Sílabo del curso

Intercultural Management for

International Business
Agosto – Diciembre 2022

Profesores
Olivos Rossini, Mariella
I. General course data

Name of the
Intercultural Management for International Business
course
Prerequisite: Intermediate English II Code: 03880

Precedent: Semester: 2022-2

Credits: 3 Semester:
Weekly Remote -
4 Course Format:
Hours: Synchronous
(Electivo Formación) for Ec y NI, Ad y
Fin and Marketing Course
Major(s) Mariella Olivos
(Electivo Especialidad) for Psic Org, Coordinator:
Psic Cons, Corporate Law

II. Outline
The globalization of national economies means the world is becoming increasingly
interdependent. Arising from international trade, there are countless interactions taking place
between people of diverse cultures in different ways. One way involves traditional oral and written
communication, and others are more complex through the use of technology, phone, email,
internet and videoconferencing. This course provides a direct, individual international experience
for students to interact with foreign students located in different universities and countries. The
topics of discussion cover the following themes: What is Intercultural management, intercultural
competence, Culture and Stereotypes, Expatriates and Cultural Shock, Leadership across Cultures,
Social Responsibility and Marketing Globally. These concepts will be reviewed in a case study and
in the local classes prior to the links. This course has the characteristics of a graduate seminar
course; students will be asked to work in international teams.

III. Course Objectives

To prepare students for an increasingly globalized, interdependent world in which there are
countless interactions taking place between people of diverse cultures. To give students practical
experience interacting with and collaborating with colleagues in both Eastern and Western
nations. To give students experience in both synchronous and asynchronous means of virtual
communication and collaboration in order to achieve goals simulating what they could experience
in the professional world. To understand intercultural encounters with partner universities from
an intercultural communication framework.

IV. Learning Outcomes

At course completion, students will be able:
 To clearly increase intercultural competence in order to be successful in an increasingly
globalized business world.
 To critically analyze cultures from national cultural model theories from theorists such as
Hofstede and Trompenaars and describe those theories’ implications on management
sciences.
 To successfully demonstrate the basic technical and social skills necessary to collaborate
internationally in the contemporary world.
  To clearly describe the behavioral systems in Anglo-Saxon regions as well as the Far East
and how to relate these systems with national and regional differences, which has
implications for international business and the work environment in Latin America.
 To clearly interpret and use the structure of how research on intercultural issues is
presented in scientific journals.
 To critically examine and explain the social and professional behavior in other countries
and cultures under the theoretical framework of contemporary interculturalists in order to
develop trust and business relationships.
 To clearly identify the social and professional behavior that is acceptable in other
countries.
 To practically conduct qualitative and quantitative research through the development of
an original research project.
 To successfully collaborate in a virtual environment with international partners, adapting
collaborative and leadership strategies to different teams’ diverse social and cultural
backgrounds and abilities.

V. Methodology
This course relates cross-cultural theories with management science. The methodology is that of a
“blended course.” The course offers students the opportunity to interact in virtual teams and to
work in a collaborative learning environment with students and faculty from other countries using
Information Communication Technologies (ICT) like videoconferences (VC), real-time chat (Zoom
chat), forums, and other online communication channels.

The uniqueness of this course is that it offers students the opportunity to participate in
Experiential Learning. This methodology involves their participation as members of international
teams composed of students from partner universities at:

East Carolina University -ECU USA Group 1 PSYC

East Carolina University -ECU USA Group 2 COM
Universidad Regiomontana- Mexico Group 3

Local classes featuring lectures, classroom discussions, role-playing activities, and interaction via
information communication technologies (videoconference, webchat) will be combined with
synchronous and asynchronous web-based classes, which will utilize forums and social media in
order to reach the learning outcomes.

• Videoconferencing sessions will cover a variety of themes related to Hofstede’s

Cultural Dimensions, national culture, business, and students’ own experiences.

• Before the first videoconferencing session the professor will assign student teams
comprised of a student from each of the participating universities. The number of
students in each team will depend on final enrollment numbers, and each team will
work on the international research assignment described below.

• In teams with partners from each of the participating universities, team projects
will be carried out and presented on.

Attendance of and active participation in every class is important to developing crucial skills in the
subject matter and in the professional mastery of the English language. Students who do not
attend a minimum number of VC sessions and/or fail to present the team project(s) will not
receive an international certificate of participation at the end of the course.

VI. Evaluation

The course uses accumulative and integral evaluation. The grade of the course is obtained by
averaging permanent evaluation (50%), the midterm exam (20%) and the final exam (30%).

The permanent evaluation average is the sum of the following elements: active participation in
class (factors to be taken into account include attendance, participation in videoconference
discussions and real-time chats, and participation in classroom discussions and activities), a group
oral presentation (on the findings of a research article dealing with Latin American business
culture, according to the rubric to be posted on UEVirtual), and 3 international collaborative
team projects( at the end of each link with our partner universities, guidelines to be posted on
UEVirtual).

Collaborative Projects
East Carolina University -ECU USA Group 1 PSYC Sustainable Development Goals Guidelines (at
ue virtual)
East Carolina University -ECU USA Group 2 COM Project titled case media study.

Project titled case media study.

Your group is to select one of the Hofstede’s 6 dimensions. You are to identify examples (from the
US and Peru) where you can apply one of your selected Hofstede’s dimensions. Examples include
advertisements, commercials, photos, movie clips, music lyrics, poem, literature, and so on. Your
group members are to find applications which represents both cultures (U.S. and Peru). Analyze
while you apply the course terminology such as Hofstede’s cultural variabilities dimensions or
other ways of analyzing cultural differences and how they are manifested in different contexts
represented in the media of your choice.
On the last IVE link day, we will have a presentation day. Your group may
1) pre-record your presentation or
2) present to class during the synchronous Zoom session. Instructors will assign which groups will
be pre-recording or presenting on the last day.
You are going to prepare presentation slides which included:
1. Title of your analysis
2. Group members' names/affiliations (and highlight what each contributed if possible)
3. Explanation of Hofstede’s dimension that a group selected
4. Two comparable short media examples (US/Peru) of your choice
5. Provide cultural analysis (similarities/differences) using the course concepts
6. Share your thoughts on collaborative work
7. Include all your source using APA style writing

The elements of the permanent evaluation grade shall be weighted per the following chart:

PERMANENT EVALUATION AVERAGE 50%

Weight
Type of Evaluation Description
%
Active participation in Attendance, and participation in exercises in 20
 class class
Research Article
Presentation of the findings of a research
Oral Presentation 30
article assigned by the professor
Individual
Team Projects 3 International Collaborative Projects 50

The final average (FA) is obtained in the following way:

FA = (0.20 x ME) + (0.50 x PEA) + (0.30 x FE)

In which:

FA = Final Average
ME = Midterm Exam
PEA = Permanent Evaluation Average
FE = Final Exam

Contenido programado

WEEK CONTENT ACTIVITIES/ EVALUATION

1° LEARNING UNIT 1: Overview of the syllabus and course description
INTRODUCTION TO The GPE Network and course resources, guidelines,
Del 22 al 27 INTERCULTURAL protocols:
de MANAGEMENT https://connect.thegpe.org/courses/6485955/content
agosto LEARNING OUTCOMES Pre course survey
Recognize the importance of https://ecu.az1.qualtrics.com/jfe/form/SV_3CuWxXvVM1WxU1g
Intercultural Competence in
the current job market and for Tools:
working in virtual teams. Eight Scales that Map the world Cultures
(Adapted from Meyer 2015)
The concept and dimension of Video Resources
Culture the Iceberg https://youtu.be/DgbU7pP5QRc

When Working Remotely Global Matters

https://youtu.be/T0LcPIRQTpA

http://www.howtoresearchtrends.com/blog/the-
culture-map

2° Learning Unit 2: Cultural https://www.hofstede-insights.com/models/national-

profile and the use of Tools culture/
Del 29 de to apply in different settings.
agosto al 03 https://www.hofstede-insights.com/country-
de Learning Outcomes: comparison/
septiembre
Awareness and Building of the Building my “My Culture Profile ”: Discuss results in
 own cultural profile beak out rooms
Using cultural dimension
Model as a theoretical Profile Format: Excel at UE virtual
framework.
https://culturalatlas.sbs.com.au/american-culture
Introduce Hofstede’s Model,
dimensions based on 5 https://isso.ucsf.edu/us-culture
problems in social life:
Identity, Hierarchy; Gender,
Truth, Virtue

3° LEARNING UNIT 3: Peru and Re-schedule the class of Monday of Sept 5

Latin America Cultural
Del 05 al 10 characteristics
de Collaborative Project ECU Group I PSY Sustainable
septiembre Application of ethnographic Development Goals
methods necessary to know
about other cultures Sept 7th Meeting ECU 1 : All students introductions.
Find your team partner at the excel file at uevirtual.
Cultural traditions that define
National and Regional Culture
Learning Outcomes Be prepared to provoke dialogue and interaction
Identify the characteristics of discussing about main aspect in society that bring the
Peruvians’ and Latin shape of culture
American’s working styles.

4° Learning Unit 4: Working in Meeting ECU 2 Mon Sept 12—work and careers
Virtual Teams Part 1 Meeting ECU 3 Wed Sept 14—college life and
Del 12 al 17 Learning Outcomes: Self education
de Managed in Intercultural
septiembre Teamwork.

Learning Outcomes:

National Context at work and

careers, American and
Peruvian young student’s
expectations, challenges,
differences.

National Context in the

Education System.

5° Learning Unit 5: Working in Meeting ECU 4 Mon Sept 19—cultural traditions

Virtual Teams Part 2 Meeting ECU 5 Wed Sept 21—Tourism Industry
Del 19 al 24
de
septiembre Learning Outcomes:
Identification of National
Characteristics and Cultural
traditions that define the
shape of a society and
globalization impact. Urban
 and rural context
The future of the Industry of
Tourism. Type of Tourism and
the expressions of national
culture.
6° Learning Unit 6: Working in Meeting ECU 6 Mon Sept 26—Family and Society
Virtual Teams Part 3 Meeting ECU 7 Wed Sept 28—stereotypes &
Del 26 de Learning Outcomes: prejudice
septiembre Discussion on:
al 01 de Influence of Family and
octubre traditions in society
Generational Differences

How do you think your culture

is perceived by the rest of the
world? What stereotypes of
your culture are the most
troubling to you? Why?
What do you feel are the
causes that lead to
stereotyping and holding a
prejudice over a certain
group?

7° Learning Unit 7: Working in Oct 3rd: 8 am Meeting ECU 8 Gender Roles

Virtual Teams Part 4
Del 03 al 08 ECU Group 2 COM
de octubre Learning Outcomes: Collaborative Group Project on Culture and
Identification of Media Analysis
Gender roles in each society

Oct 3rd: 1.00 _3:00 pm

th
Oct 5 Mid Term EXAM 8:40 -
10: 00 am
Learning Outcomes:
Hofstede Model Framework
case application -
Individualism vs. Collectivism,
Preferences for Privacy,
Hierarchy Issues
ECU Group 2 IVE Day 1 Introduction (Show & Tell or
Say one word/phrase) / announcement of groups /
discuss assignment (Divide Role: Explanation of
assignment vs. Break out Session set up )
Wed Oct 5—all together for reflections
Meeting ECU 9: 8:00 -8:30 am
Oct 5th 1-2:30pm IVE Day#2 - Share information on a
topic (ex. Work environment differences and
differences & Culture - Individualism vs. Collectivism,
Preferences for Privacy, Hierarchy Issues)
/ Group time/Discuss Assignments Updates
Work on collecting examples, media, article, etc

8°
EXÁMENES PARCIALES
Del 10 al 15
de
octubre
9° Learning Unit 8: Working in Oct 17th 1-2:30pm IVE Day#3 - Share information on
Virtual Teams Part 5 a topic (ex. Women in Workplace – Gender
Del 17 al 22 Learning Outcomes: /Femininity vs. Masculinity) / Group time/Discuss
 de Hofstede Model Framework
octubre case application Gender
/Femininity vs. Masculinity)
Assignments Updates.
Oct 19th 1-2:30pm IVE Day#4 presentations
Options: Pre-recorded presentation or In-person
presentation in class

Notice: Change time schedule

10° Learning Unit 9: Monday October 24, 2022 Local No
Learning Outcome https://culturalatlas.sbs.com.au/chinese-culture
Del 24 de East vs Western Culture
octubre al Awareness and Main Wednesday October 26, 2022 Intro No
29 Differences
de octubre China and Japan
11° Learning Unit 10: Working in https://culturalatlas.sbs.com.au/mexican-culture
Virtual Teams Part 6
Del 31 de
Learning Outcome Monday October 31, 2022 Meeting 1 UR
octubre al
Management field research Wednesday November 2, 2022 Meeting 2 UR
05 de
on culture application
noviembre
Students selected paper session 1& 2
12° Learning Unit 11: Working in Monday November 7, 2022 Meeting 3 UR
Virtual Teams Part 7 Wednesday November 9, 2022 Meeting 4 UR
Del 07 al 12
de Learning Outcome Students selected paper session 3 & 4
noviembre Management field research on
culture application
13° Monday November 14, 2022 Meeting 5UR
Del 14 al Learning Unit 12: Working in Wednesday November 16, 2022 Meeting 6 UR
19 de Virtual Teams Part 8
noviembre Learning Outcome Students selected paper session 5& 6
Management field research on
culture application

14° Learning Unit 13: Working in Monday November 21, 2022 Meeting 7 UR
Virtual Teams Part 9
Del 21 al 26 Learning Outcome
de Management field research on Students selected paper session 5 Presentations -4
noviembre culture application Wed Nov 26 Students selected paper session / 6 & 8
15° Learning Unit 14: Trompenaars, F. (1996). Resolving international
Learning Outcome conflict: Culture and business strategy. Business
Del 28 de Trompenaars’ view of Cultural Strategy Review, 7(3), 51-68.
noviembre Dimensions.
al 03 de Lecture: TROMPENAARS
diciembre MODEL

Final Exam Nov 30th

16°
EXÁMENES FINALES
Del 05 al 10
de
diciembre
VII. Bibliography

• Bird, A., Mendenhall M., Stevens M.J., & Oddou G. (2010). Defining the content domain of
intercultural competence for global leaders. Journal of Management Psychology, 25(8), 810 – 828.

• Castaño, N., de Luque, M., Wersing, T., Ogliastri, E., Fuchs, R., Shemueli, R. & Robles, J. (2015).
El jefe: Differences in expected leadership behaviors across Latin America. Journal of World
Business, 50(3), 584-597. https://doi.org/10.1016/j.jwb.2014.12.002

• Fan, Y. (2000). A Classification of Chinese Culture. Cross-Cultural Management - An International

Journal, 7(2), 3-10.

• Friedrich, P, Mesquita L., & Hatum, A. (2005-2006). The meaning of difference: Beyond cultural
and managerial homogeneity stereotypes of Latin America. Management Research, 4(1), 53-71.

• Hofstede, G., & Bond, M. H. (1988). The Confucius connection: From cultural roots to economic
growth. Organizational Dynamics, 16(4), 5-21.

• Hofstede Insights. (2020, April 15). Managing global virtual teams: 5 key factors. Retrieved from
https://news.hofstede-insights.com/news/managing-global-virtual-teams-5-key-factors

• IES (2020). The Cultural Atlas. Retrieved from: https://culturalatlas.sbs.com.au

• Romero, E. J. (2004). Hispanic identity and acculturation: implications for management. Cross-
Cultural Management: An International Journal, 11(1), 62-71.**

• Romero, E. J. (2004). Latin American leadership: El patrón & el líder moderno. Cross Cultural
Management: An International Journal, 11(3), 25-37.

• Torres, D. M., & Jones, S. (2010). A changing scene: Comparing business culture in Peru and the
Netherlands. Global Business and organizational excellence, 29(4), 53-66.
https://doi.org/10.1002/joe.20328

• Trompenaars, F. (1996). Resolving international conflict: Culture and business strategy. Business
Strategy Review, 7(3), 51-68.

• University of California San Francisco. (2021). US culture. Getting to know Americans. Retrieved
from https://isso.ucsf.edu/us-culture

• Zhu, Y., McKenna, B., & Sun, Z. (2007). Negotiating with the Chinese: the success of initial
meetings is the key. Cross-Cultural Management: An International Journal, 14(4), 354-364.

VIII. Professors

Olivos Rossini, Mariella

molivos@esan.edu.pe