Cultural Issues in Dealing with Latin America UGS 303 Signature Course (61700, 61705, 61710) Spring 2016

Transcription

1 Cultural Issues in Dealing with Latin America UGS 303 Signature Course (61700, 61705, 61710) Spring 2016 Class: TTH 2:00 3:30 PAR 203 Lab: F 2:00 3:00 JES A207A Lab: F 3:00 4:00 JES A207A Lab: F 4:00 5:00 JES A207A Instructor: Orlando R. Kelm Office: Mezes Telephone: Office Hours: TBA orkelm@austin.utexas.edu Homepage: A. Description Intercultural communication is more effective when we can identify and understand the reasons behind our culturally distinct activities. The purpose of this course is to teach students how to recognize these cultural behaviors and to resolve cultural dilemmas by drawing from the positive aspects of these differences. We do so within the context of North America and Latin America. We begin by teaching three distinct theoretical models that approach the subject of intercultural communication: David Victor s LESCANT model, Hampden-Turner & Trompenaars Cultural Dilemmas, and Hofstede s Cultural Dimensions. Using these three models, students learn how to identify and observe cultural differences, both in their own patterns as well as in the behavior of others. From there, the major task of the course becomes an analysis of various cultural scenarios about Latin American where students provide suggestions and recommendations on how to resolve the dilemmas. Assigned work includes weekly portfolios on Padlet, writing assignments and oral presentations on This Week in Latin America, and written assignments related to Gems of the University and the University Lecture Series. As a signature course, students will also have the opportunity to use the content from this course to develop critical thinking and communication skills, as well as develop a sense of social responsibility. As with other signature courses, students also have opportunities to develop information literacy, learn of the Gems of the University, and attend lectures that are part of the University Lecture Series. Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-u.s. cultural group, past or present. 1

2 B. Course Materials Required Materials Kelm, Orlando R. Padlet Wall, Cross-Cultural Competence: Making the most of our cultural differences Kelm, Orlando R. Cultural Interviews with Latin American & Spanish Executives Required Books Hampden-Turner, Charles & Fons Trompenaars Building Cross-Cultural Competence: How To Create Wealth From Conflicting Values. New Haven: Yale University Press. Recommended Books (Note: All course materials will be available on the course padlet wall. The following book serves for those who would like to have more background information on understanding cultural diversity.) Trompenaars, Fons & Charles Hampden-Turner Riding the Waves of Culture: Understanding Diversity in Global Business. 3rd Edition. New York: McGraw Hill C. Course Schedule Week 1 Tuesday, Jan 19 Introduction to course blog Assessing Business Culture: Models 1. David Victor s LESCANT Model LESCANT: 2. Hampden-Turner & Trompenaars Cultural Dilemmas Homepage: Homepage: 3. Geert Hofstede Cultural Dimensions Homepage: Padlet Wall and Portfolio: This week in Latin America: Written and Oral Presentation Gems of the University University Lecture Series 2

3 Thursday, Jan 21 Learning to use UT resources, libraries, and other information literacy skills: Friday Lab, Jan 22 Portfolio 1: Create Padlet Wall and post a brief word bio about yourself Week 2 Tuesday, Jan 26 LESCANT: Language, Environment Thursday, Jan 28 LESCANT: Social Organization, Context Friday Lab, Jan 29 Portfolio 2: Add at least 4 elements (Language, Environment, Social Organization, Context) and 100-word summary to your padlet wall (due 6:00am) Week 3 Tuesday, Feb 2 LESCANT: Authority, Non-Verbal, Time Thursday, Feb 4 Let s go LESCANTing around campus (bring a camera with you to take photos) Friday Lab, Feb 5 Portfolio 3: Add at least 3 elements (Authority, Non-Verbal, Time) and 100-word summary to your padlet wall (due 6:00am) Week 4 Tuesday, Feb 9 *Note: Georgia Tech Intercultural Development Inventory Assessment Complete the IDI Assessment and schedule a review appointment Thursday, Feb 11 Assignment: This Week In Latin America #1 (Use LESCANT in analysis) Friday Lab, Feb 12 IDI Assessment review Week 5 Tuesday, Feb 16 HT&T s Cultural Dilemma 1: Universalism vs. Particularism BCCC, pg

4 Thursday, Feb 18 HT&T s Cultural Dilemma 1: Universalism vs. Particularism BCCC, pg Videos 1 and 2: High Noon, Les Miserables Friday Lab, Feb 19 Portfolio 4: Add at least 4 elements (Universalism vs. Particularism) and 100- word summary to your padlet wall (due 6:00am) Week 6 Tuesday, Feb 23 HT&T s Cultural Dilemma 2: Individualism vs. Communitarianism BCCC, pg Thursday, Feb 25 HT&T s Cultural Dilemma 2: Individualism vs. Communitarianism BCCC, pg Videos 3 and 4: Casablanca, Ikiru Friday Lab, Feb 26 Portfolio 5: Add at least 4 elements (Individualism vs. Communitarianism) and 100-word summary to your padlet wall (due 6:00am) Week 7 Tuesday, Mar 1 *Note: Western Kentucky HT&T s Cultural Dilemma 3: Specific vs. Diffuse BCCC, pg Thursday, Mar 3 HT&T s Cultural Dilemma 3: Specific vs. Diffuse BCCC, pg Videos 5 and 6: Scarlet Letter, The Apartment Friday Lab, Mar 4 Portfolio 6: Add at least 4 elements (Specific vs. Diffuse) and 100-word summary to your padlet wall (due 6:00am) Week 8 Tuesday, Mar 8 *Note: Bogotá Colombia Assignment: This Week In Latin America #2 (Use HH&T in analysis) Thursday, Mar 10 *Note: Bogotá Colombia Special Movie Day 4

5 Friday Lab, Mar 11 Portfolio 7: Add at least 4 elements (Specific vs. Diffuse) and 100-word summary to your padlet wall (due 6:00am) Week 9 Spring Break Mar 14 Mar 18 Week 10 Tuesday, Mar 22 HT&T s Cultural Dilemma 4: Achieved vs. Ascribed BCCC, pg Thursday, Mar 24 HT&T s Cultural Dilemma 4: Achieved vs. Ascribed BCCC, pg Videos 7 and 8: My Fair Lady, Tengoku to Jigoku Friday Lab, Mar 25 Portfolio 8: Add at least 4 elements (Achieve vs. Ascribed) and 100-word summary to your padlet wall (due 6:00am) Week 11 Tuesday, Mar 29 HT&T s Cultural Dilemma 5: Inner vs. Outer BCCC, pg Thursday, Mar 31 HT&T s Cultural Dilemma 5: Inner vs. Outer BCCC, pg Videos 9 and 10: The Seventh Seal, The Ballad of Narayama Friday Lab, Apr 1 Portfolio 9: Add at least 4 elements (Inner vs. Outer) and 100-word summary to your padlet wall (due 6:00am) Week 12 Tuesday, Apr 5 HT&T s Cultural Dilemma 6: Sequential vs. Synchronous Time BCCC, pg Thursday, Apr 7 HT&T s Cultural Dilemma 6: Sequential vs. Synchronous Time BCCC, pg Videos 11 and 12: Groundhog Day, Shall we dansu? 5

6 Friday Lab, Apr 8 Portfolio 10: Add at least 4 elements (Sequential vs. Synchronous) and 100-word summary to your padlet wall (due 6:00am) Week 13 Tuesday, Apr 12 Assignment: This Week In Latin America #3 (Use HH&T in analysis) Thursday, Apr 14 Hofstede s Power Distance Index (PDI) for Latin America Hofstede s Individualism Index (IDV) for Latin America Cultural Interviews with Hofstede s Masculine Index (MAS) for Latin America Friday Lab, Apr 15 Portfolio 11: Add at least 4 elements (PDI, IDV, MAS) and 100-word summary to your padlet wall (due 6:00am) Week 14 Tuesday, Apr 19 Hofstede s Uncertainty Avoidance Index (UAI) for Latin America Hofstede s Long-Term Orientation Index (LTO) for Latin America Thursday, 20, Apr 21 Assignment: Gems of the University Report Friday Lab, Apr 22 Portfolio 12: Add at least 4 elements (UAI, LTO) and 100-word summary to your padlet wall (due 6:00am) Week 15 Tuesday, Apr 26 Hofstede s Pragmatic-Normative Index Hofstede s Indulgence-Restraint Index Thursday, 27, Apr 28 Assignment: University Lecture Series Report Friday Lab, Apr 22 Portfolio 13: Add at least 4 elements (Pragmatic, Indulgence) and 100-word summary to your padlet wall (due 6:00am) Week 16 Tuesday, May 3 Assignment: This Week In Latin America #4 (Use Hofstede in analysis) Thursday, May 5 6

7 Assignment: This Week In Latin America #4 (Use Hofstede in analysis) cont. Friday Lab, May 6 Fiesta Note 1: There is no final exam for this course. D. Padlet Portfolio Think of your Padlet wall as a portfolio in which you keep track of your progress in learning how to identify cultural issues. Students are required to maintain an ongoing posting 13 different times during the semester. Each post should include 4 elements (e.g., links, pictures, stories, videos, examples) and a brief 100-word summary in which you explain the items that you have added to the Padlet wall. Each portfolio assignment is worth 25 points, for a total of 325 points for the semester. Entries should be posted before 6:00am on the day that they are due. The padlet wall for our course is Here is the grading rubric for the padlet portfolio and 100-word summary: 1. Content Added To Padlet Wall 15 points (complete, relative, on time, at least 4 examples) 2. Content Added To Padlet Wall 10 points (complete, relative on time, at least 3 examples) 3. Content Added To Padlet Wall 5 points (complete, relative, on time, at least 2 examples) Word Summary 10 points (complete, relative, on time, and justifies postings) Word Summary 5 points (complete, relative, on time, weak or questionable justification) Note: No points are given for late work. E. This Week In Latin America There are four days when students are required to provide a cultural analysis of This Week In Latin America. Building from the examples that we will learn in class (e.g., Spanish-language commercials, news, websites, photos, etc.), find a current event that is happening in Latin America and analyze it using one of the theoretical models as assigned: LESCANT Model, Hampden-Turner & Trompenaars Dilemma Theory, or Hofstede s Cultural Dimensions. Write an executive summary based on your analysis and prepare a 10-minute oral summary to present your topic and recommendations to the other members of the class. Each assignment is worth 40 points (25 for the executive summary and 15 for the oral presentation). 7

8 Each executive summary is worth 25 points. The summary should contain the following features: Introduction: One paragraph that describes and summarizes the major cultural issues that are most salient or important to you. This should include aspects that seem most different from those norms found in US culture. Statement of the Cultural Conflict: A specific statement of the cultural conflict (usually not more than two or three sentences). Analysis: Your analysis of the critical cultural issues. Recommendations: Based on your analysis, provide recommendations or alternative solutions on how to deal with these cultural issues. Points are based on the following rubric: Ex. Sum. Identifies Follows Cultural Outline Conflict (1-3 pts) (1-6 pts) 3pts. Includes all 4 required parts 2pts. Includes all parts, but they are hard to identify 1pt. Does not follow required outline 5-6pts. Clear focus on cultural conflict and relates to topic 3-4pts. Attempts to identify cultural conflict, but not well applied 1-2pts. Excludes specific cultural conflict Uses Theory for Analysis (1-6 pts) 5-6pts. Appropriate application of theory 3-4pts. Mentions theory, but not well applied. 1-2pts. Excludes theoretical application Recommendation (1-6 pts) 5-6pts. Appropriate and feasible recommendation 3-4pts. Recommendation, but stating the obvious or not applicable 1-2pts. Excludes recommendation Details (1-4 pts) 1pt. Adheres to size limit 1pt. Turns in assignment on time 1pt. Grammar and vocabulary do not distract 1pt. Punctuation and writing style Points for the oral presentation are based on the following rubric: Executive Summary (25 pts) Content (1-5 pts) Delivery (1-5 pts) See Executive Summary Rubric 4-5pts. Content accurate. Effectively analyzes and synthesizes information 2-3pts. Content accurate, but less effective in synthesizing information 0-1pt. Content not accurate and there is no analysis of information 4-5pts. Relaxed, comfortable, no distractions in tone, pace, reliance on notes, eye contact, interacts with audience 2-3pts. Minor issues related to distractions. 0-1pt. Delivery distracts from the message Organization (1-3 pts) 3pts. Presentation has clear focus and coherent flow and direction 2pts. Presentation loses focus and sense of flow 1pt. No apparent focus or direction Visuals (1-2 pts) 2pts. Effective use of visuals that engage audience 1pt. Visuals do not enhance presentation 8

9 F. Gems of the University Among the resources that we have here at UT, there are many Gems of the University. We will provide you with a list of these campus locations. During the semester students are required to visit any one of these gems. In doing so, observe the surroundings, exhibits, content, and collections. In what ways are there underlying cultural aspects to these gems? What do they tell us about North American culture (or other cultures depending on the content of your visit)? Students are required to write an executive summary about this visit, noting any of the cultural features that relate to the cultural models that we are discussing in class. This assignment is worth 25 points. G. University Lecture Series As part of a signature course, students have the opportunity to attend events of the University Lecture Series. During the semester students are required to attend any one of these lectures. In doing so, observe the surroundings, content, delivery, and style of the lecture. In what ways are there underlying cultural aspects to these lectures? What do they tell us about North American culture (or other cultures depending on the content of the lecture)? Students are required to write an executive summary about this visit, noting any of the cultural features that relate to the cultural models that we are discussing in class.. This assignment is worth 25 points. H. Attendance Attendance at each class session is mandatory. Each student starts the semester with 25 points for attendance. Each absence reduces the total by 5 points. Absences due to representation and participation in university sponsored activities or religious holidays need to be approved beforehand. Absences related to illness and family emergencies require documentation (e.g., doctor s note, obituary, etc.) No points are reduced with the approval or documentation. I. Grading The final grade is based on the percentage of total points earned (A = 94+, A- = 90+, B+ = 87+, B = 84+, B- = 80+, C+ = 77+, C = 74+, C- = 70+, D+ = 67+, D = 64+, D- = 60+). Scores are not rounded. No late work or make up work is allowed. Points are distributed on the following basis: 175 pts Portfolio Entries (13 x 25 = 325 pts) 200 pts This Week in Latin America (4 x 40 = 160 pts) 25 pts Gems of the University (1 x 25 = 25 pts) 25 pts University Lecture Series (1 x 25 = 25 pts) 25 pts Attendance (25 5 per = 100 pts) 600 pts TOTAL 9

10 Notes Students with Disabilities Upon request, the University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. Services for Students with Disabilities (SSD) is housed in the Office of the Dean of Students, located on the fourth floor of the Student Services Building. Information on how to register, downloadable forms, including guidelines for documentation, accommodation request letters, and releases of information are available online at Please do not hesitate to contact SSD at (512) , VP: (512) or via if you have any questions. Academic Dishonesty Academic dishonesty damages the reputation of the school and demeans the honest efforts of the majority of students. The minimum penalty for an act of academic dishonesty will be a zero for that assignment or exam. The responsibilities for both students and faculty with regard to the Honor System are described on If the application of the Honor System to this class and its assignments is unclear in any way, it is your responsibility to ask for clarification. Classroom Professionalism Policy The highest professional standards are expected of all members of the class. Faculty are expected to be professional and prepared to deliver value for each and every class session. Students are expected to be professional in all respects. The classroom experience is enhanced when: Students arrive on time. On time arrival ensures that classes are able to start and finish at the scheduled time. On time arrival shows respect for both fellow students and faculty and it enhances learning by reducing avoidable distractions. Students minimize unscheduled personal breaks. The learning environment improves when disruptions are limited. Students are fully prepared for each class. Much of the learning takes place during classroom discussions. When students are not prepared they cannot contribute to the overall learning process. This affects not only the individual, but their peers who count on them, as well. Students respect the views and opinions of their colleagues. The expression and defense of opinions are encouraged and part of the academic environment. Intolerance for the views of others is unacceptable. Laptops and wireless devices are only used for course activities. In this class we use the Internet for the delivery of almost all of our course content. You a welcome and encouraged to bring your laptop or mobile devices to class. However, when students are surfing the web, responding to s, instant messaging each other, etc. they are doing a disservice to their peers and potentially causing a distraction. Restrict use to items related to the course. 10