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Group Assignments
(2023 S2)
IBUS6002
Cross Cultural Management
1Coordinator: Dr Connie C.S. Chan
Group Project: Summary
• Submit all required documents by Week 9 Tuesday 3 Oct 2023 11:59 pm in Canvas. Please start early and check before uploading.
• Slides and written documents must follow the APA reference style (read academic honesty & integrity guidelines carefully)
https://libguides.library.usyd.edu.au/citation/apa7
(Marks will be deducted for incorrect or incomplete citation; plagiarism, copy and paste, including similarities in the slides and written analysis are not acceptable. In
most of these cases, teachers must report to business school exams for investigation, and this would likely delay your results and could lead to mark adjustment.
Besides the library webpages, there are some workshops conducted by the library at the start of semester to help students learn referencing, presentation and writing.)
Note: Use of generative AI for assignment contents is not permitted in this course unit.
Presentation (20 marks)
• Submit 20 slides by the due date. Prepare live presentation within15 minute time limit. Pre-recording before class is not required.
• Proper referencing within the slides and reference list at the end. Distinguish your research from analysis and proposals.
• All group members must be involved. Absent members must have approved special consideration or group marks will be affected.
• Please ask peers to record your class presentation on your device and upload as an attachment to Canvas - speedgrader - comments.
• Live presentation is followed by Q&A and oral and written friendly comments of other groups’ work.
Written Assignment (10 marks)
• Analysis of lessons learned from your group research, reflection and insights gained by integrating research with course learning.
• 1000 to 1200 words (word count includes in-text citation but excludes reference list; there is no 10% allowance since a range is given)
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Format of group project
• Each group will be assigned a combination of 2 countries. No two groups in the same tutorial should have the same combination of countries.
• Start with a brief overview of the state of relations between the two countries and businesses (2 slides in the introduction of your oral presentation).
• Select one recent example of a significant event or an international business venture undertaken by a company / organization / government / leader of the two
countries to showcase each of the following:
(1) Opportunities: commonalities, potential for collaboration, ability to leverage differences to mutual advantage, overcome problems (example A)
(2) Challenges existing frictions, potential hurdles, differences outweigh advantages, likely to result in failure (example B)
• You must find different examples for both opportunities and challenges. (Do not use the same examples for opportunities & challenges)
• Examples must have happened from or after January 2018, about cross-cultural management and international business management. Do not use any of the
detailed cases covered in the assigned readings or class discussions. Justify briefly why you have chosen these examples (A and B).
• This project is NOT about: x separate cases in each of the countries; x third party firm or another country dealing separately with each of the 2 countries.
• Distinguish clearly research data and your analysis. You must cite sources of information from which the examples were taken within the slides and references.
• Integrate frameworks, concepts and relevant theories with the analysis of each of the examples. Do not discuss them independently. Pick the most relevant
framework(s) to discuss at least one topic covered in the course unit (from Weeks 1 to 7 e.g. motivation, leadership, decision) to analyse examples A and B.
• Ask your teachers for guidance. Clarify any issues in Canvas Discussions early and check your group’s understanding. You may take this up in lecture Q&A.
• Sign the team charter by Week 5 and show the doc to the tutor. Summarize the team charter and each member’s contribution and work process in one slide.
• Reference lists must be shown on the last ppt slide and the last page of the written assignment. Check that they are consistent with in-text citations.
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Guide to research
• Textbook chapters, Canvas and assigned readings are the first point of reference for concepts before searching external sources.
We prefer that you cite the original research and readings rather than lecture notes and Canvas modules.
• Use examples that have not been covered in lectures, tutorials, Canvas and readings (not the textbook and Harvard cases)
• Use only authoritative sources for research only (not wiki, personal blogs, student essays, writing aid sites, or chatgpt)
• News sources (Reuters, BBC, ABC, NYT, Financial Review, Bloomberg, CNBC, CNA) to identify examples & followup research
• Company webpages, annual reports, press release, interviews with senior managers, press release
• Statistics, surveys, industry reports, monographs
• Statements / announcements by the government (e.g. trade, foreign affairs), business councils and industry experts
• Documentary films, archival data, scholarly literature (do not use movies, novels and advertisements)
• Consultancy (accounting, legal, management), industry reports, professional bodies, think tanks
• Students are encouraged to consult the coordinator and tutor. However, do not ask your teachers to do the research for you.
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Process and Timeline
Weeks 3 to 4: tutors assign groups and countries, email the list to students (which could change with enrolment) and set up Canvas groups.
Average number of persons per group is 4 (3 or 5 are fine in some cases considering divisibility of class size, but not 6; for very small classes, you can have 2 per group)
Weeks 5 and 6: discuss and agree on the team charter (procedures, duties, responsibilities, commitments, engagement, problem-solving).
All members must sign the team charter before commencing work. Show printed signed document or image of team charter to your tutor. Do not upload the whole document in Canvas.
Document your work in progress and keep track of details, e.g., dates of meetings, online discussions, research, distribution of work.
Weeks 7 to 8: consolidate research data (companies, events, issues), check understanding of assignment criteria, and complete all the documents required for the assignments
(presentation and written)
(Summarise team charter and incorporate how each member contributed to completing the assignment in one of the slides – do not submit the whole team charter for the assignment)
Week 9 Tuesday by 11:59 pm Sydney time : one group representative to submit slides and written report on Canvas by the due date
- slides deck (contents in 17 pages; 1 cover sheet of members’ names; 1 on summary of team work; 1 reference list = total 20 sl ides)
- written analysis (check that you have adhered to all the guidelines)
- rehearse15 minute presentation (do not pre-record; do recording during the live presentation and submit as attachment to “Canvas assignment speedgrader – comment” after class)
Weeks 8 and 9: In-class presentation followed by Q&A (verbally) and concurrent “friendly comments” verbal and written (to be returned at the end of each presentation week)
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Marking Criteria (oral)
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Presentation, Documents and Class Activities Marks
Research of relevant examples (A and B) to analyse two cultures in IB / CCM (proper citation & references).
Appropriateness and accuracy of identifying key management issues (at least two different topics from course schedule).
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Application of contents, relevant concepts, frameworks and cultural dimensions from the course unit.
Awareness of perspectives, facilitators, usefulness and limitations of concepts and practical constraints faced by entities.
5
Clear presentation of information; audible, comfortable pace; time management; creative use of media; coordination;
Q&A involving all group members.
5
Friendly comments of other groups’ work: focus on knowledge, analysis and suggestions for improvement (oral & written)
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Total 20
HD: Deep analysis of relevant research data, coherent, well supported arguments / recommendations. Achieved excellence in all the areas of assessment.
DI: Good analysis of relevant research data and application of learning. Outstanding performance in all or most areas of this assessment.
CR: Good research and performance, showing understanding of course contents. Above the average standard of the cohort.
P: Met the minimum requirements of the assignment and understanding of course contents.
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Group Written Analysis
• Using your research for group presentation, write a report that incorporates analysis and reflection of learning.
• Writeup of 1000 to 1200 words (word count includes in-text citation but excludes reference list at the end; there is no 10% allowance)
• Brief introduction: overview, justify your focus, parameters of research, choice of examples, importance of your study.
• Clear distinction of research data (with citation) and your analysis, assessment and arguments supported by evidence.
• Analysis should include key management issues, different levels and perspectives, situations. Do not merely copy & paste presentation.
• For instance, consider factors: organizational, industry, sub-culture, managerial, individuals, managerial, power balance.
• Application to real world context such as the usefulness and limitations of concepts. Address these clearly and specifically to your cases.
• Organisation and structure: short sentences, short paragraphs, spacing between lines and sections
• Align with presentation contents and analysis but goes beyond basic information. Critically analyse research information.
• Reflect on the lessons you have learned from the group project. Revisit the overview and your previous and current knowledge.
• Integrate your learning from the group assignment with your learning from relevant course contents.
• Learning to work in diverse teams is important but that is only a small part of reflection; reflection should focus on knowledge.
• Well researched, analytical, organised and clearly written.
• You could suggest prognosis, feasible and actionable proposals.
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Marking Criteria (written)
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Written analysis of the group project Marks
Justify selection of parameters of research, companies, and examples / events : why is it important to know?
Analysis of examples (A) & (B) using relevant frameworks, tools and examples learned.
Consistent with contents and analysis of the oral presentation (paraphrase, add value, and deepen analysis)
Analysis of the key management issues identified.
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Levels of analysis, understanding of context and multiple levels of analysis and various perspectives
Lessons learned from the project and implications to management practice
Reasoning and arguments are well supported by data and properly cited. (Do not copy & paste from presentation)
Organisation and structure: short sentences, short paragraphs, spacing between lines and section
According to stated criteria and guidelines (previous slide)
Integrate learning of the group project with learning from the course unit
Clearly written and presented analysis, assessment, arguments and reflection of learning.
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Total 10
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To do well in the assignment
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Recommendations on how to excel Unhelpful and should be avoided
Read, understand, and adhere to the criteria and guidelines.
Follow relevant Canvas assignment and discussion pages.
Do not understand or follow criteria or guidelines. Did not bother to check.
Make general statements or cite examples and issues that are unrelated to
international cross-cultural management.
Know your concepts, frameworks, cultural dimensions well.
Apply and connect learning to management practice.
Merely describing frameworks, concepts, cultural dimensions separately, without
linking to research and examples. Errors in the meanings of cultural dimensions.
Lack understanding of definitions, application and implementation.
Well researched and documented.
Incorporate analysis and reflection.
Logical arguments supported by data.
Well developed, organised and clearly presented.
Superficial research. Copy and paste without insufficient citation or explanation.
Simple and generic remarks, lacking in inquiry and analysis.
Weak, inconsistent and unsubstantiated statements. Assumptions and
observations are not supported by research data.
Team work: good coordination.
Discuss and check progress among members frequently.
Rehearse as a team before submitting & presenting.
Each team member works separately, not knowing what the other is doing.
Uncoordinated and lack integration with the overall project.
Last minute cobbling & assembly.
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Peer Evaluation
• We hope that all the groups collaborate well and you will have a great learning experience. Your ability to
work well in a diverse group and various settings is a positive reflection of your cultural competence.
• If the group cannot resolve disagreements and communications break down, peer evaluation is a last
resort.
• Tutors must be informed as soon as possible, not after marking has commenced. Upon request, the tutor
will send the PE form to all the team members to complete and they must return the form to the tutor.
• In the PE form, a student must evaluate other team members (but not yourself). If you contribute your fair
share to the project, you will get the full mark awarded to the group. However, if majority of the team
members and your tutor assess that members’ contribution vary widely, each will be graded accordingly.
• Be aware that group members are may not get the same mark. The final decision from the teachers’
assessment of members’ contribution and award of marks cannot be changed.
• PE is optional, not the same as “friendly comments” which is part of the group presentation assignment.
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General questions on the group assignment
If you have further questions, please post on Canvas Discussions – group presentation
- read the instructions on the assignment page carefully first
- discuss with group members contents of the guidelines and Canvas assignment pages
- check earlier posts in Canvas discussions if the questions have already been addressed
- post questions in Canvas discussions and set notification alert to track comments
- email tutor and coordinator if you are still not sure or need help
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When Emailing Teachers on Group Assignment
Subject: IBUS …. Tutorial Class Code …. Group number … (colour code)
To: email address of teacher (tutor or coordinator)
c.c. email addresses of all the group members must be included as recipients of email
• Summarise the subject or topic
• Clear paragraphing, bullet points or number the questions
• Neglect to follow a clear format could result in misunderstanding and/or delay in response
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Sample: US and New Zealand - possible examples to choose from
This combination of countries is not given to any groups. Check each of the following to get a clear idea of what is expected.
Opportunities: choose one and analyse (example A)
• Post-acquisition integration, moving talent team back to the acquired’s home country – examine whether it is a shift away from
ethnocentric (owner’s culture), arguments that it is more advantageous (other than labour cost consideration).
https://www.newsroom.co.nz/us-owned-icebreaker-consolidates-hq-in-nz
• NZ tech firms succeed in the US and Anglo countries
https://www.stuff.co.nz/business/innovation/109496402/making-it-big-in-the-us--kiwi-companies-that-got-away
Challenges: choose one and analyse (example B)
• Difficulties face by NZ exports to North American markets. Focus on cross-cultural management issues, such as competition (task
and achievement orientations), recruitment and planning.
https://assets.ctfassets.net/on0b3359khf9/2KmME3gvHpBwW31tmTWmpm/cbf9e5520935f8c88c0457d6203bfbec/NZTE_study_-_Firms-_exporting_challenges_-_April_2021_.pdf
• Do further research of the companies listed, assess which face serious challenges and possible frictions (cultural and other
management issues) and select one as an example to focus in your study
https://www.nzuscouncil.org/wp-content/uploads/2022/03/REPORT-NZUS-trade-relationship-Stability-and-diversity-in-a-time-of-change.pdf
• Tensions from Americans moving to NZ https://edition.cnn.com/2020/07/15/business/bunkers-new-zealand-intl-hnk/index.html
• NZ MFAT statements on relative importance of US to regional trade partners, how this would shape bilateral & business relations
https://www.mfat.govt.nz/en/media-and-resources/geopolitics-and-new-zealand-putting-the-politics-back-in-political-economy/
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Importance of Group Assignments
• Apply learning of concepts, frameworks, and case studies in this course unit
• Develop research and communications (verbal and written) and satisfy the learning objectives of the course unit
• Work in diverse teams (in real life collaborative environment), complete projects in time and satisfactorily.
• Integration of formative and summative assessments, with moderate weights of 20 + 10 per cent of the total assessments.
• Receive comments and feedback from teachers peers on how to improve your understanding.
• Preparation for the final exam (40%): understanding of course unit and how to write clearly, accurately and impactfully.
• Note: it is typically difficult to get Special Consideration approval for group assignment if other members manage to submit
work in time.
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