Assessing Cross-Cultural Capability

1. BMAF Internationalisation SIG Conference: The International Agenda: Where Next? Assessing Cross-Cultural Capability Mark Ridolfo Senior Lecturer in Cross-Cultural Management The Business School, Bournemouth University

2. A little background . . . • Degree in French and German (Aston University) • Licence, Langues Étrangères Appliquées (Université d’Orléans) • Diploma in Management Studies (Bournemouth University) • Have lived in France, Germany and Italy • Visiting Lecturer to China Europe International Business School (Shanghai) for 9 years • Some knowledge of Italian, Spanish, Japanese & Chinese • Have travelled extensively in Europe, Australasia & S.E.Asia • Responsible for international projects in the Business School • Framework Leader for UG Business and Management • Senior Lecturer / Subject Leader for Cross-Cultural Capability

3. Bournemouth University’s Vision We are committed to fostering a global outlook, which will: • encourage internationally significant research; • recruit students and staff with wide international experience; • develop opportunities for international engagement for all students and staff; • deliver a curriculum which prepares for global employability; • establish strategically significant international partnerships; • actively engage with appropriate networks and initiatives - within Europe and beyond. Bournemouth University Corporate Plan (2006-2012)

4. Agenda • Cross-Cultural Capability in the Business School • Lessons learned • What and where next? • Example assignments • Q & A / Discussion

5. Employability in the 21st century . . . "Final-year students should be aware that nearly half of [graduate] recruiters expect to face difficulties in fulfilling recruitment objectives - with the largest factor being a lack of applicants with the right skills. Employers are … looking for graduates who can demonstrate softer skills, such as team working, cultural awareness, leadership and communication skills, as well as academic achievement”. • Chief executive of the AGR, Carl Gilleard • (Ford, The Guardian - 07.02.07)

6. The World in 2020 . . . The likely emergence of the BRIC countries as new global players will transform economics and geo-politics. How we mentally map the world in 2020 will change radically [and] render obsolete the old categories of ‘East’ and ‘West’, ‘North’ and ‘South’, ‘developed’ and ‘developing’. Globalization will be a ‘mega-trend’. Multinationals will be increasingly outside the control of any single state and will be key agents of change in dispersing technology, further integrating the world economy and promoting economic progress. While North America, Japan, and Europe might collectively continue to dominate international political and financial institutions, globalization will take on an increasingly ‘non-Western’, ‘rising Asia’ character. Adapted from the Report of the National Intelligence Council's 2020 Project

7. The Impact of Culture on Business . . . Cultural differences affect every aspect of business life: meetings, planning, control, teamwork, communication, recruiting, decision making . . . . . . and we all think that our way of doing things is the right way. But if we are to seize opportunities in the changing marketplace we have to learn to manage diversity, to understand and work with different ways of doing things. Adapted from John Mole www.johnmole.com

8. Cross-Cultural Capability in the Business School • 3 units (all team-taught): • ‘International Awareness and Management Ethics’ (Level C) • ‘Working in an International Context’ (Level I) • ‘International Management’ (Level H) • Cultural and linguistic sensitivity / fluency • Ethical challenges in (international) management • CSR, sustainability, international HRM • Focus on evolution of English as a lingua franca • Culture-specific and culture-general approaches used • Ethnocentrism and stereotyping highlighted throughout • Focus on development of interpersonal / transferable skills • Multi-dimensional assessment

9. Awareness of one’s own and other languages The ability to anticipate and manage differences Awareness of one’s own and others’ values and cultures Key issues in governance, sustainability Theoretical and practical understanding of ethics International skills, behaviours and attributes Overview: The International Jigsaw

10. What makes an effective international manager = what we aim to develop and assess • Ability to see the ‘big picture’ • Cultural sensitivity • Curiosity • Ethical management • Language ability - English and foreign languages • Empathy and respect for others • Recognition of knowledge and educational gaps • Adaptability and flexibility • Tolerance of ambiguity, uncertainty and complexity • Experience of having lived and worked abroad Conceived and adapted by Ridolfo, M (03-10)

11. What makes an effective international manager = what we aim to develop and assess • A bility to see the ‘big picture’ • C ultural sensitivity • C uriosity • E thical management • L anguage ability - English and foreign languages • E mpathy and respect for others • R ecognition of knowledge and educational gaps • A daptability and flexibility • T olerance of ambiguity, uncertainty and complexity • E xperience of having lived and worked abroad Conceived and adapted by Ridolfo, M (03-10)

12. Cross-Cultural Capability:Example ILOs • Understanding of, and ability to apply, the principles of effective communication in a cross-cultural context (C) • Appreciation of occasions where unethical behaviour might occur and the range of managerial practices possible to encourage ethical behaviour (C) • Understanding of the nature and complexity of social responsibility and ability to apply methodologies to critically examine moral, social, environmental and economic dilemmas (I) • Critical understanding of cultural differences in business protocol, organisational behaviour and management culture (I) • A critical appreciation of the nature and complexity of International Organisations and Management issues (H) • An ability to contribute effectively to the formulation, communication and implementation of management policy and practice in both national and international contexts (H)

13. Cross-Cultural Capability:Learning and Assessment Philosophy • Professional / ‘real life’ focus - balancing theory and practice • Range of delivery methods, including E-Learning / Assessment • Active and interactive learning environment – role play, simulations etc • Emphasis on critical reflection, through, for example, self and peer assessment • Some ‘engineering’ of assignment groups / pairs

14. Cross-Cultural Capability:Example assignments • Group presentation: students play the role of business consultants / trainers, advising a UK audience on how to enter, and conduct everyday business interactions in, a specific foreign market (C) • Online group negotiation: students negotiate ‘virtually’ with representatives from an (initially undisclosed) ‘Eastern’ culture, thus requiring them to adapt their persuasion skills and cultural expectations (I) • Report: students write a (business) briefing report on the business and management culture in one of the ‘N-11’ countries, focusing on everyday business interactions (I) • Face-to-face negotiation: a pair of students must explore and seek to resolve a complex cross-cultural business conflict, by using appropriate communicative and suasive techniques (role play with tutor) (H) • Group presentation: students prepare and deliver a cultural briefing, as well as a training programme, to a client, which will be sending a manager overseas (H)

15. Lessons learned . . . • Students enjoy and highly rate this subject when taught enthusiastically, knowledgeably and genuinely collaboratively (IA&ME and WiaIC are the highest-scoring units on C/I); • Recent student feedback suggests that the ‘blending’ of (old) ‘Cross-Cultural Business Communication’ and ‘International HRM’ units into ‘International Management’ has led to (even) higher levels of student satisfaction; • Many students have fascinating life experiences, which they are happy to discuss when prompted; • Students increasingly struggle with the more complex material, due to a lack of wider reading (e.g. current affairs). Up-to-date and interesting case studies, to which they can relate, are key;

16. Lessons learned . . . • Some students have complained about being ‘preached at’. Tutors must be sensitive to delivering material passionately, but also objectively, enabling learners to form their own views; • Students engage particularly well with practical assignments. Such assignments need not be ‘lightweight’. The assignments we have developed are ‘hybrids’ and must meet academically rigorous intending learning outcomes; • For group-based work, students respond very positively to Self and Peer Assessment, provided the system is carefully explained and well-managed (8 years experience of using SPA); • Something must be working! Next year, 26 BABS students have opted for ‘International Management’, compared with 6 this year!

17. BMAF Internationalisation SIG Conference: The International Agenda: Where Next? Assessing Cross-Cultural Capability Questions? Comments? Mark Ridolfo Senior Lecturer in Cross-Cultural Management The Business School, Bournemouth University