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International Organizational Development
Org 8515
Spring 2010
Marshall Goldsmith School of Management
Alliant International University-Fresno/Sacramento
Toni Knott, Ph.D.
Tel: O: 559 253-2262 H: 559 226-3810
Office Hours: M – Thurs 4 – 6 or by appointment
E-Mail: tknott@alliant.edu
Course Units: 3
Letter grades (unless otherwise requested)
I. Rationale:
MGSM Mission Statement Fresno/Sacramento Campuses
We at MGSM – Fresno, are dedicated to educating business and organizational leaders in an
experiential, cohort program based on the principles of adult learning—collaboration,
participation, and applied problem solving.
We provide an environment for adults to develop personally and professionally by integrating
their learning experience into their other major roles, responsibilities, and commitments in their
lives. Programs are designed in innovative way, using leading-edge technology to enhance
efficiency, effectiveness, academic quality, and the quality of life of our students and faculty.
Conceptual Framework
We believe that the scholar-practitioner model underlying the program provides an opportunity
for students to:
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

Develop academically in their understanding of organizational theory/models and applied
research.
Apply real-life organizational and work experience to their learning, and
Apply acquired knowledge effectively in practice.
To this end, we encourage students to contribute to the field of Organizational Studies in the
form of applied research, theory, and practical experience to professional conferences and
journals.
Organization Development increasingly will have a greater role in creating more effective
organizations than ever before as corporations experience a) growth internationally and b) the
impact of global changes. The emerging body of literature concerned with the application of
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OD currently reflects the practice of OD at the global level. Can OD, based on western values,
become relevant to organizations located in other countries outside the United States?
This course examines the necessary competencies for working in a global environment.
Various cross-cultural differences between countries will be explored and, from both conceptual
and applied points of view, awareness of the relationship of OD to organizations internationally.
II. Course Description, Purpose, Student Learning Outcomes and Assessment:
A. Course Description
Global and international issues in OD. Design and implementation of international OD
initiatives. Discusses issues related to the practice of OD in other cultures and to the practice of
OD in international companies. Covers cultural and intercultural factors and relevant research
findings (Catalog Description, 2008-09, Prerequisite Org 7607).
B. Purpose of the Course
Students will fulfill the following program objectives:
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


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Expand knowledge of systems thinking to include a global perspective.
Integrate knowledge of sexual orientation, gender, culture, race, ethnicity, and
nationality to work with groups and organization at an international level.
Understand and interpret cross-cultural influences.
Be aware of the influences of cultural dynamics on interactions with others.
Be able to describe how cultural differences affect work organizations.
Learn to withhold judgments when interacting with another culture and be more curious
and open to continue learning about other cultures.
In addition, the course will allow students to:
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


Integrate theory, research and practice.
Comprehend and critically evaluate the literature in a given area.
Enhance critical thinking abilities and apply this knowledge to a real-world setting.
Expand proficiency in written and oral communication for lay, managerial, and
professional audiences.
C. Specific Learning Outcomes:
Upon successful completion of the course, students will be able to:




Understand the impact and use of OD in countries outside the USA.
Understand, appreciate and respect international and multicultural perspectives.
Acquaint oneself with geographic areas outside the United States: demographics,
economic growth and strength, types of industry/business, and culture.
Explore cross-cultural differences.
-Understanding use of self in relation to other cultures
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



Identify and apply cross-cultural considerations to global workplace issues.
Apply concepts embedded in international thinking and perspectives.
-Ability to apply theory to case studies.
-Understand the validity/cautions of using OD approaches in countries other than the
United States.
Utilize and develop self-exploration and self-reflection skills through experiential
learning strategies during the course.
Research application to discovery of countries where OD approaches are viable.
D. Instructional Strategy
Students will explore OD from both a conceptual understanding of the literature/theories and
through experiential learning. The course will utilize all of the following formats: mini-lectures,
discussion groups, assessments, a group learning project/presentation, and resource readings.
The course will utilize all of the following formats: mini-lectures, discussion groups, experiential
exercises, assessments, group learning projects and/or presentations, online activities and
required readings.
Since this course is highly experiential, you will be expected to be an active rather than a passive
learner and you will learn by doing and sharing with other students. How much you will learn
and the grade that you will earn is significantly affected by how active you become in the class
as well as how hard you work. All of you have organizational experience that can be drawn on
in order to understand the course concepts. We encourage you to reflect about and share them
with us as we work our way through the course and we will all profit from it.
Due to the nature of the course, detailed lectures on assigned readings will typically not be given
in class. You are expected to read and learn from this material on your own, but you are also
encouraged to bring up questions, points that are unclear, issues you want to discuss, etc. in
class.
E. Description of Course Requirements and Assessment Methods
 The instructor will exercise judgment in assessing and weighting each measurement to
determine the student's overall course evaluation (See Rubrics below).
The grade for this course will be based on participation and presentation assignments totaling
100 points composed of the following items. The total number of points will be translated into a
letter grade (including plus/minus) based on the normal conversion of point to grades (i.e., 94100 = A; 90-93 = A-; 87-89 = B+, 84-86 = B; and so on).
Class Participation (50 points):
Preparation, presentation, and participation should demonstrate the capacity to successfully
demonstrate the identified outcomes. Students’ participation and presentation in class discussion
and activities will be evaluated on the basis of five criteria:
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1.
2.
3.
4.
5.
Evidence of excellence in preparation, familiarity and reflection on assigned readings
Application to career, work, and personal life experiences
Individual student’s contribution to other students’ learning
Clarity and originality of contribution
Student’s willingness to assume responsibility for making the class discussions work
Scores in each category will be represented as:
0 – no evidence
Class Participation Rubric:
Student
Outcome
Measured:
Preparation,
familiarity &
reflection on
reading
1-5 – minimal evidence
6-10 – clear evidence
0-10 points for each area
Application
of Concepts
Contribution
to Others’
Learning
Clarity &
Responsibility
Originality of for Class
Contribution Discussions
1-10 points
Team or Individual Presentation (50 points): evaluated on the basis of five criteria:
1. Research: Multiple readings and resources are available to students and it is expected that
readings/quotes be cited in presentations.
2. Format: The use of technology and quality visual materials is an important part of
presentations at the doctoral level that is engaging to an audience.
3. Presentation: The presentation illustrates and assures real learning through the expression
of thoughts, feelings and perceptions and is engaging to the listener.
4. Content: Students demonstrate, in their presentation, evidence that they are able to
identify, contrast, compare and interpret the concepts and their application; have used and
cited appropriate references; and applied critical thinking and reflection.
5.
Style: The presentation must be organized, creative, and demonstrate evidence of
competence.
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Scores in each category will be represented as:
0 – no evidence
1-5 – minimal evidence
6-10 – clear evidence
Research
Format
Presentation
Content
Style
Research
extended
learning.
Use of
technology
and visual
materials
demonstrate
quality .
Presentation
style assured
real learning
and engaged
the listener.
Concepts
clear,
applied
critical
thinking &
reflection.
Style of
presentation
demonstrated
organization of
thoughts,
creativity, &
competence.
Research covered
the topic.
Use of
technology &
visual materials
adequate.
Presentation
style was
adequate.
Style of presentation
somewhat organized,
adequate in creativity
& competence.
Use of
technology and
visual materials
lacking.
Style of
presentation was
confusing to the
listener.
Concepts,
critical
thinking, &
reflection
adequate.
Concepts,
critical thinking
& reflection
lacking.
Presentation(s) Rubric
Student
Outcome
measured:
8 – 10
Clear
evidence
4–7
Minimal
evidence
Style of paper demons Re Research was
0–3
minimal.
No evidence
Style of presentation
was lacking in
organization,
creativity &
competence.
III. Course Readings and Materials:
REQUIRED TEXT:
Adler, N. (2008). International Dimensions of Organizational Behavior (5th ed.)
Australia/Cincinnati, OH: South-Western/Thomson Learning.
Yaeger, T. F., Head, T. C., & Sorensen, P. F. (2006). Global Organization Development:
Managing Unprecedented Change. Greenwich, Connecticut: Information Age
Publishing.
Plus: Other readings as assigned first weekend of class.
OPTIONAL TEXTS:
Hampden-Turner, C., & Trompenaars, F. (2000). Building cross-cultural competence. New
Haven & London: Yale University Press.
Peterson, B. (2004). Cultural intelligence: A guide to working with people from other cultures.
Boston: Intercultural Press.
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Sorensen, P., Head, T., Yaeger, T., & Cooperrider, D. (Eds.) (2001). Global and international
organization development (3rd ed). Champaign, IL: Stipes Publishing, L.L.C.
E-RESERVES (LIBRARY) RESOURCE ARTICLES:
Bautista, P. A. (2006). Complexity, change & participative organizational culture. OD
Practitioner, 38(4), 52-56.
Brown, L., & Moore, M. (2001). Symposium: Accountability, strategy and international nongovernmental organizations. Non Profit and Voluntary Sector Quarterly, 30(3), 569-587.
Farrell, D., Laboissiere, M. A., & Rosenfeld, J. (2006). Sizing the emerging global labor market.
Academy of Management Perspectives, 20(4), 23-34.
Hofstede, G. (1999). Problems remain but theories will change: The universal and the specific in
21st century global management. Organizational Dynamics, 28(1), 34-44.
Hofstede, G. (1999). Think locally, act globally: cultural constraints in personnel management.
Management International Review, 38(2), 7-26.
Hofstede, G. (1998). Attitudes, values & organizational culture: Disentangling the concepts.
Organizational Studies, 19(3), 477-492.
Hoppe, M. (2004). An Interview with Geert Hofstede. Academy of Management Executive,
18(1), 75-79.
Ngouo, L. (2000). Organization development consulting in the context of structural adjustment
in sub-saharan Africa: Role and responsibility of consultants. International Review of
Administrative Sciences, 66, 105-118.
Razi, N. (2006). Employing O.D. strategies in the globalization of HR. Organization
Development Journal, 24(4), 63-68.
Rhinesmith, S. (1995, May). Open the door to a global mindset. Training & Development, 49(5),
35-43.
Rifkin, G. (2006). Building better global managers. Harvard Management Update, March,
1-6.
Smith, P., Peterson, M., & Schwartz, S. (2002). Cultural values, sources of guidance and their
relevance to managerial behavior: A 47 Nation Study. Journal of Cross-Cultural
Psychology, 33, 188-208.
Yaeger, T., & Sorensen, P. (2006). Implementing a global corporate strategy. OD Practitioner,
38(2), 49-53.
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OPTIONAL READING/REFERENCES
Bing, J. (2004). Hofstede’s consequences: The impact of his work on consulting and business
practices. Academy of Management Executive, February, 80-87.
Goldsmith, M., Greenberg, C.L., Hu-Chan, M., & Robertson, A. (2003). Global leadership: The
next generation. Upper Saddle River, NJ: Financial Times Prentice Hall.
Hofstede, G. (1993). Cultural constraints in management theories. Academy of Management
Executive, 7(1), 81-94.
Kanter Moss, R. (1999). Change is everyone’s job: Managing the extended enterprise in a
globally connected world. Organizational Dynamics, 28(1), 7-23.
Klein, R.H., Rice, C.A., Schermer, V. L. (2008). Leadership in a changing world: Dynamic
perspectives on groups & and their leaders. Lanhan, MD: Rowman & Littlefield
Publishers, Inc.
Morales, J. C. G., & Picart, Y. T. (2006). Communication, participation, & group development.
OD Practitioner, 38(4), 30-35.
Robinson, P., & Shimizu, N. (2006). Japanese corporate restructuring: CEO priorities as a
window on environmental and organizational change. Academy of Management
Perspectives, 20(3), 44-75.
Triandsis, H. (2004). The many dimensions of culture. Academy of Management Journal, 18(1),
88-93.
COURSE ASSIGNMENT:
PREWORK for Weekend I:
Read Chapters 1 through 4 before class meets from text International Dimensions of
Organizational Behavior.
 Culture & Management
 How do cultural differences affect organizations
 Communicating across cultures
 Creating cultural synergy
Read Sections 1 and 3 from the text, Global Organization Development: Managing
Unprecedented Change:


Organization Development in a Changing World
Fundamental Issues in Global Organization Development
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

The Context for Practice of Global Organization Development
International & Global Organization Development in Review
Read in Section 2 from the text, Global Organization Development: Managing
Unprecedented Change:
 A Culture Map for Guiding the Practice of Organization Development
Research/Presentation Assignment for Weekend II:
(Research Assignments will be made the first weekend of class).
The purpose of the research is to discover the feasibility of OD work in countries outside the
United States: 1) what research is available, 2) what articles that have been written, 3) how is OD
received or not received in this particular country, 4) can OD technology be applied in the
particular country and if so, why (what business/industry is there, what values does the country
hold, how would connections be made, etc.)?
The purpose of the presentation is to assist the class in understanding the differences and
similarities in countries outside the USA by providing a model for understanding intercultural
encounters.

Provide a resource packet of the information you have researched (1 page outline of
demographics on the country; 5 pages that outline/list research on the country, articles,
business & industry).

Presentations will be 45-minutes in length addressing as many of the following areas as
possible:
1)
2)
3)
4)
Economic growth/strength
Types of businesses/industries
Cultural overview & the application to doing business in that area
Validity/cautions of using OD approaches.
It is essential that you determine if OD can or cannot be practiced in this country, If not, why
not? If so, why?

Each presentation will be followed by 15 minutes of Q&A.
International Experience
The purpose of the international work study trip is to experience businesses and university
settings/cultures/practices outside one’s own country. In addition to class time (equivalent to two
(2) units), an additional one (1) unit is required by participating in a) an international trip
including visits to businesses & universities; b) attending an international conference (such as
Organization Development Institute, International OD Association, Academy of International
Business, etc.); or c) a work experience (consulting) outside the USA.
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Course Schedule:
The preceding and following outline is the general structure and content of the course. Students
should remember that the exact content and schedule of the syllabus is subject to change as we
may spend more time on some topics as needed, and conversely, may move more quickly over
other topics. Readings to be covered will be distributed in class or as pre-work one month in
advance of the course along with the syllabus.
Course Outline/Topics:
 The World Map: Highlights/Stories Global Citizens
 Discussion of Chapters: Culture & Management; How do cultural differences affect
organizations; Communicating across cultures; Creating cultural synergy
 Application: OD in for-profit companies in developed countries
 Communicating across cultures
 Is OD Anglo Saxon?
 Case Studies
 Application: OD in not-for-profit organizations in under developed countries
 English as an international language
 Research Presentations
IV. Policies and Procedures: Behavioral Expectations
Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for
all academic work missed when an emergency arises. When an absence is absolutely necessary,
students should contact the instructor as a courtesy and check for assignments or date for
retaking the class. See the University Catalog for the complete policy on attendance.
Attendance is required for weekend intensive courses where degrees are granted based on a 3year time frame and 12 evening classes are condensed into 2 weekends. Faculty may decide that
the student must take the course over during the following year if an additional assignment is not
conducive to their learning. Absences must be discussed with the program director and a
decision will be made as to available options.
Information on Participation/types of participation required by the course
This course is highly interactive, using the concepts of adult learning. There is an expectation
that all students participate in activities, exercises, group and community discussions – bringing
their skills, knowledge, and experience to the class room.
Instructor Assumptions
Deadlines are literal. Students are expected to treat assignments as they would professional
assignments in the workplace.
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Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On
rare occasions, work may be lost because of computer failure or other mishaps.
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.
Policy on Plagiarism and Screening for Plagiarism:
An act of plagiarism (defined in University catalog as “Any passing off of another’s ideas,
words, or work as one’s own”) is considered to be a violation of the University’s Student Code
of Conduct and Ethics: Academic and will be addressed using the Policies and Procedures
outlined in the University’s 2006-2007 catalog. The instructor in this course reserves the right to
use computerized detection systems to help prevent plagiarism. Currently, Alliant International
University subscribes to Turnitin.com for purposes of plagiarism screening. By enrolling in this
course, students agree that all assignments are subject to submission for textual similarity review
to Turnitin.com. Please note that any assignments or course documents submitted to this service
will be included as source documents for the restricted access database of Turnitin.com which is
exclusively used for the purpose of detecting plagiarism. You may indicate in writing to the
instructor by the end of the add/drop deadline for this course that you refuse to participate in the
Turnitin.com process, in which case the instructor can use other means to verify the originality of
your work. Material identified as plagiarized will be dealt with pursuant to University’s Student
Code of Conduct and Ethics: Academic. Penalties for plagiarism can be severe, up to and
including expulsion from the University.
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 time) with a
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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.
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ADDITIONAL REFERENCES
Abegglen, J., & Stalk, G. (1985). Kaisha: The Japanese Corporation. New York: Basic Books.
Adler, N. (1994). Competitive frontiers. Oxford: Blackwell Business.
Bartlett, C. A., & Ghoshal, S. (2000). Transnational management: Text, cases, and
readings in cross-border management (3rd ed.). Boston: Irwin McGraw-Hill.
Bartlett, C. & Sumantra, G. (1991). Managing across borders. Boston, MA: Harvard Business
School.
Becker, T. H. (2004). Doing business in the new Latin America: A guide to cultures, practices,
and opportunities. Westport, CT: Praeger Publishers.
Beyer, J. M., & Nino, D. (1999). Ethics and cultures in international business. Journal of
Management Inquiry, 8(3), 287-297.
Bonnstetter, B. J. (2000). Commentary: The DNA of global leadership competencies.
Thunderbird International Business Review, 42, 131-144.
Brake, T., Walker, M., & Walker, T. (1995). Doing business internationally. Princeton, NJ:
Training Management Corporation.
Brannen, M. Y. (2004). When Mickey loses face: Recontextualization, semantic fit, and the
semiotics of foreignness. Academy of Management Review, 29, 583-607.
Choi, C. J. (1995). Cultural competencies: Managing co-operatively across cultures.
Brookfield, USA: Dartmouth.
Corporate Leadership Council). (2002). Developing a global HR strategy. Washington, D.C.:
Corporate Executive Board.
Corporate Leadership Council. (2005). Structuring HR to optimally serve clients in a globally
dispersed organization. Washington, D.C.: Corporate Executive Board.
Crane, R., & Rizowy, C. G. (2004). Latin American business cultures. Upper Saddle River,
NJ: Prentice Hall.
Early, C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures.
Stanford, CA: Stanford University Press.
Early, P. C., & Gibson, C. B. (2002). Multinational teams: A new perspective. Mahwah, NJ:
Erlbaum.
Ferraro, G. P. (2002). The cultural dimensions of international business (4th ed.). Upper
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Saddle River, NJ: Prentice Hall.
Francesco, A. M., & Gold, B. A. (1998). International organizational behavior: Text,
readings, cases, and sills. Upper Saddle River, NJ: Prentice Hall.
Ghemawat, P. (2005) Regional strategies for global leadersip. Harvard Business Review,
December, 1-11.
Goodstein, L. (1981). Commentary: Do American theories apply abroad? Organizational
Dynamics, 14, 49-54.
Goshal, S. (1987). Global strategy: An organizing framework. Strategic Management Journal,
8, 425-440.
Graen, G. B., & Graen, J. A. (Eds.). (2005). Global organizing designs leadership, LMX
leadership: The series, (Vol.3). Greenwich, CT: Information Age Publishing.
Gupta, V., & House, R. (2004). Understanding leadership in diverse cultures. In D. Tjosvold &
K. Leung (Eds.), Leading in high growth Asia. Singapore: World Scientific Publishing.
Hall, E. T. (1989). Beyond culture. New York: Anchors Books-Random House. (Originally
published by Doubleday in 1976).
Hall, E. T. (1989). The dance of life. New York: Anchors Books-Random House
(Originally published by Doubleday in 1983).
Hall, E. T. (1990). The hidden dimension. New York: Anchors Books-Doubleday (Originally
published by Doubleday in 1966).
Hall, E. T. (1990). Understanding cultural differences: Germans, French and Americans.
Yarmouth, Maine: Intercultural Press, Inc.
Hampden-Turner, C., & Trompenaars, F. (1993). The seven cultures of capitalism. New York:
Currency/Doubleday Publishing.
Hill, C. (2005). International business: Competing in the global marketplace. Boston:
McGraw-Hill.
Hofstede, G. (1980). Cultures Consequences: International differences in work related values.
New York, McGraw Hill.
Hofstede, G. (1980). Motivation, leadership, and organizations: Do American theories apply
abroad Organizational Dynamics, 9(1), 42-62.
Hofstede, G. (1996). American in Paris: The influence of nationality on organization theories.
Organizational Studies, 17(3), 525-537.
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Hofstede, G. (1998). Identifying organizational subcultures: An empirical approach. Journal of
Management Studies, 35(1).
Hofstede, G. (1997). Cultures and organizations: Software of the mind. New York: McGraw Hill
Publishing.
Hooker, J. (2003). Working across cultures. Stanford, CA: Stanford University Press.
Iyer, L. (2005). To trade or not to trade: NAFTA and the prospects for free trade in America.
Harvard Business School, November 15, 1-29.
Kanter, R. M. (1991). Transcending business boundaries: 12,000 world managers view change.
Harvard Business Review, May-June, 1-16.
Klein, J., & Kleinhanns, A. (2003). Closing the team gap in virtual teams. In C.B. Gibson &
S.G. Cohen (Eds.), Virtual teams that work: Creating conditions for virtual team
effectiveness, 381-400. San Francisco: Jossey-Bass.
Knodt, G. (1994). Do your homework…don’t assume…and use “Fingerspitzengefuehl”! or how
to survive and prosper as a business person in another culture. Organizational
Development Journal, 12(2).
Lee, S. M., & Peterson, S. J. (2000). Culture, entrepreneurial orientation, and global
competitiveness. Journal of World Business, 35(4).
Lewis, R. (1996). When cultures collide. London: Nicholas Brealey Publishing.
Lippitt, G., & Lippitt, R. (1986). The consulting process in action. San Francisco: Jossey-Bass
Publishers.
Martin, J. (2002). Organizational culture: Mapping the terrain. Oxford, U.K.: Oxford University
Press.
Maxfield, S. (2005). Modifying best practices in women’s advancement for the Latin American
context. Women in Management Review, 20(4), 249-261.
Morrison, T., Conaway, W., & Borden, G. (1994). Kiss, bow, or shake hands: How to do
business in sixty countries. Holbrook, MA: Adams Media Corporation.
O’Hara-Devereaux, M. & Johansen, R. (1994). Globalwork: Bridging distance, culture, and
time. San Francisco: Jossey-Bass Publishers.
Ravasi, D., & Schultz, M. (2006). Responding to organizational identity threats: Exploring the
Role of organizational culture. Academy of Management Journal, 49(3), 433-458.
Rhinesmith, S. (1993). A manager’s guide to globalization. Burr Ridge, Illinois: Irwin.
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Ricks, D. A. (2006). Blunders in international business. Boston: Blackwell Publishing.
Schneider, C. S., & Barsoux, L. J. (1997). Managing across cultures. London: Prentice-Hall.
Shimoni, B. & Bergmann, H. (2006). Managing in a changing world: From multiculturalism to
hybridization-The production of hybrid management cultures in Israel, Thailand, and
Mexico. Academy of Management Perspectives, 20(3), 76-89.
Storti, C. (2001). The art of crossing cultures. Yarmouth, ME: Intercultural Press
Trompenaars, F. (1994). Riding the waves of culture. Chicago: Irwin Professional Publishing.
Xellmer-Bruhn, M., & Gibson, C. (2006). Multinational organization context: Implications for
team learning and performance. Academy of Management Journal, 49(3), 501-518.
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