ORLD 7200, Summer 2011
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CROSS-CULTURAL PERSPECTIVES
ON LEADERSHIP
ORLD 7200 Syllabus
(3 graduate credits, CRN#40250)
SUMMER SESSION II, 2011
SAINT CATHERINE UNIVERSITY
Master of Arts in Organizational Leadership (MAOL) Program
CO-INSTRUCTORS:
Josef A. Mestenhauser, Ph.D., JuDr j-mest@umn.edu
home: (612) 822-8862
Brenda J. Ellingboe, Ph.D., MAOL brendajean6@msn.com cell (651) 387-2314
SPECIAL GUEST FACILITATORS:
Basma Ibrahim Devries, Ph.D. askbasma@gmail.com
Jon Devries, Ph.D. devri022@umn.edu
OFFICE HOURS: In the classroom starting a half-hour before class starts, during
Saturday lunch break, and other times by appointment
GENERAL INFORMATION:
Intensive format, class sessions for Summer Session II, 2011: 24.0 class hours
Weekend #1: Friday, July 15 (5:30-8:30 pm), Saturday, July 16 (9:00–12:00, 1:00–
4:00 pm) in Coeur de Catherine 370,
Weekend #2: Friday, July 22 (5:30-8:30 pm), Saturday, July 23 (9:00-12:00, 1:004:00pm) in Coeur de Catherine 370,
Weekend #3: Saturday, July 30 (10:00-12:00, 1:00-4:00 pm) in Library Classroom
#128
Prerequisite:
ORLD 6200 Ethics and Leadership.
Paper Deadlines:
Papers will be due on Monday, August 8, 2011, by 8:00 a.m.
They may be e-mailed to Josef Mestenhauser.
Syllabus version: May 9, 2011
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COURSE DESCRIPTION: Cross-Cultural Perspectives on Leadership ORLD 7200
This intensive course is designed for students who wish to develop a comprehensive
understanding of leadership and culture and how they influence the functioning of crosscultural groups and major institutions today. In three weekends, we will clarify these concepts
and consider how they can be applied to real world situations.
To achieve this goal, the course will use concepts drawn from several academic
disciplines especially cultural anthropology, social psychology, history, cognitive sciences,
public affairs, political science, and cultural contexts. We will distinguish “leadership” from
“management” and focus on distinctions between “leadership” and “functioning of
organizations” ranging from simple to complex. Students will be expected to integrate these
concepts and learn how to translate them from theory to practice. Integration of separate
knowledge bases is not just juxtaposing them one at a time, but understanding their theoretical
foundations and origins, and conditions under which these disciplines are compatible. This
course is not a traditional leadership training program, but an academic course designed to
produce knowledge and understanding of leadership, organizations and culture.
This class will employ a variety of instructional approaches including lectures, critical
incidents, videos, case studies, large- and small-group discussions, reflective writing, and a
simulation.
ORLD 7200 meets the MAOL Degree Learning Outcomes:
 Lead responsibly
 Act with confidence
 Make ethical decisions
 Manage strategically and ethically
 Achieve organizational goals
 Communicate effectively cross-culturally
 Understand and lead organizational change
 Practice global citizenship
 Understand “culture” – one’s own and others
 Understand both “leadership” and “organizations” from a cross-cultural
perspective
COURSE LEARNING OBJECTIVES: Students will be expected to:
1) Develop a comprehensive understanding of leadership theories at the intersection
of cultural theories; (through lecture, readings, small group process)
2) Apply theoretical frameworks to a wide range of leadership settings and
cultural contexts; (through small group process and written assignments
students submit based on their current employment or community setting)
3) Analyze cross-cultural leadership critical incidents and make specific
recommendations for dealing with them; (through videos/DVDs, the StarPower
simulation and its debriefing, and their own workplace examples of critical
incidents that they analyze and process as a written assignment); and
4) Integrate the concepts of “leadership” and “culture” from this course. (by
producing a book review of a cross-cultural leadership book, a leadership critical
incident paper, a reflection paper/journal on the course itself, and making a
presentation on two chapters of a chosen cross-cultural book in a small group
discussion setting.).
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PowerPoint slides from the instructors’ lectures will be given to you as free handouts
in class.
BOOKSTORE ITEMS:
Two items will be available for purchase in the St. Catherine University Bookstore:
Check with the bookstore in mid-May.
1) ORLD 7200 Handout Packet – handouts that will be used during class sessions
2) ORLD 7200 Course Reader – a compilation of 3 required articles and chapters
from books and journals
COURSE EXPECTATIONS
1) Attend every scheduled session of this course. Students who must miss any
segment of the course should obtain prior permission from the instructors. They
will be responsible for bringing themselves up-to-date on the materials covered
during their absence and should obtain notes from other students.
2) Participate fully in small-group, large-group, pair, and individual activities.
3) Make a 10-minute presentation for a small group of students on at least two
chapters of a cross-cultural leadership book during class on Saturday, July 23rd
(approximately 10%). Create a 2-page double-sided handout, and bring enough
copies for the entire class. See more information under “assignment.” Choose
from a list of books prepared by the instructors. See the book list under
“assignments.”
4) Turn in one 8-page double-spaced, typed Book Review of a cross-cultural
leadership book (approximately 30%) on or before August 8 by e-mail to Josef
Mestenhauser. See under “assignment.”
5) Turn in a 5-page double-spaced, typed Leadership Critical Incident paper on
or before August 8 by e-mail to Josef Mestenhauser (approximately 20%). See
“assignments.”
6) Turn in a 10-page double-spaced, typed Course Reflection Paper/Journal
including Reactions to the Readings and In-class Activities, Videos, Simulation,
etc. on or before August 8th by e-mail to Josef Mestenhauser (approximately
40%). See “assignments.”
Break Times: There will be one 15-minute break during each three-hour class period.
In addition, we will take a lunch break from noon -1:00 pm on Saturday. Because the
campus food services will be closed, please bring your lunch OR buy lunch off-campus
during the one hour lunch break.
GRADING and DEADLINES:
All assignments will be graded by Dr. Josef Mestenhauser and are due no later than
Monday, August 8, 2011, by 8:00 a.m. All assignments should be e-mailed to Dr. Josef
Mestenhauser at j-mest@umn.edu as Microsoft Word documents, should include your name
and e-mail address on the first page of every assignment plus your name should be on all other
pages, and pages should be numbered. Grades are due on August 12th. After August 12,
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students should expect to receive an individual evaluation letter by e-mail from Prof.
Mestenhauser with his comments.
ASSIGNMENT DESCRIPTIONS:
NOTE: Early submissions of assignments (papers) will be welcome, especially book reports.
Please e-mail all assignments to: Dr. Josef Mestenhauser at j-mest@umn.edu
1)Make a presentation for a small group of students on at least two chapters of a crosscultural leadership book during class on Saturday, July 23rd with a 2-page handout
(approximately 10%).
Please note that the multi-dimensional, inter-cultural and inter-disciplinary nature of the
course means that there is not one suitable textbook. The instructors decided to solve this issue
by asking you to read and submit a book report (see under book report below) on one of the
selected books, and – with your permission – to share this book report with other students.
While the entire book report is due on August 8th, a report on at least two chapters will
be due for oral presentation on July 23rd for members of a small group. Please read and report
on the first chapter of your chosen book and any other chapter for your presentation. You may
check out one of the books from the book review list by going to the St. Catherine University
library, your own local library, or you may purchase your own copy of your chosen book at a
local or on-line bookstore. We hope that many of you will not choose the same book; two
people may read the same book but we would like to have some book report diversity in the
small group session on July 23rd. . St. Catherine University does own each of these books on
the book review book list.
Be prepared to give a presentation on the highlights of any two chapters from your
chosen book on Saturday, July 23rd.. Include your key learnings, any new concepts or terms, or
interesting examples from the text. You will have 10 minutes for presentation time and 5
minutes for questions and answers within your group. Make enough copies of your two-page
handout for everyone in class (students and instructors), even though you will only be doing
your presentation for a small group of students plus one of the instructors. Your handout
should include your name, e-mail, and the full citation of your book at the top of the page using
APA style. Please be aware of the fact that your oral presentation and accompanying handout
are supposed to serve as a bibliographic reference on leading themes in this course.
2) Write a 10-page Course Reflection Paper/Journal ( approximately 40%)
This Course Reflection Paper/Journal should be double-spaced, typed, and should
combine the elements of reflection on in-class activities AND on the readings for a particular
class session (i.e. Hofstede, Bennett, Kluckhohn, Mestenhauser), AND on application. It
should focus on your individual perspectives on the course (class content, discussion, activities,
videotapes, small group interactions, the simulation, and lectures) and concepts from the
readings that were particularly important to your own learning with reasons listing why they
were so important. Reflections mean more than simply listing various points of view. It asks
for thinking at a higher level.
Reflective thinking is a process of constructing meaningful knowledge by integrating
existing understandings to new experiences and bodies of knowledge. In essence, reflect on
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what this course has meant to you. Please note that this is not a research-type paper, but please
cite your sources from readings, videos, and lecture presentations in APA format. Please
include some journal reflections on all class days in your reflective journal. This assignment
will be graded primarily on your ability to self-reflect and integrate your own learning in this
class from a wide range of methods. By reflecting on materials, people usually construct their
own knowledge and reveal aspects that they include as well as exclude from their construction.
In evaluating your papers, we gain an insight about what you have learned and what you have
to learn.
3) Write a 5-page double-spaced Leadership Critical Incident Paper (approximately
20%).
First, identify a troublesome and challenging cross-cultural leadership issue you have
either experienced in your workplace, in your personal life, or that happened to others known
to you. Describe it from your point of view. Second, analyze it by using one or more of the
cultural frameworks used in this course, and suggest ways of dealing with the problem. Third,
reflect on it, and make recommendations for dealing with it based on your knowledge, skills,
and mindset as an interculturally competent leader. Fourth, speculate about the generalizability
of the “critical incident” to other situations.
NOTE: What is a “CRITICAL INCIDENT”?
It is process of collecting information about a direct observation of human behavior that can
facilitate potential for useful application to solving other problems. To be an “incident,” it
should be sufficiently complete to permit inference. To be “critical” means that it should occur
in situations in which the purpose and intent of the act is sufficiently clear and the
consequences should be sufficiently definite.
4) Write an 8- to 10-page double-spaced Book Review of a Cross-Cultural Book
(approximately 30%)
Please refer also to point #1 above.
Please note: There are four reasons for including a book review as part of classroom
assignments. First, learning how to abstract credibly and accurately an entire book is a special
skill that is exceptionally important to professional people because most concepts they deal
with require abstractions of complex materials. Secondly, since there is not one suitable
textbook, writing an extensive book review provides an important base of knowledge relevant
to this course. Thirdly, by sharing your book reviews with others (special permissions from
you are needed – see format enclosed with the welcome letter), the entire class will have the
advantage of knowing at least the basic content of several relevant books on cross-cultural
leadership. Finally, every field of knowledge expects people who practice it to have a basic
knowledge of its literature.
On the first day of class, please let us know which book you have chosen. You may
also e-mail us in advance before class starts with your choice. Please check out or purchase the
book. Between July 15 and August 8th, you should read the book thoroughly and take notes on
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key themes, frameworks and concepts, and interesting examples. The book review will be due
on August 8th.
Begin the book review by providing a brief 2-page summary and overview of the book
as if you were writing a brief description for an on-line publisher. What are some of the key
points, frameworks, themes, or parts of the book? How would you describe the book? Who
might be its target audience?
Then, in the remaining 6 to 8 pages, focus on reviewing the book including its
organization, theoretical foundation, approach to culture, utility in intercultural situations,
contribution it makes to knowledge about leadership, its usefulness as a text in courses similar
to this, and how this book might be understood in the culture and context in which you work.
Book List: Here is a list of the books we have selected for the book reviews. You
may select ONE for your book review project. It is possible for two people to select
the same book but we would request that they not be in the same small group for the
book report presentations. Check with St. Catherine University library or your own
community library or favorite bookstore or website. The SCU librarians have
assured us that the SCU library does own at least one copy of each of these books.
Adler, N. J. & Gunderson, A. (2007). International dimensions of organizational behavior.
5th ed. South-Western College Publishing.
Antonakis, J., Cianciolo, A.T., & Sternberg, R.J. (2004). The nature of leadership. Thousand
Oaks, CA: Sage.
Earley, P.C. & Ang, S. (2003). Cultural intelligence: individual interactions across
cultures. Stanford, CA: Stanford University Press.
Earley, P. C., Ang, S., & Tan, J. (2006). Developing cultural intelligence at work.
Stanford, CA: Stanford Press.
Franceschet, A. (ed.). (2009). The ethics of global governance. Boulder, CO: Lynne Rienner.
Hall, E. T. (1981). Beyond culture. New York: Anchor Books/Random House.
Hofstede, G. & Hofstede, G. J. (2004). Cultures and organizations: software of the mind.
New York: McGraw Hill.
Kegan, R. (1998). In over our heads: the mental demands of modern life. Cambridge,
MA: Harvard University Press.
Koester, J. & Lustig, M.W. (2009). Intercultural competence: interpersonal
communication across cultures. 6th ed. Columbus, OH: Allyn & Bacon.
Paige, R.M. et al. (2004). Maximizing study abroad: a student's guide to strategies for
language and culture learning and use. Minneapolis: University of Minnesota
Global Campus.
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Ross, N. (2004). Culture and cognition: implications for theory and method. Thousand
Oaks, CA: Sage.
Scarborough, J. (2001). The origins of cultural differences and their impact on
management. Westport, CT: Greenwood Publishing Group, Inc.
Schneider, S.& Barsoux, J.L. (1997). Managing across cultures. NY: Prentice Hall
Smith, P. B., Bond, M. H., & Kagitcibasi, C. (2006) Understanding social psychology across
cultures: living and working in a changing world. London: Sage.
Thomas, D. C. & Inkson, K. (2003). Cultural intelligence: people skills for global business.
San Francisco: Berrett-Koehler.
Thomas, D. C. (2005). Essentials of international management: a cross-cultural
perspective. Thousand Oaks, CA: Sage.
Triandis, H.C. (1995). Individualism and collectivism. Boulder, CO: Westview Press.
Trompenaars, F. & Hampden-Turner, C. (1998). Riding the waves of culture:
understanding diversity in global business. 2nd ed. New York: McGraw Hill.
NOTE#1: GUIDELINES FOR WRITING A BOOK REVIEW:
In writing a book review, students should strive to achieve two major objectives:
first to give a reader a clear understanding of what the review is about, and secondly, to
assess the worth or the merit of the book under review.
In order to meet the first goal, the book review should provide a comprehensive
summary of the main points made by the author(s), chapter by chapter, including the
theoretical foundation used. To meet the second goal, it should include an analysis of the
book from the perspective of several possible audiences, the author’s purpose, the author’s
approach, the contribution to the field, and possibly the perspectives of the opposing points
of view.
NOTE #2: PERMISSION TO SHARE YOUR BOOK REVIEW WITH THE REST
OF THE CLASS “EACH ONE TEACH ONE!!!
We hope you will grant us permission to share your book review with the rest of
the class so that everybody can benefit from the work of others. If you agree to share your
book report with other students, please include in your book report an explicit permission
statement for us to electronically forward your book report to others. Please note that the
shared book report in this case will be your original work, before it is evaluated by the
instructors. A permission slip will be enclosed with the welcome letter and sent to
students by e-mail.
The COURSE READER will be available for purchase at the bookstore along with the
handout packet. These will supplement the lectures and help you understand the major
theoretical frameworks of Milton Bennett, Geert Hofstede, and Josef Mestenhauser.
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Therefore, please read these 4 readings before the scheduled class session. These will be
presented in class by the instructors and applied in several in-class activities.
Bennett, M. J. (1993). Towards ethno-relativism: A developmental model of intercultural
sensitivity. (Chapter 2). In R. M. Paige (Ed.), Education for the intercultural experience
(pp. 21-71). Yarmouth, ME: Intercultural Press.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal
of Intercultural Relations 10 (3), pp. 301-320.
Mestenhauser, J.A. (2005). Critical, creative, and comparative thinking in an
internationalized curriculum. Manuscript published by the University of Manitoba, Canada.
Presented at Queen's University for faculty and staff. (pp. 1-17 plus bibliography).
Mestenhauser, J.A. & Ellingboe, B.J. (2005, November/December). Leadership
knowledge and international education. Manuscript published in the Nov./Dec. 2005 issue
of the International Educator Vol. XIV, No. 6. Washington, DC: NAFSA: Association of International
Educators (pp.1-19 plus bibliography).
The following reading will be handed out in class free of charge to you because it did not get
copyright permission:
Kluckhohn, F. R., & Strodtbeck, F. L. (1961). Variations in value orientations
(pp. 1-47). Westport, CT: Greenwood Press.
The following supplementary book for this class is not required, but it is recommended for
understanding leadership. You may wish to purchase it for future use for your own personal
library or for a literature review for a MAOL Leadership Thesis or Action Project:
Northouse, P. G. (2006). Leadership: theory and practice. 4th ed. Thousand Oaks, CA: Sage.
INSTRUCTORS’ BIOS:
Dr. Josef A. Mestenhauser is a Distinguished International Emeritus Professor in the
Department of Educational Policy and Administration in the concentration of Comparative and
International Development Education at the University of Minnesota, Twin Cities. His fifty-year long
career there included being a professor, researcher, administrator, counselor, and consultant. He
published more than 120 items including books, monographs, articles and book chapters on
international education, educational exchanges, international studies, transfer of knowledge, crosscultural relations, leadership development, cultural change, educational reform and professionalism.
Josef is three-time holder of senior Fulbright grants in the Philippines, Japan, and
Czechoslovakia. His most recent international consulting includes trips to South Africa, the Czech
Republic, Japan, Australia, and Mexico. He was the first U.S. faculty member to lead groups of
faculty to Kyrgyzstan in the mid-1990s, on a U.S. Department of Education grant-funded trip that
also included visits to Belarus and the Czech Republic.
He was President of NAFSA: Association of International Educators, ISECSI (International
Society for Educational, Cultural and Scientific Interchanges), and the Fulbright Association of
Minnesota, and he has held officer positions in several professional associations.
Josef holds a doctorate from the Charles University (Prague) from the Faculty of Law and a
Ph.D. degree from the University of Minnesota in Political Science and International Relations. From
June 1, 1999 to September 2008, he was the Honorary Consul of the Czech Republic for Minnesota,
North Dakota, South Dakota, and Iowa.
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Josef has received many honors including these:
Marita Houlihan Award for Excellence in International Education;
Centennial Award from Waseda University, Tokyo, Japan;
Comenius Medallion from the Prime Minister of the Czech and Slovak Federal Republic;
International Citizen Award from the Twin Cities of Minneapolis and St. Paul;
Honorary Fellowship of the Faculty of Pedagogy, Charles University, Prague;
Honorary Professorship of the European Humanities University in Minsk,
Honorary Professorship of the Kyrgyz State Pedagogical University in Bishkek, Kyrgyzstan;
Medal for Outstanding Contribution to Higher Education by Charles University in
commemoration of the 650th anniversary of its founding in Prague, Czech Republic;
Presidential Silver Medal from Czech President Vaclav Havel;
Jan Masaryk Silver Memorial Medal from the Minister of Foreign Affairs of the Czech
Republic;
The Distinguished Global Engagement Award from the University of Minnesota;
Internationalization Annual Lecture Series, University of Minnesota; and
Innovative Research and Scholarship in Internationalization Annual Award, NAFSA:
Association of International Educators, Washington, DC
Dr. Brenda J. Ellingboe has considerable experience teaching intercultural communication,
intercultural leadership, and English as a Second Language (ESL). Brenda has been an intercultural
trainer and consultant since 2000, providing intercultural training for 51 clients (ranging from nonprofits to corporations to government agencies). She has also conducted internationalization of the
curriculum evaluations for deans at 10 colleges and universities. She currently teaches seven
intercultural leadership courses at Century College in their Continuing Education division for helping
professionals in healthcare, counseling, and social work. She also teaches English/ESL for international
students at ELS Language Centers, St. Paul.
Brenda has taught or co-facilitated intercultural communication courses since March 1990
and cross-cultural leadership courses since July 1996. Her teaching experience includes two private
universities, two public research universities, two liberal arts colleges, three company workplaces,
and two community colleges. She co-taught Cross-cultural Perspectives on Leadership with Josef
Mestenhauser at the University of Minnesota (summers 2004 to 2007) and was the teaching assistant
for this class from 1996 to 1998. She has co-taught this course at St. Catherine University annually
since July 2009.
Brenda earned her Ph.D. degree from the University of Minnesota with double
concentrations in Higher Education Studies and Comparative and International Development
Education. She also earned her MAOL degree in Ethical Leadership in May 2005 and a
certificate in Spirituality and Leadership from the College of St. Catherine in June 2005 and
received both the Intercultural Foundations (2001) and the Intercultural Practitioner (2006)
certificates from the Intercultural Communication Institute in Portland, Oregon. She is a
certified interpreter of the Intercultural Development Inventory and has had training on the
Intercultural Conflict Styles Inventory. She is committed to peace and social justice issues and
has traveled to Latin American countries on service learning trips
PRE-WORK for the first weekend: July 15-16:
1) Please respond to the Welcome Letter sent to you by e-mail. Email us a three-paragraph
introduction of yourself by Friday, July 15.
2) Purchase 2 items in the bookstore: the Course Reader and Course Handout Packet. The
reader contains 4 required articles; the handout packet has handouts that will be useful
ORLD 7200, Summer 2011
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4)
5)
6)
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during class sessions. Call the bookstore sometime at 651.690.6729 to find out when these
will be available for purchase.
Read the Mestenhauser & Ellingboe article in the Course Reader by Saturday morning.
Read the Bennett reading in the Course Reader prior to Saturday afternoon.
Be prepared to choose ONE book on July 15th for your book review assignment and your
oral presentation discussion on two chapters (Saturday, July 23).
Continually give us your feedback from every class session. Index cards will be available
throughout the entire course so that you can give us instant and continual feedback on anything
that caught your attention, was not understood fully, or appears inconsistent either with the rest
of the course, or with knowledge acquired elsewhere. These cards will be collected at the end
of every day and will be responded to the next time the class meets.
COURSE CONTENT & ACTIVITIES:
Session #1: Friday evening, July 15, 5:30 pm to 8:30 pm
5:30 – 7:00p.m. Introductions and Leadership Challenges
Welcome to the Course; Instructor Intros– Josef Mestenhauser and Brenda Ellingboe
Student Introductions: Get Acquainted Icebreaker
Leadership Challenges in Cross-cultural Contexts -- Josef Mestenhauser
In this unit, the notion of cultural variability in leadership will be introduced by looking at
leadership issues in different cultural settings. In the context of selected countries, several
stories will be shared based on observing leadership in such countries as: Japan, Indonesia,
The Philippines, Belarus, South Africa, Mexico, and the Czech Republic.
7:00-7:15 p.m. break
7:15-8:30 p.m. Defining Leadership – Participants in small groups
This unit will give participants an opportunity to examine their own personal experiences
with leadership, and compare and contrast them with others in the workshop. In small
groups, students will generate descriptions of leadership, followership, and cross-cultural
leadership.
Note: We will hand out this reading in class:
Kluckhohn, F. R., & Strodtbeck, F. L. (1961). Variations in value orientations (pp.
1-47). Westport, CT: Greenwood Press. Please read it by Saturday, July 30.
Session #2: Saturday morning, July 16, 9:00am-Noon
9:00 a.m. – 10:15 a.m. Knowledge about Leadership and Knowledge in General – Josef
Mestenhauser
This unit will focus on the historical development of the concept(s) of leadership. We
examine leadership in selected disciplines and discuss the many “paradigm shifts” that have
occurred in the areas of theory, research methods, and practice. Concepts to be studied
include: emergent leadership; personality concepts of leadership; ethical leadership; elitist
concepts; contingency models; situational leadership; performance and maintenance; pathgoal concept; conformity; cognitive theories of leadership. Familiarity with these theoretical
concepts is essential in order to achieve conceptual integration of these with cross-cultural
concepts (to which attention will be given in subsequent units).
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Reading:
Mestenhauser, J.A. & Ellingboe, B.J. (2005, November/December). Leadership knowledge and
international education. Manuscript published in the International Educator Vol. XIV, No. 6 WDC:
NAFSA: Association of International Educators.
10:15-10:30 BREAK
10:30-Noon Perception and Cultural Differences – Brenda Ellingboe
We will go back in time to 1985 and see video excerpts from an international “U.S./Soviet
Town Hall Meeting” (involving the U.S. and the former Soviet Union before the Cold War
ended). This will illustrate differences in perception, the difficulties in communicating with
and learning about other cultures, as well as explaining our own. It also focuses on the art of
perspective-taking. We will then examine the perception and cultural differences focusing on
how leaders are perceived in different contexts.
10:30-11:15 Videotape
11:15-Noon Small Group Discussion & Large Group Debriefing
12:00 – 1:00 p.m. LUNCH BREAK
Session #3: Saturday afternoon July 16, 1:00-4:00p.m.
1:00p.m. Check in and time for individual and pair sharing: What questions do you
have about the first two class sessions? What reactions do you have to the class so
far? Process time for small and large group sharing.
1:20-2:00 High and Low Context Across Cultures – Brenda Ellingboe
High and low context is an important cultural framework pioneered by cultural
anthropologist Edward T. Hall. To demonstrate high and low context, a Nightline Feb.
2001 video clip will be shown demonstrating high and low context and cross-cultural
differences in apologizing by leaders in the U.S. and Japan. We will focus on how
leaders apologize in various cultural settings.
2-2:15 Break
2:15-4:00 The Nature and Structure of Organizations -- Josef Mestenhauser
This session will provide an overview of organizations in terms of their functions,
process, design, and structure. Understanding the nature of organizations is fundamental
to leadership. Here, we will discuss such topics as: intervening in organizational life;
inter-group and interpersonal relationships in organizations; organizational change
dynamics and processes; building collective capacity and shared responsibility; the nature
of power in organizations; formal versus non-formal organizations; organizations as
learning entities; and other emerging themes in the new literature on organizations.
PRE-WORK for the second weekend: July 22-23:
1) Read Bennett’s article in the Course Reader by Friday evening.
2) Mestenhauser’s article in the Course Reader by Sat. afternoon.
3) Read any two chapters from your book, create a 2-page handout highlighting key parts of
those chapters, and bring enough copies for the entire class and the 2 instructors.
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Session #4: Friday evening, July 22, 5:30-8:30 p.m.
5:30p.m. Small Group Discussion: Application of Cross-cultural Topics Covered
Last Weekend: What did you think about, apply, focus on, observe during the last
week, based on our first three class sessions?
5:50-7:00 p.m. Communication Styles Framework – Brenda Ellingboe
In this unit, the concept of communication styles will be introduced and analyzed.
Participants will have the opportunity to practice observing and analyzing intercultural
communication and interaction by viewing a videotape: A Different Place: The
Intercultural Classroom, Part 1 portraying an internationally diverse group of students in
a U.S. university classroom. The recognition of different communication styles in the
classroom and work place will be emphasized. In small groups, students will discuss one
or two individual videotape characters’ communication styles. In our debriefing, we will
discuss your perceptions of each of the characters and coach Larry Ford, the instructor,
on ways to improve his cultural awareness.
7-7:15p.m. Break
7:15-8:30p.m. The Developmental Model of Intercultural Sensitivity by Dr. Milton
Bennett (a theoretical framework) -- Brenda Ellingboe
This session will introduce participants to the concepts of intercultural identity and
sensitivity. The focus will be on Milton Bennett’s developmental model of intercultural
sensitivity (DMIS), which posits a six-stage developmental continuum ranging from
ethnocentrism to ethnorelativism. This intercultural (culture-general) concept is intended
to serve as a tool for leadership, i.e., theoretical bridges between culture-specific
knowledge and leadership. It will also include a video clip from "Better Together than
Apart" featuring Milton Bennett's lecture of the DMIS model he created. In our
debriefing, we will focus on differentiating between the two ethnocentric stages, the
transition stage, and the three ethnorelative stages. We will also match quotations by
Milton’s interviewees to one of the six stages of the model.
Small Group Time: Sharing Perceptions of the DMIS Model
- Share your reactions to the model and any ways you might use it
Reading due tonight:
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural
sensitivity (Chapter 2). In R. M. Paige (Ed.), Education for the intercultural experience
(pp. 21-71). Yarmouth, ME: Intercultural Press.
Session #5: Saturday morning, July 23, 9:00 a.m.-Noon
9:00am to 11:15 a.m. STAR POWER Simulation with Guest Facilitators Dr. Basma
Ibrahim Devries and Dr. Jon Devries in Coeur d’ Catherine 370 and the adjacent
Faculty Lounge.
11:15-11:30 Break
11:30-Noon: Power, Culture, and Ethics of Leadership – Josef Mestenhauser
This presentation is a follow-up of the simulation and focuses on the structure of power
in groups, and how culture affects the performance of leadership. We will distinguish
several similar concepts such as authority and influence.
ORLD 7200, Summer 2011
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Reading: Mestenhauser, J.A. (2005). Critical, creative, and comparative thinking in an
internationalized curriculum. Manuscript (in your Course Reader)
12:00-1:00 p.m. Lunch Break
Session #6: Saturday afternoon, July 23, 1:00-4:00 p.m.
1:00-2:30 p.m. Students’ Informal Presentations of their Book Chapters (in Small Groups
with Handouts) Each student will make an informal presentation (10-15mn) for a small
group of students on any two chapters of a cross-cultural leadership book; following that,
there will be about 5 to 10 additional minutes for questions and answers from the small group
members. Please bring ample copies of your two-page handout for everyone in class even
though you will be presenting your key learnings only to those in your small group. We will
distribute handouts to everyone in class, so all students will have a brief summary of two
chapters of each book.
2:30-2:45 p.m. Break
2:45-4:00 p.m. Male/Female Communication Style Differences - Dr. Debra Tannen
This unit will explore the relationship between leadership, culture, and context with an
emphasis on the ways in which culture shapes leadership assumptions, norms, and styles.
Using examples, we will demonstrate how leadership is contextualized by the setting, that is,
by the cultural dynamics of place, persons, and time. The videotape "He Said, She Said,"
produced by Dr. Debra Tannen will be shown. We will have some small group discussion
following the video on gender and communication style differences.
Things to do for the 3rd Weekend:
1-Read Kluckohn’s and Hofstede’s articles in the Course Reader by Sat. afternoon.
2-Prepare to share two of your key learnings during the closure
Session #7: Saturday morning, July 30, 10:00am-Noon in
Library classroom 128
10:00-11:15a.m. Florence Kluckhohn's Cultural Value Orientations - Josef Mestenhauser
This unit will provide one of several conceptual models for the analysis of culture, based on
the classic study by Florence Kluckhohn, which introduced the idea of “universal” value
orientations for societies, not individuals. At the intersection of these concepts are two
additional concepts which relate to leadership and will be singled out for special attention:
change and conformity.
Reading: Kluckhohn, F. R., & Strodtbeck, F. L. (1961). Variations in value orientations
(pp. 1-47). Westport, CT: Greenwood Press.
11:15-11:30 Break
11:30-Noon Geert Hofstede's Cultural Dimensions (based on Organizational Research
with 60 Nationality Cultures) ---Brenda Ellingboe
ORLD 7200, Summer 2011
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In this next unit, participants will become familiar with Geert Hofstede’s cultural dimensions
of people management, which has made a significant impact on the literature about
leadership and management as it applies to groups or societies (nationalities). Hofstede’s
model of four major cultural factors arose out of his pioneering research on management in
different cultures within the same multi-national corporation. The most well known parts of
the framework are: individualism and collectivism and high/low power distance. Participants
will focus on their own leadership contexts/settings and will apply Hofstede's research to
their work environments.
Reading from the Course Reader:
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of
Intercultural Relations 10 (3), pp. 301-320.
Noon – 1:00 p.m. Lunch Break.
Session #8: Saturday afternoon, July 30, 1:00-4:00 p.m.
in Library classroom 128
1:00-2:15 p.m. Leadership and Culture: Integration and Synthesis -Josef Mestenhauser
This unit will provide the conceptual basis for an interdisciplinary integration of the many
complex concepts we have been studying. Here, we examine concepts that converge between
psychologically oriented and culturally related knowledge. All of these concepts have
implications for leaders who must apply their knowledge to specific cross-cultural contexts
often under conditions of uncertainty. The session will conclude with a Top Ten List of Ways
to Integrate Complex Interdisciplinary and Intercultural Learning.
2:15-2:30 Break
2:30-3:30 pm Leadership and Culture: Integration and Synthesis – Josef Mestenhauser
Continued…
3:30-4:00 Closure – Brenda Ellingboe
Individual reflection on what you learned from this intensive course
Individual sharing: Please share one or more of your key learnings with the large group.
What stood out for you? What will you take away from this course?
Course Evaluations to be administered by a student and returned to the MAOL office.
REMINDERS:
1) Include your e-mail address on the title page of your paper(s) so Josef Mestenhauser can email your evaluation letter to you after grades are turned in August 12h.
2) Consider giving us your explicit permission to share your original version of the book review
with the rest of the class by e-mail attachment. Do this by returning the permission slip by email to Dr. Mestenhauser giving him your permission to share your book review with other
students in this course, but not including any grades or comments.
ORLD 7200, Summer 2011
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DISABILITIES STATEMENT:
Students with documented disabilities who believe they would benefit from
accommodations are encouraged to contact the Disabilities Coordinator in the O’Neill Center for
Academic Development at (651) 690-6563.
PLAGIARISM:
Plagiarism is the act of passing off someone else's work as your own. It includes such
dishonest practices as buying, borrowing, or stealing a paper to turn in as your own or simply
copying someone else's words without putting them in quotation marks and identifying the author
and source. Many students, however, inadvertently plagiarize because they do not realize that
what they are doing is, in fact, plagiarism and thus dishonest. Avoiding plagiarism is much more
complicated than simply not copying other people's work.
In an attempt to avoid plagiarizing, students often paraphrase the passages they want to
use. Basically, paraphrasing is stating something in different words. As such, it is a useful device.
The problem is that it can lead you to unintentional plagiarism if it is not done properly. Changing
a few words in a passage and then using it in your paper without documentation is plagiarism.
Changing a few words and then using it in your paper even with proper documentation is also
plagiarism.
When you paraphrase other people’s ideas, you have two choices: 1) you may quote the
passage exactly, put it in quotation marks, and cite it; or 2) you may change the wording of the
passage so that the ideas are explained substantially in your own words and cite it. Anything in
between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they feel to come up with
new ideas, to be original, even with topics that they know little about. In academic settings such as
college courses, it is difficult if not impossible to come up with totally original ideas, especially on
topics with which you are unfamiliar. When an instructor asks for original thinking, she/he often
means thinking through ideas to find your own perspective on them and then expressing those ideas
in your own way. In doing so, you may and often should use other people’s ideas to add to or support
your own. When you do so, however, you must give them credit.
O’Neill Center for Academic Development, St. Catherine University