This course is designed to prepare students to critically examine the theories and practices of cross-cultural management. Three major cross-cultural models of behaviors are emphasized. Motivation models of behavior are examined and their effectiveness considered using this foundation of cross-cultural models. The role of cognitive dissonance in bringing about lasting change in organizations is explored. There will be a significant discussion of international team-building. Finally, students will solidify the understanding of theory through experiential learning, using actual cross-cultural cases and incidents.This course is designed to prepare students to critically examine the theories and practices of cross-cultural management. Three major cross-cultural models of behaviors are exphasized. Motivation models of behavior are examined and their effectiveness considered using this foundation of cross-cultural models. The role of cognitive dissonance in bringing about lasting change in organizations is explored. There will be a significant discussion of international team-building. Finally, students will solidify the understanding of theory through experienced learning, using actual cross-cultural cases and incidents.
This course is designed to prepare students to critically examine the theories and practices of cross-cultural management. Three major cross-cultural models of behaviors are emphasized. Motivation models of behavior are examined and their effectiveness considered using this foundation of cross-cultural models. The role of cognitive dissonance in bringing about lasting change in organizations is explored. There will be a significant discussion of international team-building. Finally, students will solidify the understanding of theory through experiential learning, using actual cross-cultural cases and incidents.
This course is designed to prepare students to critically examine the theories and practices of cross-cultural management. Three major cross-cultural models of behaviors are exphasized. Motivation models of behavior are examined and their effectiveness considered using this foundation of cross-cultural models. The role of cognitive dissonance in bringing about lasting change in organizations is explored. There will be a significant discussion of international team-building. Finally, students will solidify the understanding of theory through experienced learning, using actual cross-cultural cases and incidents.
1. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations: Software of the Mind (3rd Edition). McGraw-Hill USA.
2. Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. W. N. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599.
3. Hui,C.H.,&Luk,C.L.(1997).Industrial/organizational psychology.InJ.W. Berry, M.H. Segall, & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology (2nd Edition, vol. 3, pp. 371-411). Boston: Allyn and Bacon.
4. Huntington, S. P. (1993). The clash of civilizations? Foreign Affairs, 72(3), 22-49.
5. Nelson, D. L. & Quick, J. C. (2013). Organizational Behavior: Science, the Real World, and You (8th Edition). Cengage Learning.
6. Wan,W. W. N., &Chiu, C.Y.(2002).Effects of novel conceptual combination on creativity. Journal of Creative Behavior, 36(4), 227-240.
1. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations: Software of the Mind (3rd Edition). McGraw-Hill USA.
2. Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. W. N. (1999). Implicit theories, attributes, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599.
3. Hui, C.H.,&Luk, C.L.(1997).Industrial/organizational psychology.InJ.W. Berry, M.H. Segall, & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology (2nd Edition, vol. 3, pp. 371-411). Boston: Allyn and Bacon.
4. Huntington, S. P. (1993). The clash of civilizations? Foreign Affairs, 72(3), 22-49.
5. Nelson, D. L. & Quick, J. C. (2013). Organizational Behavior: Science, the Real World, and You (8th Edition). Cengage Learning.
6. Wan,W. W. N., &Chiu, C.Y. (2002).Effects of novel conceptual combination on creativity. Journal of Creative Behavior, 36(4), 227-240.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Assignment 1Assignment 1 Assignment 1 |
30 | |
| Assignment 2Assignment 2 Assignment 2 |
30 | |
| Assignment 3Assignment 3 Assignment 3 |
30 | |
| Participation on the Discussion ForumParticipation on the Discussion Forum Participation on the Discussion Forum |
10 |
