MASTER SYLLABUS

MGMT 620: INTERNATIONAL DIMENSIONS OF ORGANIZATIONAL BEHAVIOR

COURSE DETAILS

Semester: Spring 2018

Course Code: MGMT 620

Course Name: International Dimensions of

Organizational Behavior

Course Prerequisites: MGMT 501

Course Co-requisites: None

Credits Hours: One and one-half (1.5) credit

hours

Classroom: HJSH, Rm. 228

Class Timing: (15.25 class hours + 2 hours

final exam period)

Final Exam Period: May 14, 2018

INSTRUCTOR DETAILS

Professor: Dr. Stephen Hartman

Office Location: Rm. 312, Wisser

Library

Mondays, 5:00 – 5:30, Tu/Th – 4:00

PM

Email: shartman@nyit.edu

Course websites:

iris.nyit.edu/~shartman and

Blackboard

Phone (Office): 516-686-7691

CATALOG COURSE DESCRIPTION

This course is an inter-disciplinary examination of the international dimensions of organizational

behavior. Course content includes topics such as cross-cultural management, cross-cultural

communication, and global aspects of leadership, motivation, team management, and decision-

making.

COURSE OVERVIEW

In an age where organizations straddle and traverse national boundaries with considerable ease,

future managers aspiring to work in the international arena need to familiarize themselves with the

international dimensions of management disciplines such as organizational behavior, which have

traditionally been disproportionately focused on U.S. and European material. This course seeks to

expose students to a broader, global perspective on organizational behavior and business

management. The course is composed of the following three modules:

a. Organizations and Culture: This module introduces the concept of culture and explores it in

an inter-disciplinary fashion, drawing upon the research of experts in communication

studies, sociology and anthropology. It seeks to understand the nature of cultural

differences between and within nation-states, and begins to provide a framework for

effective cross-cultural communication. Students will learn how to value and leverage

diversity, and to operate in multicultural work environments. Each student will work on an

individual assignment that will seek to understand both the barriers to effective cross-

cultural communication and the ways in which these barriers might be surmounted.

b. Global Leadership: This module deals with some of the central aspects of organizational

behavior such as leadership, motivation, and team management, and examines them in the

context of international business. Students will learn how to manage a multicultural workforce

and to work in culturally diverse teams. They will appraise the standard theories of motivation

in order to appreciate how these might be relevant in a global context. The module will also

seek to enhance global leadership competencies among the students. Student teams will

consider a contemporary business problem and attempt to grapple with the issues concerning

global leadership, motivation, and team-management in order to offer a set of

recommendations that will be presented in. Student recommendations will be compared with

industry practices.

Although not considered in the context of Assurance of Learning, the class also includes a

final examination.

COURSE-LEVEL LEARNING GOALS1

(A) Invariant Learning Goals (In support of the MBA Programmatic Learning Goal(s))2::

1 A note on School of Management Course-Level Learning Goals: Learning goals are partitioned into those that are in support of the

programmatic learning goals (Invariant), specific to the localized region of delivery (Contextualized), and specific to the domain expertise

of the instructor (Instructor-Specific). The former two categories are required for all courses. Invariant “Assurance of Learning

Validations” are specifically linked to the associated programmatic learning goal and objective, with course-level learning goals

representing the programmatic goal as it applies to the context of the course. Learning goals that focus on knowledge acquisition

(Bloom’s Taxonomy) are not specifically or necessarily included into the course-level learning goals, although it is assumed that

knowledge acquisition of all relevant business core fundamentals is addressed within each course. Examinations in class are used to

provide feedback concerning knowledge and comprehension for the purpose of ensuring that students who have not mastered these will

not advance through the curriculum. Attainment of knowledge within each core area is assessed by way of standalone testing of each

student as a required part of the instructional program prior to graduation (e.g. ETS).

2 The degree of attainment for each course level learning goal is validated through the composite set of scores for the referenced

Assurance of Learning Validations for that goal. For example, if a learning goal is followed by (A1), it implies that the average of the set of

scores for Assurance of Learning Validation A1 forms the basis of assessment/attainment of the learning goal. Alternatively, if a learning

Upon the successful completion of this course, the student will be able to:

1. Analyze the theories underlying cross-cultural management and cross-cultural communication, and

gauge the implications of this understanding for the effective management of international business

enterprises (A1);

2. Evaluate various aspects of leading and motivating globally, appreciate and critique aspects of global

leadership and motivation, and appraise the issues around managing global teams (A2); and

Assurance of Learning Validations (Linked to the MBA Programmatic Learning Goal(s)) 3:

A1: Cross-Cultural Communication – Individual Assignment: Write a 2,500-word paper addressing the

following. What are the barriers to effective cross-cultural communication? How might these be

surmounted? Identify at least 2 theories of cross-cultural communication that can shed light on your

own experiences of communicating across cultures. Are there any ethical issues affecting the cross-

cultural communication. What do these theories explain? What do they fail to explain? What are the

implications of your insights for cross-cultural communication in international business organizations?

For the purpose of assurance of learning, the Cross-Cultural Communication assignment will receive 2

scores, based on the following:

Score 1: The ability to identify the business issues involved in cross-cultural communication, and to

present a set of persuasive recommendations (MBA-3M);

Score 2: The ability to draw upon the work of other disciplines, especially from communication studies,

in order to substantiate the theoretical basis of the assignment (MBA-COMMUNICATION).; and

goal is followed by (A3; A4; A6), this indicates that the composite set of scores for Assurance of Learning Validations A3, A4 and A6 are to

be used to assess the degree to which this learning goal has been attained with equal weights applied to each set of scores. That is, the

average of the scores for A3 is utilized and weighted equally (1/3) with the average for the scores of A4, and also A6. Unless specified

otherwise, the weights are equal. In the latter case the weight for each Assurance of Learning Validation would be 1/3.

3 A note on School of Management Assurance of Learning Scoring: Scores form the metric for the degree to which the validation (e.g.

learning outcome) satisfies the associated learning goal or objective. Assurance of learning validation descriptions identify the criteria for

each score that is to be given. All scores are scaled from 1-5 (1-poor, 2-fair, 3-good, 4-very good, 5-excellent). It must be noted that

scores are to be differentiated from grades. Scores form a criterion from which an instructor will ascertain an overall grade for any

instrument of assessment, and the overall assessment the student receives for an instrument is a “grade.” A score is an extraction that

specifically measures the degree of attainment of a learning goal and/or objective.

Score 3: Demonstrate the utility of cross-cultural communication for effective management practices

(MBA-MGMT). USE FOOTNOTES AND BIBLIOGRAPHY! SUBMIT PROJECT A1 IN MS WORD!

PROJECT DUE March 12, 2018.

(B) Contextualized (Globalized) Learning Goal(s):

Upon the successful completion of this course, the student will be able to:

1. See Invariant Learning Goal 1 above;

2. See Invariant Learning Goal 2 above; and

3. See Invariant Learning Goal 3 above.

Assurance of Learning Validation (In support of the Contextualized (Globalized) Learning Goal(s)):

B1. See Assurance of Learning Validation 1(Score 1 and Score 2) above;

B2. See Assurance of Learning Validation 2(Scores 1-4) above; and

B3. See Assurance of Learning Validation 3 (Scores 1-3) above.

(C) Instructor Specific Learning Goal(s) (Optional):

None

Assurance of Learning Validation (In support of the Instructor Specific Learning Goal(s)):

None

TEACHING AND LEARNING METHODOLOGY

The School of Management’s teaching and learning strategy is informed by contemporary

indicators/sources that derive from its target market, specifically the millennial generation. In particular,

behavioral traits for this generation are identified and form the basis of emphasis for the schools’ teaching

and learning methodologies. These methodologies are reflected in the school’s mission statement by

way of its TEMPOS campaign4. In addition, teaching and learning strategies are informed by institutional

indirect assessment results, periodically collected and reviewed by the Office of Planning and Assessment

and the school’s faculty5. Teaching and learning strategies are also externally referenced systematically

(e.g., the Annual Stakeholder’s Conference) through continuing consultations with non-board key

4 Teaching and Learning Strategies: ”TEMPOS and the Millennials,” revised September 2008.

5 E.g., Student Survey on Teaching Quality – Quantitative Data: School of Management.

stakeholder groups, including employers, business and community leaders, accreditation and ministerial

agencies, alumni, students, peer institutions, and business and governmental agency representatives.

A component of all courses, as a part of the teaching and learning strategies, is to maintain academic rigor

and to be intellectually challenging. This is validated in institutional survey results. However, School of

Management faculty members utilize an overall collective portfolio of strategies/initiatives that obtain

from the aforementioned sources in delineating those that are most appropriate or emphasized in the

courses they lead.

In this course (MGMT620), four (4) prioritized teaching and learning strategies focus on:

1. integrating international/global perspectives;

2. innovative and creative thinking;

3. faculty-student interaction; and

4. integrating principles of ethics/social responsibility.

All faculty members that instruct this course should consider how to execute the course to emphasize

these key components of the strategies considered. Following a review of learning outcomes, faculty

members consider how re-orientation of teaching and learning strategies might result in strengthening

these outcomes, and adjustments are made, accordingly. Faculty members also consider how the School

of Management Triple Platforms of Excellence (Professional Enrichment, Experiential Education, and

Student Advancement) might be leveraged as a part of this strategy, and provide recommendations to the

Directors of those platforms. The school also reviews the distribution of identified teaching and learning

strategies periodically to ensure comprehension and the integration of each (from the designated list of

approximately 20-25 strategies) within the curriculum. Finally, results from student teaching evaluations

also provide indications of how various teaching and learning strategies are integrated into the course

delivery. The following issues (indicator number is provided) are among those in the evaluations that bear

on this review and analysis:

7. The amount of work in this course was appropriate.

15. The instructor was available for course related consultation and advice.

17. The instructor assigned challenging course work.

18. The instructor graded and returned student work and exams promptly.

19. The instructor provided helpful, constructive feedback on assignments and course work.

20. The instructor respected cultural differences and diversity among students.

21. The instructor incorporated information technology (e.g. computer or the Internet) in the course.

25. The instructor challenged me to think.

Along with teaching and learning strategies, the notion of student effort/time on task is also considered,

although it is not necessarily driven by metrics. It is noted that the notion of student effort, specifically

metric driven, is not a universally adopted approach6. However, if an instance occurs where student

learning outcomes do not meet targeted academic standards, the School of Management utilizes indirect

inputs in this area to explore the interdependencies between factors including the amount of work

required in the course, the degree of challenge in the coursework, and level of critical analysis, among

others7.

This course will use a wide array of teaching techniques including lectures, class discussions, debates,

independent and group research, and student presentations. Since this is a graduate course, students will

be expected to participate actively in the class discussions. Readings will be assigned weekly, and it will be

assumed that students have read the material before coming to class. The professor will not merely repeat

what is in the readings but will use those as a launching pad for class discussions. Students will also have to

pay attention to the business environment and keep themselves updated about innovations in the field of

6 See the Victorian TAFE Association Response – Strengthening the AQF: Proposal, June 2009. East Melbourne, Victoria, Australia,

retrieved from http://www.vta.vic.edu.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdf on

February 22, 2010.

7 Sample data regularly collected through the New York Institute of Technology Student Rating of Courses/Teaching Form.

international organizational behavior. The timing of the Assurance of Learning Validations is provided in

Section 17.

REQUIRED RESOURCE(S) INTERNATIONAL ORGANIZATIONAL BEHAVIOR BY MCFARLIN AND SWEENEY

(NY: ROUTLEDGE TAYLOR & FRANCIS GROUP, 2013). ISBN 978-0-415-89256-8.

REFERENCE RESOURCE(S)

Special Issue on “Organizational behavior in multinational organizations” in Journal of Organizational

Behavior, Volume 28 Issue 3, April 2007.

Current business periodicals, especially Business Week, The Economist, and the business page of the New

York Times.

9. A1 ASSESSMENT METHODOLOGY AND GRADING GUIDELINES

GRADING

90-100 = A

86-89 = B+

80-85 = B

76-79 = C+

70-75 = C

0-69 = F

GRADING GUIDELINES: THE FINAL GRADE FOR THE COURSE WILL BE CALCULATED USING THE

RELEVANT GRADING SCALE:

Instrument Points (i.e. weights)

Final Test 30 points

Cross-cultural Communication Assignment

(see A1)

30 points

Global Leadership Group Project (see

A2)

30 points

Class Participation 10 points

TOTAL 100 points

A2. Global Leadership – Team Project: Students will have to work in teams in order to complete this

project on global leadership. Each student will be assigned to a team, and each team will be given a

case drawn from a contemporary issue (for example, a team may be asked to examine the aspects of

global leadership demonstrated by Toyota in January 2010 after a series of problems were discovered

in its major car brands). The team will be required to research the issue, identify the dimensions of

global leadership in the case, and offer a set of recommendations, which must be derived from both

data and theory. Teams must include aspects of global motivation and global team-management in

their work. Each team will need to make a 30-minute formal presentation on the issue using

presentation software. The slides used for the presentation must be submitted to the instructor.

PLEASE SUBMIT PROJECT A2 IN MS WORD! Project Due April 30, 2018.

For the purpose of assurance of learning, the Global Leadership project will receive 4 scores, based on the

following:

Score 1: The ability to work collaboratively in groups in order to offer a coherent and persuasive

argument (MBA-1G);

Score 2: The appropriateness of the research, industry analysis, and data that is deployed in order to

make connections between theory and practice (MBA-2M);

Score 3: The integration of macro-economic theories into the team's recommendations and discussion

on global management (MBA-ECON); and

Score 4: The demonstration of an understanding of what it takes to be an effective leader, especially in

an uncertain global environment (MBA-3G).

A3. Weekly Articles. Students are required to bring in one article weekly including a ½ page written

summary on international dimensions of organizational behavior. Sources can include any business

magazine or journal, the NY Times, WSJ, or the Internet. Students cannot submit late articles four

weeks prior to the last class. Please stay current with your articles. This assignment is considered a

part of your class participation grade (Please see 9 A1 Grading Guidelines).

ATTENDANCE POLICY: STUDENTS ARE EXPECTED TO ATTEND EVERY CLASS SESSION.

INSTRUCTORS WILL INFORM STUDENTS OF THE EXACT NUMBER OF ABSENCES AND LATE-

ARRIVALS PERMITTED DURING THE SEMESTER. STUDENTS WHO EXCEED THESE LIMITS MAY BE

SUBJECT TO FAILURE. IF A STUDENT MISSES ANY CLASS OR TEST, THE INSTRUCTOR HAS THE

RIGHT TO EITHER GRANT OR DENY AN OPPORTUNITY TO MAKE UP THE WORK THAT WAS

MISSED. IN SUCH CASES, THE INSTRUCTOR SHALL BE THE SOLE JUDGE OF THE VALIDITY OF A

STUDENT'S EXPLANATION FOR HAVING MISSED THE CLASS OR TEST.

DEDUCTIONS FOR LATE ARRIVAL, EARLY DEPARTURE, AND UNEXCUSED ABSENCES:

STUDENTS ARE ASKED TO ARRIVE ON TIME SO AS NOT TO DISTURB THE CLASS AFTER IT GETS

UNDER WAY. ADDITIONALLY, IF A STUDENT MUST LEAVE THE CLASSROOM BEFORE THE

CLASS IS OVER, YOU ARE ASKED TO NOTIFY ME AT THE BEGINNING OF THE CLASS, AND SIT

CLOSE TO THE DOOR SO THAT THE DEPARTURE WILL BE ONLY MINIMALLY DISTURBING TO

THE CLASS.

THE POLICY FOR MAKE-UP ASSIGNMENTS OR QUIZZES: MAKEUP ASSIGNMENTS INCLUDING

EXAMS ARE STRONGLY DISCOURAGED. HOWEVER, IN THE EVENT THAT AN UNANTICIPATED

EVENT MAKES IT IMPOSSIBLE TO EITHER PRESENT THE PAPER ON TIME OR TAKE THE EXAM AS

SCHEDULED, THEN PLEASE SEE ME, AND WE WILL TRY AND WORK OUT A POLICY THAT IS

BENEFICIAL TO ALL.

CLASSROOM BEHAVIOR: BEHAVIOR THAT DISRUPTS, IMPAIRS, INTERFERES WITH, OR

OBSTRUCTS THE ORDERLY CONDUCT, PROCESSES, AND FUNCTIONS WITHIN AN ACADEMIC

CLASSROOM OR LABORATORY VIOLATES THE STUDENT CODE OF CONDUCT AND MAY RESULT

IN DISCIPLINARY ACTION. THIS INCLUDES INTERFERING WITH THE ACADEMIC MISSION OF

NYIT OR INDIVIDUAL CLASSROOM OR INTERFERING WITH A FACULTY MEMBER’S OR

INSTRUCTOR’S ROLE TO CARRY OUT THE NORMAL ACADEMIC OR EDUCATIONAL FUNCTIONS

OF THEIR CLASSROOM OR LABORATORY, INCLUDING TEACHING AND RESEARCH.

STUDENTS WITH PHYSICAL OR EDUCATIONAL CHALLENGES:

It is the policy of New York Institute of Technology to provide reasonable accommodations for students

who are otherwise qualified but have disabilities, including learning disabilities, health impairments,

and other disabling conditions. Possible accommodations include, but are not limited to, test schedule

modifications, class relocation, and possible assistance in acquisition of necessary equipment.

The college has an interest in helping students with disabilities to be competitive in this academic

environment. Therefore, reasonable accommodations will be made upon proof both of disability and

need for the accommodations. It must be understood that accommodations are meant to facilitate

educational opportunities. Admission to NYIT and accommodations do not guarantee success.

Therefore, in addition to accommodations, the college encourages utilization of auxiliary services

available to all students to maximize opportunities for success. Students whose disabilities may require

some type of accommodation must complete a request for accommodations form and an intake

interview with their campus services coordinator prior to the academic semester. Accommodations

maybe requested at any time during the semester; however, accommodations cannot be applied to

past failures, only to future academic endeavors. Appropriate modifications of accommodations will be

worked out on a case-by-case basis and will not necessarily incorporate all requested changes.

Students for whom auxiliary services—such as readers, interpreters, note takers, etc.—have been

approved should arrange these with their campus services coordinator. In addition to discussing

appropriate educational modifications, the campus services coordinator will serve as a liaison with

other college faculty and administration on behalf of students with disabilities.

ACADEMIC INTEGRITY:

Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the

submission of all required papers for textual similarity review to any commercial service engaged by

NYIT to detect plagiarism. Each student also agrees that all papers submitted to any such service may

be included as source documents in the service’s database, solely for the purpose of detecting

plagiarism of such papers.

Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to

writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses,

tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a

faculty member determines that a student has committed academic dishonesty by plagiarism, cheating

or in any other manner, the faculty has the academic right to 1) fail the student for the paper,

assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student

up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code

of Conduct. The complete Academic Integrity Policy may be found on various NYIT Webpages,

including: http://www.nyit.edu/images/uploads/academics/AcademicIntegrityPolicy.pdf.

15 WEEK TOPICAL CLASS SCHEDULE

Week Topic Book Section

1/22/18 Int’l Organizational Behavior: Challenges for

Management Chapter 1

1/29/18 Cultural Frameworks: Understanding Differences in

Employee Attitudes and Behavior Chapter 2

2/5/18 Communicating Effectively Across Cultures Chapter 3

2/12/18 Managing Conflict and Conducting Effective

Negotiations. Monday classes meet on Tuesday

this week only.

Chapter 4

2/19/18 No classes scheduled. Administrative offices

closed

2/26/18 Motivating Employees Across Cultures Chapter 5

3/5/18 Effective Leadership in a Multicultural Environment Chapter 6

3/12/18 Managing Diversity and Ethical Dilemmas in an

International Context (A2 teams assigned)

Project A1 due and Presentations given. Chapter 7

3/19/18 Spring recess. No classes scheduled.

3/26/18

Managing Multicultural Teams and International

Partnerships

Chapter 8

4/2/18 Selecting and Evaluating International Employees Chapter 9

4/9/18 Rewarding and Compensating International

Employees

Chapter 10

4/16/18 Global Staffing Alternatives: Expatriates and

Beyond

Chapter 11

4/23/18 Building Global Commitment Through Labor

Relations

Chapter 12

4/30/18 Project A2 Due Chapter 9

5/7/18 Review Chapter 10

5/14/18 Final Examination

USING THE NYIT LIBRARY

All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.

On the left side of the library’s home page, you will find the “Library Catalog” and the “Find Journals” sections. In the middle of the home page you will find “Research Guides;” select “Video Tutorials” to find information on using the library’s resources and doing research.

Should you have any questions, please look under “Library Services” to submit a web-based “Ask-A-Librarian” form. Bibliography: Babchuk, W. A. 1996. Glaser or Strauss? Grounded theory and adult education. In Proceedings of the 15th Annual Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education , 1-6. Lincoln, NE.

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