Instructor:
Office:
Telephone:
Office Hours:
E-mail:
Internet:
Orlando R. Kelm
Mezes 4.146
232-4534
TTH 11:00 – 12:30 orkelm@austin.utexas.edu
http://orlandokelm.wordpress.com/
The purpose of this course is to provide students with practical skills to identify and analyze the cultural issues that come up in interactions between North Americans and
Latin Americans, both in professional as well as social situations. The course begins by presenting theoretical models of inter-cultural communication: David Victor’s LESCANT model, Hofstede’s Cultural Dimensions, and Hampden-Turner & Trompenaars’ Cultural
Dilemmas. Students learn to analyze the cultural aspects of Latin American / North
American interactions and current events using these models as a foundation. Assigned work includes a LESCANT photo database, blog entries related to the cultural topics, group analysis and presentation of case studies that represent the cultural issues.
Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.
Required Materials
Kelm, Orlando R. Course Blog, “Cultural Aspects of Business”: http://kelmcultural.wordpress.com/
Kelm, Orlando R. “Cultural Interviews with Latin American & Spanish Executives” http://www.laits.utexas.edu/laexec/laexec.html
Recommended Books
(Note: All course materials will be available on the course blog. The following books serve for those who would like to have more background information on the subject of dilemma theory as it relates to intercultural communication.)
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Hampden-Turner, Charles & Fons Trompenaars. 2000. Building Cross-Cultural
Competence: How To Create Wealth From Conflicting Values. New Haven: Yale
University Press. (BCCC)
Trompenaars, Fons & Charles Hampden-Turner. 2012. Riding the Waves of Culture:
Understanding Diversity in Global Business. 3rd Edition. New York: McGraw Hill
August
Week 1
Thursday, 28
Introduction to course blog
Assessing Business Culture: Models
1. David Victor’s LESCANT Model
LESCANT Español: http://kelmcultural.wordpress.com/modelode-lescant-de-david-victor-espanol/
2. Hampden-Turner & Trompenaars’ Cultural Dilemmas
Homepage: http://www.thtconsulting.com/
Homepage: http://www.cultureforbusiness.com/
Week 2
3. Geert Hofstede Cultural Dimensions
Homepage: http://www.geert-hofstede.com/
Cultural Interviews with Latin American Executives
Executive Summaries
September
Tuesday, 02
LESCANT: Language, Environment
Thursday, 04
LESCANT: Social Organization, Context
Week 3
Tuesday, 09
LESCANT: Authority, Non-Verbal, Time
Thursday, 11
Assignment: Analysis of Latin America #1 – (Using LESCANT as a guide)
Week 4
February
Tuesday, 16
Assignment: This week in Latin America #1 (Using LESCANT as a guide)
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Thursday, 18
Intercultural Development Inventory Assessment
Optional Assignment: Complete the IDI Assessment and schedule a review appointment
Week 5
Tuesday, 23
Cultural Interviews with Latin American and Spanish Executives
Spain Interviews, 1-6
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #1
Thursday, 25
HT&T’s Cultural Dilemma 1: Universalism vs. Particularism
BCCC, pg. 13-67
Videos 1 and 2: High Noon, Les Miserables
Week 6
Tuesday, 30
Cultural Interviews with Latin American and Spanish Executives
Spain Interviews, 7-13
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #2
October
Thursday, 02
HT&T’s Cultural Dilemma 2: Individualism vs. Communitarianism
BCCC, pg. 68-122
Videos 3 and 4 : Casablanca, Ikiru
Week 7
Tuesday, 07
Cultural Interviews with Latin American and Spanish Executives
Negotiation 1-6
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #3
Thursday, 09
HT&T’s Cultural Dilemma 3: Specific vs. Diffuse
BCCC, pg. 123-188
Videos 5 and 6 : Scarlet Letter, The Apartment
Week 8
Tuesday, 14
Cultural Interviews with Latin American and Spanish Executives
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Negotiation 7-13
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #4
Thursday, 16
HT&T’s Cultural Dilemma 4: Achieved vs. Ascribed
BCCC, pg. 189-233
Videos 7 and 8: My Fair Lady, Tengoku to Jigoku
Week 9
Tuesday, 21
Assignment: This week in Latin America #2 (Using HT&T as a guide)
Thursday, 23
HT&T’s Cultural Dilemma 5: Inner vs. Outer
BCCC, pg. 234-294
Videos 9 and 10 : The Seventh Seal, The Ballad of Narayama
Week 10
Tuesday, 28
Cultural Interviews with Latin American and Spanish Executives
Language 1-6
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #5
Thursday, 30
HT&T’s Cultural Dilemma 6: Sequential vs. Synchronous Time
BCCC, pg. 295-343
Videos 11 and 12: Groundhog Day, Shall we dansu?
Week 11
November
Tuesday, 04
Assignment: Analysis of Latin America #2 – (Using HT&T as a guide)
Thursday, 06
Assignment: Analysis of Latin America #2 – (Using HT&T as a guide)
Week 12
Tuesday, 11
Cultural Interviews with Latin American and Spanish Executives
Social Situations 1-10
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #6
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Thursday, 13
Hofstede’s Power Distance Index (PDI) for Latin America
Hofstede’s Individualism Index (IDV) for Latin America Cultural Interviews with
Hofstede’s Masculine Index (MAS) for Latin America
Week 13
Tuesday, 18
Latin American and Spanish Executives
Time and Schedules 1-6
URL: http://www.laits.utexas.edu/laexec/laexec.html
Assignment: Executive Summary #7
Thursday, 20
Note: ACTFL San Antonio
Week 14
Tuesday, 25
Hofstede’s Uncertainty Avoidance Index (UAI) for Latin America
Hofstede’s Long-Term Orientation Index (LTO) for Latin America
Hofstede’s Pragmatic-Normative Index
Hofstede’s Indulgence-Restraint Index
Thursday, 27
Note: Thanksgiving Holiday
Week 15
December
Tuesday, 02
Assignment: Analysis of Latin America #3 – (Using Hofstede as a guide)
Thursday, 04
Assignment: This week in Latin America #3 (Using Hofstede as a guide)
Note 1: There is no final exam for this course.
There are three days when students are required to provide a cultural analysis of Latin
America, using the three theoretical models: LESCANT Model, Hampden-Turner &
Trompenaars Dilemma Theory, or Hofstede’s Cultural Dimensions. Building from the examples that we will review in class (e.g., Spanish-language commercials, websites, photos), prepare a 15-minute oral presentation that demonstrates cultural differences between North and Latin America.
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Note: It is not enough to just show multimedia in class. Presentations should demonstrate cultural issues, within the context of the theoretical models.
Points: 25 points each x 3 = 75
There are 7 days when we discuss some of the video clips that make up the cultural interviews. In preparation for this discussion, students write a one-page executive summary (in Spanish) of how the comments in the interviews relate to features of Victor's
LESCANT model, Hofstede’s Cultural Dimensions, or Hampden-Turner & Trompenaars'
Cultural Dilemmas. Each executive summary is worth 25 points. The summary should contain the following features:
Introduction : One paragraph that describes and summarizes the major cultural issues that are most salient or important to you. This should include aspects that seem most different from those norms found in US culture.
Statement of the Cultural Conflict : A specific statement of the cultural conflict (usually not more than two or three sentences).
Analysis : Your analysis of the critical cultural issues.
Recommendations : Based on your analysis, provide recommendations or alternative solutions on how to deal with these cultural issues.
Points: 25 points each x 7 = 175
Points are based on the following rubric:
Ex. Sum.
Follows
Outline
(1-3 pts)
Identifies
Cultural
Conflict
(1-6 pts)
Uses Theory for Analysis
(1-6 pts)
3pts. Includes all 4 required parts
2pts. Includes all parts, but they are hard to identify
1pt. Does not follow required outline
5-6pts. Clear focus on cultural conflict and relates to topic
3-4pts. Attempts to identify cultural conflict, but not well applied
1-2pts. Excludes specific cultural conflict
5-6pts. Appr. application of theory
3-4pts. Mentions theory, but not well applied.
1-2pts. Excludes theoretical application
Recommendation
(1-6 pts)
5-6pts. Appropriate and feasible recommendation
3-4pts.
Recommendation, but stating the obvious or not applicable
1-2pts. Excludes recommendation
Details
(1-4 pts)
1pt. Adheres to size limit
1pt. Turns in assignment on time
1pt. Ex Sum written in
Spanish
1pt. Grammar and vocabulary do not distract
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There are three days when students are required to choose a current event from Latin
America. Write an executive summary (see instructions above) that includes an analysis of the cultural issues that are present and a specific recommendation of what to do in such situations. In each assignment you will be asked to focus your analysis either on the
LESCANT Model, Hampden-Turner & Trompenaars Theory, or Hofstede’s Cultural
Dimensions. Each executive summary is worth 25 points.
Points: 25 points each x 3 = 75
Attendance at each class session is mandatory. Each student starts the semester with 25 points for attendance. Each absence reduces the total by 5 points. Absences due to representation and participation in university sponsored activities or religious holidays need to be approved beforehand. Absences related to illness and family emergencies require documentation (e.g., doctor’s note, obituary, etc.) No points are reduced with the approval or documentation.
The final grade is based on the percentage of total points earned (A = 94+,
A- = 90+, B+ = 87+, B = 84+, B- = 80+, C+ = 77+, C = 74+, C- = 70+, D+ = 67+, D =
64+, D- = 60+). Scores are not rounded. No late work or make up work is allowed. Points are distributed on the following basis:
75 pts
175 pts
75 pts
25 pts
350 pts
Analysis of Latin America (3 x 25 = 75 pts)
Exec Summaries- Interviews (7 x 25 = 175 pts)
This week in Latin America (3 x 25 = 75 pts)
Attendance (25 – 5 per = 25 pts)
TOTAL
Notes
Students with Disabilities
Upon request, the University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. Services for Students with
Disabilities (SSD) is housed in the Office of the Dean of Students, located on the fourth floor of the Student Services Building. Information on how to register, downloadable forms, including guidelines for documentation, accommodation request letters, and releases of information are available online at http://deanofstudents.utexas.edu/ssd/index.php. Please do not hesitate to contact SSD at
(512) 471-6259, VP: (512) 232-2937 or via e-mail if you have any questions.
Academic Dishonesty
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Academic dishonesty damages the reputation of the school and demeans the honest efforts of the majority of students. The minimum penalty for an act of academic dishonesty will be a zero for that assignment or exam.
The responsibilities for both students and faculty with regard to the Honor System are described on http://mba.mccombs.utexas.edu/students/academics/honor/index.asp
If the application of the Honor System to this class and its assignments is unclear in any way, it is your responsibility to ask for clarification.
Classroom Professionalism Policy
The highest professional standards are expected of all members of the class. Faculty are expected to be professional and prepared to deliver value for each and every class session.
Students are expected to be professional in all respects.
The classroom experience is enhanced when:
 Students arrive on time.
On time arrival ensures that classes are able to start and finish at the scheduled time. On time arrival shows respect for both fellow students and faculty and it enhances learning by reducing avoidable distractions.
 Students minimize unscheduled personal breaks.
The learning environment improves when disruptions are limited.
 Students are fully prepared for each class.
Much of the learning takes place during classroom discussions. When students are not prepared they cannot contribute to the overall learning process. This affects not only the individual, but their peers who count on them, as well.
 Students respect the views and opinions of their colleagues.
The expression and defense of opinions are encouraged and part of the academic environment. Intolerance for the views of others is unacceptable.
 Laptops and wireless devices are only used for course activities.
In this class we use the Internet for the delivery of almost all of our course content. You a welcome and encouraged to bring your laptop or mobile devices to class. However, when students are surfing the web, responding to e-mails, instant messaging each other, etc. they are doing a disservice to their peers and potentially causing a distraction.
Restrict use to items related to the course.
Your professionalism and activity in class contributes to your success in attracting the best faculty to this program.
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