" $ith an e%em#laryreferencing and #resentation.

0 L 9K-here should !e reasona!le e&idence of reading around the area !eyond the materials #ro&ided" sho$ing e&idence of #ersonal research. -he assignment shoulddemonstrate an effecti&e understanding" and critical a##raisal and use of a num!er of analytical frame$or s. -he o&erall analysis should !e coherent and con&incing"sho$ing a good degree of internal consistency" and *uality arguments and reasoning. It should demonstrate #ersonal rele&ance and !e reasona!ly free of self6dece#tion.-he #lan should !e $ell6found on the #rior analysis" and feasi!le and realistic. -he $or should !e coherent and clear in terms of the style and form of $ritten (nglish" $ithgood *uality referencing and #resentation.

50 L 59K-here should !e some e&idence of reading around the area !eyond the materials #ro&ided" sho$ing a degree of #ersonal research. -he assignment should demonstratean effecti&e understanding and use of a num!er of analytical frame$or s. -he o&erall analysis should !e coherent and con&incing" sho$ing an acce#ta!le degree ofinternal consistency" argument and reasoning. It should demonstrate some degree of #ersonal rele&ance and the issue of self6dece#tion should !e addressed. -he #lanshould !e reasona!ly !ased on the #rior analysis" and feasi!le and realistic. -he $or should !e coherent and clear in terms of the style and form of $ritten (nglish" $ithreasona!le *uality referencing and #resentation.

$0 L $9K-here should !e some attem#t to read around the area !eyond the materials #ro&ided. -he assignment should demonstrate an understanding and use of a small num!erof rele&ant analytical frame$or s. O&erall the analysis should demonstrate some coherence" $ith at least some degree of internal consistency" argument and reasoning.It should ha&e some e&idence of an attem#t to sho$ #ersonal rele&ance. -here should !e some e&idence of a$areness to the issue of self6dece#tion. -he #lan shouldha&e some !asis on the #rior analysis" and ha&e some feasi!ility and realism. -he $or should !e coherent and clear in terms of the style and form of $ritten (nglish" $ithan attem#t at referencing. -he #resentation should !e acce#ta!le.

"9K and -elo4 B *ail-here $ill !e little or no attem#t to read around the area !eyond the materials #ro&ided. -he assignment does not demonstrate a secure understanding of the rele&antanalytical frame$or s" and no more than one or t$o are addressed. O&erall the analysis fails to demonstrate coherence" $ith no real e&idence of internal consistency"argument and reasoning. -here is little e&idence of an attem#t to sho$ #ersonal rele&ance. -he issue of self6dece#tion is not addressed. -he #lan is #oorly !ased on the

@age 1+





Module 'uide

%ssessment Criteria%N !IA "#$%IN #NI&E"$I' ENE"I A$$E$$MEN' "I'E"IA AND MA"%IN $'ANDA"D$

%

+E?E+ *

+e.el J is characterised !y an e%#ectation of studentsE e%#ertise in their s#ecialism. Students are semi6autonomous" demonstratinginde#endence in the negotiation of assessment tas s 7including the maGor #roGect8 and the a!ility to e&aluate" challenge" modify andde&elo# theory and #ractice. Students are e%#ected to demonstrate an a!ility to isolate and focus on the significant features of #ro!lemsand to offer synthetic and coherent solutions" $ith some students #roducing original or inno&ati&e $or in their s#ecialism that is $orthyof #u!lication or #u!lic #erformance or dis#lay.

Mark =ands Outcome

'eneric +earning Outcomes ;'+Os< (Academic "egulations+ $ection 2)

)no4ledge 7nderstanding Intellectual ;t inking<, ractical,%**ecti.e and &rans*era-le Skills

C , a r a c

t e r i s

t i c s o

* S t u d e n

t % c

, i e . e m e n

t - y

M a r k

i n g

= a n

d

,46144

Achie"es moduleoutcome+s related to=L1 at this le"el

(%ce#tional analysis of ey issuesDconce#tsDethics $ith&ery clear originality and autonomy. (%ce#tionalde&elo#ment of conce#tual structures and argumentma ing an e%ce#tional use of scholarly con&entions.

>emonstrates inde#endence of thought and a &ery highle&el of intellectual rigour and consistency. ; or #ushesthe !oundaries of the disci#line and may !e considered fore%ternal #u!lication

(%ce#tional analysis of ey issuesDconce#tsDethics.(%ce#tional de&elo#ment of conce#tual structures andargument" ma ing consistent use of scholarly con&entions.(%ce#tional research s ills" inde#endence of thought" ane%tremely high le&el of intellectual rigour and consistency"e%ce#tional e%#ressi&eD#rofessional s ills" and su!stantialcreati&ity and originality. (%ce#tional academicDintellectuals ills. ;or #ushes the !oundaries of the disci#line andmay !e considered for e%ternal #u!lication

+46+,

Outstanding analysis of ey issuesDconce#tsDethics $ithclear originality and autonomy. Outstanding de&elo#mentof conce#tual structures and argument ma ing ane%em#lary use of scholarly con&entions. >emonstratesinde#endence of thought and a &ery high le&el ofintellectual rigour and consistency

Outstanding analysis of ey issuesDconce#tsDethics. Ceryhigh le&el de&elo#ment of conce#tual structures andargument" ma ing consistent use of scholarly con&entions.Outstanding research s ills" inde#endence of thought" ahigh le&el of intellectual rigour and consistency"outstanding e%#ressi&eD#rofessional s ills" andconsidera!le creati&ity and originality. (%em#laryacademicDintellectual s ills

=46=,

(%cellent analysis of ey issuesDconce#tsDethics. (%cellentde&elo#ment of conce#tual structures and argumentma ing e%cellent use of scholarly con&entions.

>emonstrates inde#endence of thought and a high le&el ofintellectual rigour and consistency

(%cellent analysis of ey issuesDconce#tsDethics. :ighle&el de&elo#ment of conce#tual structures and argument"ma ing consistent use of scholarly con&entions. (%cellentresearch s ills" inde#endence of thought" a high le&el ofintellectual rigour and consistency" e%cellent e%#ressi&eD#rofessional s ills" and considera!le creati&ity andoriginality. (%cellent academicDintellectual s ills" andconsidera!le creati&ity and originality

9469,0ood analysis of ey issuesDconce#tsDethics.>e&elo#ment of conce#tual structures and argumentma ing consistent use of scholarly con&entions

0ood analysis of ey issuesDconce#tsDethics.>e&elo#ment of conce#tual structures and argument"ma ing consistent use of scholarly con&entions

)46),Satisfactory no$ledge of ey issuesD conce#tsDethics indisci#line. >escri#ti&e in #arts !ut some a!ility tosynthesise scholarshi# and argument. Minor la#ses in useof scholarly con&entions

Satisfactory no$ledge of ey issuesD conce#tsDethics indisci#line. >escri#ti&e in #arts !ut some a!ility tosynthesise scholarshi# and argument. Minor la#ses in useof scholarly con&entions

'46', A marginal !ass inmodule outcome+srelated to =L1 at thisle"el

Basic no$ledge of ey issuesDconce#tsDethics indisci#line. 0enerally descri#ti&e" $ith restricted synthesisof e%isting scholarshi# and little argument. /se ofscholarly con&entions inconsistent

Basic no$ledge of ey issuesDconce#tsDethics indisci#line. 0enerally descri#ti&e" $ith restricted synthesisof e%isting scholarshi# and little argument. /se ofscholarly con&entions inconsistent.

3463,

A marginal #ail inmodule outcome+srelated to =L1 at thisle"el. *ossiblecom!ensation. 2at7is#ies (uali#ying mar

Limited no$ledge of ey issuesDconce#tsDethics indisci#line. Largely descri#ti&e" $ith restricted synthesis ofe%isting scholarshi# and limited argument. Limited use ofscholarly con&entions.

Limited research s ills im#ede use of learning resourcesand #ro!lem sol&ing. Significant #ro!lems $ithstructureDaccuracy in e%#ression. -eamD@racticalD@rofessional s ills not yet secure. ;ea academicDintellectual s ills. Limited use of scholarly con&entions

2462,

>ails to achie"emodule outcome+srelated to this =L1.?uali#ying mar notsatis#ied. ocom!ensationa"ailable

Little e&idence of no$ledge of ey issuesDconce#tsDethicsin disci#line. Largely descri#ti&e" $ith little synthesis ofe%isting scholarshi# and little e&idence of argument. Littlee&idence of use of scholarly con&entions.

Little e&idence of research s ills" use of learning resourcesand #ro!lem sol&ing. MaGor #ro!lems $ith structureDaccuracy in e%#ression. -eamD@racticalD@rofessional s ills&irtually a!sent. Cery $ea academicDintellectual s ills.Little e&idence of use of scholarly con&entions

1461, Inade*uate no$ledge of ey issuesDconce#tsDethics indisci#line. ;holly descri#ti&e" $ith inade*uate synthesisof e%isting scholarshi# and inade*uate argument.Inade*uate use of scholarly con&entions.

Inade*uate use of research s ills" learning resources and#ro!lem sol&ing. MaGor #ro!lems $ith structureDaccuracy ine%#ression. -eamD@racticalD@rofessional s ills a!sent.(%tremely $ea academicDintellectual s ills. Inade*uateuse of scholarly con&entions

@age 24



Module 'uide

16,

Jo e&idence of no$ledge of ey issuesDconce#tsDethics indisci#line. Incoherent and com#letely !ut #oorlydescri#ti&e" $ith no e&idence of synthesis of e%istingscholarshi# and no argument $hatsoe&er. Jo e&idence ofuse of scholarly con&entions.

Jo e&idence of use of research s ills" learning resourcesand #ro!lem sol&ing. Incoherent structureDaccuracy ine%#ression. -eamD@racticalD@rofessional s ills non6e%istent. Jo e&idence of academicDintellectual s ills. Joe&idence of use of scholarly con&entions

4 A$arded for? 7i8 non6su!mission 7ii8 dangerous #ractice and 7iii8 in situations $here the student fails to address theassignment !rief 7eg? ans$ers the $rong *uestion8 andDor related learning outcomes

@age 21



Module 'uide

N( %ssessment O**ences

As an academic community" $e recognise that the #rinci#les of truth" honesty and mutual res#ect arecentral to the #ursuit of no$ledge. Beha&iour that undermines those #rinci#les $ea ens the community"!oth indi&idually and collecti&ely" and diminishes our &alues. ;e are committed to ensuring that e&erystudent and mem!er of staff is made a$are of the res#onsi!ilities sDhe !ears in maintaining the higheststandards of academic integrity and ho$ those standards are #rotected.

ou are reminded that any $or that you su!mit must !e your o$n. ;hen you are #re#aring your $orfor su!mission" it is im#ortant that you understand the &arious academic con&entions that you aree%#ected to follo$ in order to ma e sure that you do not lea&e yourself o#en to accusations of #lagiarism7e.g. the correct use of referencing" citations" footnotes etc.8 and that your $or maintains its academicintegrity.

>efinitions of Assessment Offences

Plagiarism

@lagiarism is theft and occurs $hen you #resent someone elseEs $or " $ords" images" ideas" o#inions ordisco&eries" $hether #u!lished or not" as your o$n. It is also $hen you ta e the art$or " images orcom#uter6generated $or of others" $ithout #ro#erly ac no$ledging $here this is from or you do this$ithout their #ermission.

ou can commit #lagiarism in e%aminations" !ut it is most li ely to ha##en in course$or " assignments"#ortfolios" essays" dissertations and so on.

(%am#les of #lagiarism include?

• directly co#ying from $ritten $or " #hysical $or " #erformances" recorded $or or images" $ithoutsaying $here this is from

• using information from the internet or electronic media 7such as >C>s and >s8 $hich !elongs tosomeone else" and #resenting it as your o$n

• re$ording someone elseEs $or " $ithout referencing them and• handing in something for assessment $hich has !een #roduced !y another student or #erson.

It is im#ortant that you do not #lagiarise intentionally or unintentionally !ecause the $or of othersand their ideas are their o$n. -here are !enefits to #roducing original ideas in terms of a$ards" #riFes"*ualifications" re#utation and so on. -o use someone elseEs $or " $ords" images" ideas or disco&eries isa form of theft.

ollusion

ollusion is similar to #lagiarism as it is an attem#t to #resent anotherEs $or as your o$n. In #lagiarismthe original o$ner of the $or is not a$are you are using it" in collusion t$o or more #eo#le may !ein&ol&ed in trying to #roduce one #iece of $or to !enefit one indi&idual" or #lagiarising another #ersonEs$or .

(%am#les of collusion include?

• agreeing $ith others to cheat• getting someone else to #roduce #art or all of your $or• co#ying the $or of another #erson 7$ith their #ermission8• su!mitting $or from essay !an s• #aying someone to #roduce $or for you and

@age 22



Module 'uide

• allo$ing another student to co#y your o$n $or .

Many #arts of uni&ersity life need students to $or together. ;or ing as a team" as directed !y yourtutor" and #roducing grou# $or is not collusion. ollusion only ha##ens if you #roduce Goint $or to!enefit of one or more #erson and try to decei&e another 7for e%am#le the assessor8.

,eating

heating is $hen someone aims to get unfair ad&antage o&er others.

(%am#les of cheating include?

• ta ing unauthorised material into the e%amination room• in&enting results 7including e%#eriments" research" inter&ie$s and o!ser&ations8• handing your o$n #re&iously graded $or !ac in• getting an e%amination #a#er !efore it is released• !eha&ing in a $ay that means other students #erform #oorly•

#retending to !e another student and• trying to !ri!e mem!ers of staff or e%aminers.

:el# to A&oid Assessment Offences

Most of our students are honest and $ant to a&oid committing assessment offences. ;e ha&e a &arietyof resources" ad&ice and guidance a&aila!le to hel# ma e sure you can de&elo# good academic s ills.;e $ill ma e sure that $e ma e a&aila!le consistent statements a!out $hat $e e%#ect. ou $ill !e a!leto do tutorials on !eing honest in your $or from the li!rary and other su##ort ser&ices and faculties" andyou $ill !e a!le to test your $ritten $or for #lagiarism using -urnitin /KE 7a soft$are #ac age thatdetects #lagiarism8.

ou can get ad&ice on ho$ to use honestly the $or of others in your o$n $or from the li!rary $e!site7$$$.li!$e!.anglia.ac.u DreferencingDreferencing.htm 8 and your lecturer and #ersonal tutor.

ou $ill !e a!le to use -urnitin /KE" a s#ecial soft$are #ac age $hich is used to detect #lagiarism.-urnitin /K $ill #roduce a re#ort $hich clearly sho$s if #assages in your $or ha&e !een ta en fromsome$here else. ou may tal a!out this $ith your #ersonal tutor to see $here you may need toim#ro&e your academic #ractice. ;e $ill not see these formati&e -urnitin /K re#orts as assessmentoffences. All students in am!ridge and helmsford are also e%#ected to su!mit their final $or through-urnitin /K as outlined a!o&e.

If you are not sure $hether the $ay you are $or ing meets our re*uirements" you should tal to your#ersonal tutor" module tutor or other mem!er of academic staff. -hey $ill !e a!le to hel# you and tellyou a!out other resources $hich $ill hel# you de&elo# your academic s ills.

@rocedures for assessment offences

An assessment offence is the general term used to define cases $here a student has tried to get unfairacademic ad&antage in an assessment for himself or herself or another student.

;e $ill fully in&estigate all cases of sus#ected assessment offences. If $e #ro&e that you ha&ecommitted an assessment offence" an a##ro#riate #enalty $ill !e im#osed $hich" for the most serious

offences" includes e%#ulsion from Anglia Rus in. 5or full details of our assessment offences #olicy and#rocedures" see Section 14 of the Academic Regulations at? $$$.anglia.ac.u Dacademicregs .

@age 23

http://www.libweb.anglia.ac.uk/referencing/referencing.htm


http://www.libweb.anglia.ac.uk/referencing/referencing.htm




Module 'uide

9( +earning 2esources

9(1( +i-rary

Lord Ashcroft International Business Schoolli!team.ai!s anglia.ac.u

-his course $ill gi&e you an o##ortunity to read around the to#ic of culture and ho$ and $hy it is soim#ortant in many areas of our #ersonal and organisational life. ou are in&ited to read as much as#ossi!le and !ring the $ealth of your #ersonal no$ledge to our seminar discussions.-he follo$ing list contains !oo s that $ill ho#efully $het your a##etite and $ill encourage you to go!eyond the recommendation and e%#and your no$ledge and understanding of this com#le% ande%citing to#ic.

>umetF" 724128 ross6 ultural Management -e%t!oo " erome >umetFISBJ13? ,=+1'=,1),9+4

Bro$aeys" M. and @rice" R. 7244+ nderstanding Cross7Cultural Management " 5-D@rentice :all

5rench" R. 7 24148 Cross7Cultural Management in wor organi@ations " I@>

0ullestru#" :. 724498 Cultural Analysis towards cross7cultural understanding " o#enhagen BusinessSchool @ress

:am#den 6-urner" . -rom#enaars" 5. 724448 Building Cross7cultural com!etence " ohn ;iley N SonsL->

:ofstede" 0. 71,,=8 Culture and 1rganisation9 2o#tware o# the Mind " Mc0ra$6:ill

:olden" J. 724428 Cross7Cultural Management, A ;nowledge Management *ers!ecti"e, 5-D@rentice:all

Samo&ar" L. 724418 Communication between Cultures " ;ads$orth

Schneider" S. and Barsou%" 6. 724438 Managing Across Cultures " 5-D@rentice :all

-rom#enaars N :am#den 6-urner 71,,=8 Riding the 6a"es o# Culture " Jicholas Brealey

@age 2'

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%[email protected]

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%[email protected]



Module 'uide

9(!( Ot er 2esourcesJone.

10( Module E.aluation

>uring the second half of the deli&ery of this module" you $ill !e as ed to com#lete a module e&aluation*uestionnaire to hel# us o!tain your &ie$s on all as#ects of the module.

-his is an e%tremely im#ortant #rocess $hich hel#s us to continue to im#ro&e the deli&ery of the modulein the future and to res#ond to issues that you !ring to our attention. -he module re#ort in section 11 ofthis module guide includes a section $hich comments on the feed!ac $e recei&ed from other students$ho ha&e studied this module #re&iously.

our *uestionnaire res#onse is anonymous.

@lease hel# us to hel# you and other students at Anglia Rus in !y com#leting the Module (&aluationsur&ey. ;e &ery much &alue our studentsE &ie$s and it is &ery im#ortant to us that you #ro&ide feed!acto hel# us ma e im#ro&ements.

In addition to the Module (&aluation #rocess" you can send any comment on anything related to youre%#erience at Anglia Rus in to tellus anglia.ac.u at any time.

@age 2)

mailto:[email protected]

mailto:[email protected]



Module 'uide

11( 2eport on +ast Deli.ery o* Module

MOD7+E 2E O2& O2M

This #orm should be com!leted by module tutors +where there is more than one deli"ery and #orwarded to Module Leaders whocom!iles the results on to one #orm #or use at the *rogramme Committee and other methods o# disseminating #eedbac tostudents.

Module Code and &itle: MO>4414,) Intercultural Management

%nglia 2uskin Department: MS(

+ocation;s< o* Deli.ery: Cam-ridge and artners ips

%cademic ear: !01!B1" Semester#&rimester: !

Enrolment um-ers ;at eac location<:

Module +eader: Dr arisa 'ilani

Ot er Module &utors: ?arious

Student %c ie.ement *ro"ide a brie# o"er"iew o# student achie"ement on the module as e"idenced by the range o# mar s awarded. Adetailed brea down o# mar s will be a"ailable at the De!artmental Assessment *anel.

A $ide range of mar s $ere a$arded" some &ery good mar s at the to# end.

eed-ack *rom Students Brie#ly summarise student res!onses, including any written commentsIn general" some #ositi&e comments from the maGority of students. 5or e%am#le" in Buda#est the module achie&ed 144

satisfaction.

Module +eader#&utor s 2e*lection on Deli.ery o* t e Module, including 2esponse to eed-ack *rom Students+including resources i# a!!ro!riateJe$ Module Leader

De.elopments during t e current year or planned *or ne@t year +i# a!!ro!riate

JDA

E@ternal E@aminer s Comments 2tate whether the e&ternal e&aminer agreed the mar s and:or commented on themodule

All mar s agreed !y (%ternal (%aminer

@age 29



Module 'uide

%ppendi@ 1: 2eB%ssessment In*ormation

&>IS I O2M%&IO O + % +IES &O S&7DE &S 3>O %2E7 S7CCESS 7+ I &>EI2 I2S& S7=MISSIO

& e reBassessment *or t is module consists o* one:

art &ype o* assessment 3ord ortime limit

Deadline *or assessment

414 ou must c oose completely di**erent scenariosto t ose c osen in your original assignment(& ey must also dra4 on completely di**erentcountries to t ose you analysed in your originalassignment( I* you *ail to do so you 4ill not get amark(

3"444$ords

Resit #eriod? 21 st uly" 241'

411

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