Study Guide

Objective

After completing the study unit the student can:
- define the various theoretical frameworks on culture and cultural differences
- describe the challenges in managing and working in a multicultural environment
- interact and communicate with company representatives from different cultural backgrounds
- work in international business environment.

Content

Cultural frameworks, awareness and identity
Organizational and service culture
Intercultural communication skills
Communication with company representatives from different cultural backgrounds

Materials

Any relevant book on Cross-cultural Communication, International Business and Multicultural Management. There are several in the library.
Recommended: Lewis, Richard. 2006: Multiculturalism observed: Exploring identity.
+other books from Richard Lewis. Daniels&Radebaugh.International Business. Various version available.

Good examples of e-books available at TUAS library:
1) Cotton, Gayle. 2013. Say anything to anyone, anywhere : 5 keys to successful cross cultural communication.
2) Warren, Thomas L. 2017. Cross-cultural Communication: perspectives in theory and practice. Introduction and chapter 3.
3) Sigala, Marianna ; Christou, Evangelos. 2006. Global trends and challenges in services
( 4) Niemeier, Campbell and Dirven. 1998. The cultural context in business communication.)

Hofstede: https://www.hofstede-insights.com/product/compare-countries/

As well as all material given and distributed in class (mainly available also in ITS-platform).

Teaching methods

Group work and group presentations by students
Simulation games and activities by students
Opening intro and key notes by teachers

Exam schedules

No exam. Assessment is based on activity and completion of given assignments.

International connections

Innopedagogical approach through out the course.
Team learning
Intercultural team learning (if exchange students present)
Learning by doing (simulations, activities)

Student workload

The course is 81h of student work. The estimation of workload distribution:
Contact hours 10x2h (3x45 min in schedule), total of 20h.
Teamwork 10h
Reports, interviews and writing 30h
Preparation for lessons 20h

Content scheduling

The content and the schedule of the course are agreed with the participating students at the beginning of the course.
Lectures&activities are held weekly and much of the activity and presentations is done by students.

Further information

Exchange students learn from the Finnish students, and vice versa. All participating students engage actively in each class. Topics can include dress code, management styles and cultures, international job interviews, Do´s&Dont´s in cultural context etc. Students decide!

Evaluation scale

H-5

Assessment methods and criteria

Returned assignments (3) are evaluated on scale 1 -5
1) My cultural identity (partly done in the class)
2) Short report (3 pages text) on chosen culture and analysis according to
chosen cultural theories and including an interview.
3) Reflection on the learning
Reflection includes self-evaluation. Teacher evaluates the reflection on scale of 1-5

Assessment criteria, fail (0)

The student is absent without valid reason.
The student does not complete any of the given 3 tasks (cultural identity, short report&interview, reflection).
The student does not participate into the teamwork and
the student has failed to actively participate into simulation activities. A minimum of 50% attendance!

Assessment criteria, satisfactory (1-2)

Grade 1
The student has demonstrated limited knowledge and understanding of the main areas of the course. The student shows some difficulties in applying his/her knowledge and understanding of the course content in the assignments. The student demonstrates little ability to gather and interpret relevant data (rather gut feeling than theory or know-how) to inform judgments that include reflection about what is asked for the assignment. The student has difficulties in communicating his/her ideas in the reflection. The tasks have been completed, but they are incomplete or very limited and do not comply with the given instructions.

Grade 2 is covering some criteria of grade 3, but not enough to be a three.

Assessment criteria, good (3-4)

Grade 3
The student has demonstrated good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the returned tasks and the reflection. The student demonstrates good ability to gather and interpret relevant data (theory and know-how) to inform judgments that include reflection about what is asked for the assignment. The student is able to communicate his/her ideas in the assignments in a logical and academic way.

Grade 4 is covering some criteria of grade 5, but not enough to be a five.

Assessment criteria, excellent (5)

Grade 5
The student has demonstrated very good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the workshops (activities) in a professional manner. The student demonstrates very good ability to gather and interpret relevant data (theory and know-how) to inform judgments that include reflection about what is asked for the assignment. The student is able to communicate clearly his/her ideas. The student is able to communicate his/her ideas in the assignments in a professional way.

Objective

After completing the study unit the student can:
- define the various theoretical frameworks on culture and cultural differences
- describe the challenges in managing and working in a multicultural environment
- interact and communicate with company representatives from different cultural backgrounds
- work in international business environment.

Content

Cultural frameworks, awareness and identity
Organizational and service culture
Intercultural communication skills
Communication with company representatives from different cultural backgrounds

Materials

https://www.hofstede-insights.com/product/compare-countries/
Richard Lewis: Multiculturalism observed: Exploring identity, 2006
As well as all material given and distributed in class (mainly available also in ITS-platform).

Teaching methods

Group work and group presentations by students
Simulation games and activities by students
Opening intro and key notes by teachers

Exam schedules

No exam. Assessment is based on activity and completion of given assignments.

International connections

Innopedagogical approach through out the course.
Team learning
Intercultural team learning (if exchange students present)
Learning by doing (simulations, activities)

Content scheduling

The content and the schedule of the course are agreed with the participating students at the beginning of the course.
Lectures&activities are held weekly and much of the activity and presentations is done by students.

Further information

Exchange students learn from the Finnish students, and vice versa. All participating students engage actively in each class. Topics can include dress code, management styles and cultures, international job interviews, Do´s&Dont´s in cultural context etc. Students decide!

Evaluation scale

H-5

Assessment methods and criteria

Returned assignments (4) are evaluated on scale 1 -5
1) My cultural identity (partly done in the class)
2) Stereotypes and cultural encounters
3) Short report (3 pages text) on chosen culture and analysis according to
chosen cultural theories and including an interview.
4) Reflection on the learning
Reflection includes self-evaluation. Teacher evaluates the reflection on scale of 1-5

Assessment criteria, fail (0)

The student is absent without valid reason.
The student does not complete any of the given 4 tasks (cultural identity, stereotypes, short report&interview, reflection).
The student does not participate into teamwork and
the student has failed to actively participate into simulation activities (covid permitting).

Assessment criteria, satisfactory (1-2)

Grade 1
The student has demonstrated limited knowledge and understanding of the main areas of the course. The student shows some difficulties in applying his/her knowledge and understanding of the course content in the assignments. The student demonstrates little ability to gather and interpret relevant data to inform judgments that include reflection about what is asked for the assignment. The student has difficulties in communicating his/her ideas in the reflection. The tasks have been completed, but they are incomplete or very limited and do not comply with the given instructions.

Grade 2 is covering some criteria of grade 3, but not enough to be a three.

Assessment criteria, good (3-4)

Grade 3
The student has demonstrated good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the returned tasks and the reflection. The student demonstrates good ability to gather and interpret relevant data to inform judgments that include reflection about what is asked for the assignment. The student is able to communicate his/her ideas in the assignments in a logical and academic way.

Grade 4 is covering some criteria of grade 5, but not enough to be a five.

Assessment criteria, excellent (5)

Grade 5
The student has demonstrated very good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the workshops and the video in a professional manner. The student demonstrates very good ability to gather and interpret relevant data to inform judgments that include reflection about what is asked for the assignment. The student is able to communicate clearly his/her ideas. The student is able to communicate his/her ideas in the assignments in a professional way.