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Cultural Diversity in Organizations
ORG7330
Spring 2008
Marshall Goldsmith School of Management
Alliant International University, Los Angeles
Room 7002
3 credits
Instructor’s Information
Nurcan Ensari, Ph.D.
Associate Professor
Office: #8106
Phone: (626) 284 2777 (x3024)
e-mail: nensari@hotmail.com
Office Hours: Tuesdays 10-2 pm, or by appointment
INTRODUCTION
I. Course Rationale, Description & Purpose
This course partially surveys the field of cultural diversity in organizations at an
introductory level. It provides an overview of a variety of topics including racial, gender,
ethnic diversity, prejudice, discrimination, stereotyping, cultural differences, and
strategies for reducing intergroup conflict at the work place. It attempts to familiarize
you with a substantial segment of current social-psychological and organizational theory
and findings on diversity issues.
The major aims of the course are the followings:
1. to familiarize you with influential theoretical ideas and related current substantive
knowledge in the area of cultural diversity within organizational context;
2. to develop your ability to formulate analytical and theoretically relevant ideas;
3. to acquire a more detailed understanding and knowledge in a substantive area of
cultural diversity that is directly relevant to your long term academic and career goals;
4. to develop your critical thinking, writing, lecturing and presentation skills.
5. to develop self-awareness, tolerance and acceptance of differences.
II. Format of Class Meetings and Instructional Strategy
Class time will be spent discussing and debating key issues in cultural diversity in
organizations. The class will consist of the instructor’s lecture, student presentations,
discussions, video films, guest lecturers, field trip, and class exercises. I will provide a
brief introduction, and conduct class exercises to facilitate learning. Then we will be
discussing issues, questions related to the topic. As the instructor, I will try to "fill in the
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gaps" when needed, and stimulate active deliberation. At the end of each class,
newspaper articles will be discussed as they relate to a diversity issue.
III. Specific Learning Outcomes
This course aims that the students gain knowledge of the concepts, models, and
theories related to cultural diversity, multiculturism, intergroup relations and crosscultural psychology as it relates to organizations. Students will develop skills at applying
social psychological concepts, models and theories to organizational practice, and
improve their writing and presentation skills. The specific projects of this course will
allow the students to interact with representatives of different cultures, and develop
attitude of acceptance, self-awareness, and cultural tolerance.
COURSE REQUIREMENTS
1. Report on the Museum of Tolerance (15%)
The Museum of Tolerance is an interactive experience that focuses on heightening
awareness of the Jewish Holocoust and other historical movements of oppression and
genocide. I have arranged a group tour to the museum with a guide, because it may be
enriching to walk around the museum with classmates. If you have visited the museum
before, come with us again so that you can talk with freshness about your experience in
the context of this course.
We will meet at the museum (9786 W. Pico Blvd., Los Angeles) on March 9th at 9:15 am
(the guided tour starts at 9:30 am). Admission is $9, which we need to collect during our
first meeting. We will spend 4-4.5 hours (3 hr. tour, and lunch at the Museum Cafeteria)
there. For detailed information, you can visit www.museumoftolerance.com or call –
(310) 553-8403.
We will have a class discussion when we come back to the class at 3 pm about your
experience. You will articulate your thoughts and experiences in a paper addressing the
following:
1. What thoughts and feelings did you have prior to your visit? What did you expect?
What did you hope for? What concerns in any did you have?
2. Describe your experience. What were your thoughts as you toured? How did your
thoughts change or shift during the experience?
3. What did you learn that was surprising? What was most salient for you? Did you own
reactions surprise you? In what ways?
4. What are you left with from the experience? What does it mean to you? Do you
expect the experience to have any impact on your consulting life in the future? In
what ways?
5. What did you learn from the class discussion? How did learning about others’
experiences change you?
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This paper should be typed, 3-6 pages, double-spaced, 12-point font, with page
numbers, and returned to me on April 19th , 2008.
1. Paper and presentation on “Transferability of Knowledge” assignment (20%)
Evidence exists that facts, data, examples, and categories provided in teaching
sessions for trainees being prepared to enter an overseas culture, but whose learning
experiences did not include interactions with representatives of the cultures studied, do
not readily transfer to practical, meaningful applications. Social scientists have pointed
to the fact that interaction skills are more effectively learned through guided experience
in the behavior itself, and that such learning is even more effective if the learner can
immediately apply what he or she has learned. The purpose of this homework
assignment is to encourage the active understanding, including the development of an
attitude of acceptance, respect, and tolerance for cultural differences. For this
homework follow these steps:
1. Select one individual from another culture, for example an international employee
from your work, or an international student or possibly an agency in the community.
This person must be someone you did not know well before. This assignment will
give you an opportunity to get to know him/her and his/her culture at a deeper level.
2. Develop interactions with this person that
A. provide opportunities for learning about each other’s cultures
B. provide opportunities for understanding cultural as well as individual
differences
C. provide opportunities for shared experiences such as meals, cultural events,
and visits in each other’s homes and with each other’s families
D. are responsive to specific needs in specific circumstances (e.g., information,
experiential learning, specific problems with agencies or customs) including
those of the student or the international person
E. allow them to serve as intercultural informants for each other
3. Keep a detailed diary of your experiences with this person. This diary will be in strict
privacy, and read only by me. This diary will be returned in person to you. This diary
documents every interaction with this person, and should analyze and deal with
personal reactions related to your own feelings, the situation, and the specific factors
you have learned and can relate to your classroom learning experiences.
4. Prepare a written and an oral report that summarizes your diary by assuring
anonymity of specific persons. In this report, information about specific ethnic, racial,
and cultural factors should be provided. This report should include your insights,
general cultural and communication-related information, and relevant relationships to
the material covered in this course. It should center around the following themes:
A. Culture shock
B. Perceptions, expectations, stereotyping, prejudice and attributions
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C. The role of culture, cultural and individual differences,
D. Intercultural communication experiences
E. Applicability of models learned in this course like those developed by Triandis
and Hofstede
F. Principles, concepts, and techniques learned in this course must be related in
your report
This paper should be typed, 6-10 pages, double-spaced, 12-point font, with page
numbers. It is due on April 19th, 2008.
2. Class participation and attendance (10%)
Class participation is an essential part of this course. Each student is expected to be
present for all class sessions on time, participate actively in the discussion of the
relevant topic, and exhibit that s/he is prepared to discuss the assigned readings. If you
can not attend class, or if you anticipate that you will be late, please notify the professor
beforehand and present your medical/emergency documents to her as soon as
possible. Missing 6 hours or more of class time, or coming late to classes will result in
failure of the course.
3. Newspaper articles (10%)
Each student will present one newspaper article during the semester. This article must
touch an interesting point related to diversity issues, such as discrimination, prejudice,
stereotyping, cultural issues etc. These articles can be found in newspapers, on internet
or other sources. Students will first explain the issue in the article, and then discuss why
it is interesting and important, and then ask AT LEAST ONE related question to the
class to open a discussion. These newspaper article presentations will be held at the
end of each class, and take approximately 15-20 minutes.
4. Final Paper (30%)
Understanding diversity in the workplace involves more than scholarly knowledge. It
requires being able to see life in organizations from different perspectives and levels of
analysis. The final paper assignment is designed to give you practice in gathering
information and gaining understanding from different vantage points, and develop a
clearer picture and appreciation of some of the dynamics of diversity in organizations. A
second purpose of the project is to allow you to consider the applicability and utility in a
specific context of the research and theory we will be studying, as well as to see the
abstract concepts illustrated in real life. Thus, in doing this project, the challenges are to
learn how to see better what others might see, and to explore the connections between
academic knowledge and data gathered from unique individuals in one organization.
For this project, you must come up with an important issue (or a question) related to
diversity in the work place, and then interview members of one organization with
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regards to their experiences of and perspectives on this issue. You will then report on
the findings and then analyze and comment on your experience.
The following steps should be followed:
1. Pick an organization (it could be one you work in, or this university) in which to
conduct your fieldwork.
2. Develop a work plan that addresses all important aspects of the project such as goals
and objectives, strategies and focus, specific interests, organization history, plans for
entry into the organization and access to interviewees, questions to be asked, logistics,
interviewee sampling and recruitment, plans for confidentiality, and so on. In selecting
interviewees, make sure that as much as possible they represent both genders,
different ethnic/racial groups, and other dimensions of diversity as appropriate and
feasible in the context of the organization and your degree and type of access. THE
WORK PLAN WILL BE DISCUSSED IN CLASS ON March 9th . IT SHOULD BE
APPROVED BY THE PROFESSOR BEFORE YOU CAN PROCEED.
3. Interview a minimum of 6 members of the organization.
4. Gather any necessary additional background information about the organization.
5. Interpret the data.
6. Write a fieldwork report (approximately 10 pages, plus attachments) that include the
following components.
1. Introduction. Description of the project and its goals and objectives, including
the organization and relevant aspects of its history and culture, the primary focus of the
project, the entry process and agreements with participants and the organization, and
the logic used to select participants. Cite any related theory or model that we reviewed
in class.
2. Method. Description of the procedures and processes you used to conduct the
field work, including the number of interviews conducted, with whom, how these were
done, the questions asked and the logic for their selection, and all other relevant
information about participants, logistics, confidentiality and so on.
3. Results. Descriptive account of the major findings in the interviews, including
any relevant quotes. This section may be organized by themes, but it should be clear
how results connect to interviewees. Transcriptions and selections from the interviews
must be included in an Appendix. In this section, be sure to describe critical facts, and
important incidents that occurred during interviews.
4. Final comments. This section is a brief conclusion. You can summarize the
major themes and learning of your paper, and reflect on how this project and learning
about diversity has impacted on your views about OP, your career, your professional
plans, and so on.
Papers will be evaluated using the following criteria:
 completion according to the instructions
 degree of useful, detailed, and relevant information
 clarity and completeness
 thoroughness and integration of the discussion of findings
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appropriate and accurate application of specific course learning and material to
analyze and interpret data and reach conclusions
breath of attention to course readings
understanding shown of the concepts discussed
creativity, thoughtfulness, and insight
clarity, organization and quality of writing
appropriate citation of all sources in APA format
overall quality
The final paper will comprise 30% of your final grade. It is due April 20th . Absolutely no
late papers will be accepted without a written medical excuse.
5. Oral presentation of final paper (15%)
Students will prepare a formal oral presentation on final paper. These presentations will
be in a similar format as official conference presentations. The use of videos, slides,
power point etc. is encouraged. These presentations will be held on April 20th , 2008.
The oral presentation of your final paper will comprise 15% of your final grade.
6.Bonus Points (10%)
There are going to be events related to diversity on our campus this semester. Two of
these events will bring you an opportunity to earn extra 10 points (5 points each) if you
attend. The attendance will be taken at the beginning of the event, and you will need to
sign out before you leave. I believe that these events will complement the knowledge
and experience you gain in this course by expanding it into two other areas: sexual
orientation, and international career advancement.
Event #1: February 4th, 2008, 1 – 3:20 pm, Auditorium (A light lunch will be
served in Room 7002 at noon)
Presidential I-MERIT Lecture
by
Ritch C. Savin-Williams, Ph.D.
(Professor and Chair, Human Development at Cornell University)
“Recent Research on Sexual Orientation and Same-Sex Attracted Youth”
Event #2: April 22nd, 2008, 3 – 4 pm, 6003 (lunch will be served)
I-MERIT Lecture
by
Denise Lopez, Ph.D.
(Assistant Professor, MGSM-LA)
“The Bamboo Ceiling: Career Advancement Issues Among Asian-American Managers”
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Course Grading
97% - 100% A+
93% - 96.9% A
90% - 92.9% A87% - 89.9% B+
83% - 86.9% B
80% - 82.9% B77% - 79.9% C+
73% - 76.9% C
70% - 72.9% C67% - 69.9% D+
63% - 66.9% D
60% - 62.9% DBelow 60% F
There will be no exceptions to this grading scale (except “the curve”). If the class
average is below 80%, there will be a curve. If the class average is above 80%, I will not
curve down. At anytime during the semester, feel free to email me if you wondering
about your current grade.
MISCELLANEOUS NOTES:
1. All students are encouraged to take notes of both lectures, and discussions
during the class.
2. Please don’t forget to turn off all electronic communications devices upon
entering class.
4. Please come talk with me about any concerns, questions, or ideas you have
during the course. I’m always happy to meet with you during my office hours. If you like
to meet with me at a time other than my office hours, please contact me by e-mail to
schedule a meeting time.
POLICIES AND PROCEDURES
Behavioral Expectations/Attendance
During the class, all students are encouraged to take notes of both lectures, and
discussions. Please don’t forget to turn off all electronic communications devices upon
entering class. Please come talk with me about any concerns, questions, or ideas you
have during the course. I’m always happy to meet with you during my office hours. If
you like to meet with me at a time other than my office hours, please contact me by email to schedule a meeting time.
Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
As indicated above, all students are expected to attend to each class. It is important that
the students do not disturb the class by coming late. Each student is responsible for all
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academic work missed during absences. When an absence is necessary, students
should contact the instructor as courtesy and to check for assignments. See the
University Catalog for the complete policy on attendance. Late attendance and missing
classes will negatively influence the final grade. Attendance to the final presentation day
is mandatory. There will be no make-up for the final presentations.
Information on Participation/types of participation required by the course
All students are expected to participate actively in the class discussions. During the
class, all students are encouraged to take notes of both lectures, and discussions.
Responsibility to Keep Copies
The final papers will be collected on the date as indicated on the course schedule, and
kept by the instructor. The students will be given an opportunity to review the
instructor’s feedback on the final paper, however they must return it once reviewed.
Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and
respectful consideration of all members of our community, and the greater communities
surrounding us. All members of the University must treat one another as they would
wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to
combat racism, sexism, and other forms of bias and to provide an equal educational
opportunity. Professional codes of ethics (e.g., from the APA for psychology students)
and the Academic Code shall be the guiding principles in dealing with speech or actions
that, when considered objectively, are abusive and insulting.
Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are
expected to abide by ethical standards both in their conduct and in their exercise of
responsibility towards other members of the community. Each student’s conduct is
expected to be in accordance with the standards of the University. The complete
Academic Code, which covers acts of misconduct including assistance during
examination, fabrication of data, plagiarism, unauthorized collaboration, and
assisting other students in acts of misconduct, among others, may be found in
the University Catalog. The University reserves the right to use plagiarism detection
software.
Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All
accommodations must be requested in a timely manner (at least 2 weeks ahead of
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time) with a letter of support for Alliant’s Office of Disability Services. If you have
questions about accommodations, please contact the Office of Disability Services.
Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays.
However, in keeping with the institution’s commitment to issues of cultural diversity as
well as humanitarian considerations, faculty are encouraged to appreciate students’
religious observances by not penalizing them when they are absent from classes on
holy days. Alliant International University faculty will be sensitive to these matters.
Students should be similarly respectful of faculty members’ right to observe religious
days.
Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact
the Director of Student Support Services for information on obtaining tutoring – or other
student support services – on your campus.
Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students
should use the University Problem Solving Procedures located on the web at
http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf
or contact the University Ombudsperson Jacyn Lewis at jlewis.alliant.edu.
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READINGS
Typically, weekly readings will consist of book chapters, as well as two or more journal
articles. All assignments should be carefully read so that you can participate in our
discussion. The reading packet will be kept at the library reserve (both hard-copy and ecopy), or you will be given an option to make your own copies on the first day of class.
To access the library reserve, follow these steps:
1.
2.
3.
4.
go to http://library.alliant.edu/search/p
type “Ensari”
Click on “Cultural Diversity in Organizations” course
Click on the week that you want to download (the reading packet is divided into
10 weeks)
5. Enter your name and your barcode (as they appear on your library card)
6. Enter the course password “Trep28”
7. Read, print or save the document.
The following is the main book for this course and available in the campus bookstore:
Taylor Cox, Jr. (1993). Cultural diversity in organizations: Theory, research and
practice. San Francisco: Berrett-Koehler.
IMPORTANT NOTE: Before coming to each class, first read the material and then think
about the self-assessment questions below. You don’t need to write an answer, but be
prepared to discuss your answers in the class.
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READINGS AND CLASS SCHEDULE
First day
January 28th
4-9 pm
Start-up and overview of the syllabus
Introduction of the topics
The Name Game
Demographics Quiz
Self-assessment questions:
1. How might this course be helpful in achieving multicultural
competence?
2. What are your expectations from this course?
Second Day
March 8th
9 am - 7 pm
Morning Session
Introduction to cultural diversity, definitions, issues (9–11am)
Readings:
1. Taylor-Cox’93, chapter 1, 2, 3.
2. Portraits of diversity by Julie O’Mara
3. Business Imperatives for Managing Diversity by Julie O’Mara
4. Mannix, E. and Neala, M. A. (2005). What differences make a
difference? Psychological Science in the Public Interest, 6, 3155.
Class exercises:
Diversity Defined & Multicultural Values Clarification Exercise
Self-assessment questions:
1. Do you see any ways that working interculturally could raise
ethical issues for organizational psychologists? If so, how?
2. What reactions do you have when you hear the terms diversity
and multiculturalism?
Newspaper Articles: ______________
Guest Speaker (11 am – 1 pm)
"How can I/O Psychology students prepare themselves to
work with diverse workforce in the future as consultants?"
Gerda Govine, Ed.D.
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Chief Executive Officer, G. Govine Consulting
Dr. Govine specializes in human resources: employment
discrimination, labor, people management and community/ public
policy issues focusing on eight services: (1) expert witness, (2)
litigation consultation, (3) training/ facilitation, (4) public speaking,
(5) mediation, (6) assessment and research, (7) implementation of
organizational diversity and change management programs, and
(8) writing.
Afternoon Session
Self-identity, ethnic-identity, cultural-identity
Readings:
1. Taylor-Cox’93, chapter 4
2. Ferdman, B. M (1995). Cultural identity and diversity in
organizations: Bridging the gap between group differences and
individual uniqueness. In M. Chemers, S. Oskamp, & M. A.
Costanzo (Eds.), Diversity in organizations: New perspectives for a
changing workplace (pp. 37-61). Thousand Oaks, Ca: Sage.
3. Operario, D., & Fiske, S. (2001). Ethnic identity moderates
perceptions of prejudice: Judgments of personal versus group
discrimination and subtle versus blatant bias. Personality and
Social Psychology Bulletin, 75, 550-561.
Class exercise:
Multidimensional identification
Self-assessment questions:
1. What groups do you feel you can relate to or identify with?
Why?
2. What groups do you feel that you have a particularly difficult
time relating to or identifying with? Why?
3. What groups do you have identifiable negative thoughts about?
Are there groups you are aware of avoiding? Where do these
thoughts come from?
4. What are your thoughts about interracial/interethnic intimate
relationships? For others? For yourself?
Stereotyping and Prejudice
Required Readings:
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1. Taylor-Cox’93, chapter 5, 6, 8, & 9
2. Devine, P. G. (1989). Stereotypes and Prejudice: Their
automatic and controlled components. Journal of Personality
and Social Psychology, 56, 5-18.
3. Stroebe and Insko (1989). Stereotype, prejudice, and
discrimination: Changing conceptions in theory and research. In
Bar-Tal, Graumann, Kruglanski, Stroebe (Eds)., Stereotyping
and prejudice. Chapter 1.
4. Jones, J. (1997). Racism: What is it and how does it work? In J.
M. Jones, Prejudice and racism, pp. 365-410. New York:
McGraw-Hill.
5. Gaertner, S. Dovidio, J. F., et al. (1997). Does white racism
necessarily mean antiblackness? Aversive racism and
prowhiteness. In m. Fine et al. (Eds.), Off white: Readings on
race, power, and society (pp. 167-178), New York: Routledge.
Recommended Readings:
6. Ferdman, B. & Gallegos, P. (2001). Racial identity
development and Latinos in the United States. In C. L.
Wijeyesinghe & B. W. Jackson (Eds.), New perspectives on racial
identity development: A theoretical and practical anthology, pp. 3266. New York: New York University Press.
7. Huddy, L. & Virtanen, S. (1995). Subgroup differentiation
and subgroup bias among Latinos as a function of familiarity and
positive distinctiveness. Journal of Personality and Social
Psychology, 68, 97-108.
Class exercise:
Who should be hired?
Video: Shadow of Hate
Self-assessment questions:
1. Think about the stereotypes (both negative and positive) that
you hold about various groups of people. Identify them
specifically for various groups by writing them down or saying
them out loud. Try to identify the origins of each stereotype.
2. Are you aware of the stereotypes that are held about the groups
that you belong to? Identify them.
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3. How do stereotypes impact your behavior and interactions with
people?
4. In what ways do you think stereotypes could impact the
organizational consulting life?
5. How do you describe yourself racially? What behaviors, values,
thoughts, and feelings do you have that characterize your racial
identity? What do these identifications mean to you at this point
in life?
Newspaper Articles: ______________
Third Day
March 9th
9 am -7 pm
Morning Session
Visit to the Museum of Tolerance (9:30 am – 12:30 pm)
Lunch at the Cafeteria in the Museum
Afternoon Session (3 pm)
Discussion of the Museum of Tolerance
Sexism in organizations
Readings:
1. Fiske, S. T., & Stevens, L. E. (1998). What’s so special about
sex? Gender stereotyping and discrimination. In B. McVicker
Clinchy & J. K. Norem (Eds.), The gender and psychology reader,
pp. 505-522. New York University Press.
2. Vonk, R. & Olde-Monnikhof, M. (1998). Gender subgroups:
intergroup bias within sexes. European Journal of Social
Psychology, 28, 37-47.
Class Exercises:
The ambivalent sexism inventory & Stopping sexual harassment
Self-assessment questions:
1. What messages were given in your family about gender roles,
generally and your gender role development, specifically?
2. Are there clearly defined norms for men and women? What
rules for gender appropriate behavior may be unstated/invisible
but present nonetheless?
3. Other than biological differences, do you think there are
differences between men and women that may be true
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across cultures?
4. What does the word sexism mean to you? What images come
to mind when you think of a sexist?
Newspaper Articles: ______________
Review of the work plans for the final paper
Fourth Day
April 19th
Morning Session
Models for reducing discrimination and strategies for creating
diverse organizations
Readings:
1. Taylor-Cox’93, chapter 13 & 14
2. Ensari, N. (2002). How can managers reduce intergroup conflict
in the workplace.
3. Valuing differences by Julie O’Mara
4. Davidson, M. & Ferdman, B. M. (2002). Inclusion: What can I
and my organization do about it? The Industrial-Organizational
Psychologist, 39, 80-85.
Self-assessment question:
1. What, if anything, do you think is necessary for intercultural work
to be effective? Are there circumstances, characteristics, skills, life
experiences, etc. that you think may enhance effective intercultural
work for organizational psychologists? That may present barriers
to effective intercultural work?
Leaders’ role in creating successful diversity in organizations
Readings:
1. Ensari, N. (2002). The role of leaders and consultants in
fostering an international organization. In Rodney Lowman (Ed.),
The Handbook of Organizational Consulting Psychology, JosseyBass.
2. Gebelein, S. et al. (2000). Leverage individual and cultural
diversity. In Successful Manager’s Handbook. Ch. 25
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3. Dalton, M. A. (1997). Developing leaders for global roles. In C. D.
McCauley, R. S. Moxley, E. Van Velsor (Eds.), The center for
creative leadership handbook of leadership development (pp. 336378), Jossey-Bass: San Francisco.
4. Changing management mindset by Julie O’Mara
Self-assessment question:
1. What does being a multiculturally competent organizational
psychologist mean to you? What, in any, concerns do you have
about achieving multicultural competence?
Diversity consultation skills
Readings:
1. Multicultural organizational development (Chapters 8,9,10)
2. Gudykunst, W. B., Guzley, R. M. & Hammer, M. (1996).
Designing intercultural training. In D. Landis & R. S. Vhagat (Eds.),
Handbook of intercultural training, pp. 61-80. Thousand Oaks, CA:
Sage.
3. Katz, J. & Miller, F. A. (in press). Diversity consultation skills. In
D. Plummer (Ed.), The field of diversity management: A handbook
for professionals and practitioners. Harcourt Brace.
Case Study:
How do you implement ICT?
Self-assessment questions:
1. What are your thoughts about working with clients who are
culturally different from yourself? Do you have any specific
concerns about working with any particular group?
2. Are there particular intercultural issues that are difficult for you?
3. What resistance/fears/concerns do you have about your future
intercultural work as a consultant? Are there particular groups that
you feel unwilling or unable to work with? Why?
Newspaper Articles: ______________
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Afternoon Session
Presentation of the “Transferability of Knowledge” assignment
Newspaper Articles: ______________
Final Day
April 20th
9 am – 7 pm
Final papers are due
Presentations of the Final Papers