Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
BONUS ACTIVITIES (additional resources not in the text)
This section provides you with support of your course above and beyond what’s found in the text. We
have developed these resources to support your course, to support your traditional, hybrid, online,
flipped class.
VIDEO SUGGESTIONS
McGraw Hill’s collection of international business videos is available on pinterest at
https://pinterest.com/mheibvideos . The Differences in National Culture board is rich and varied,
updated monthly. It’s a great resource. See https://www.pinterest.com/pin/387591111650417025/ for
an American introducing Chinese to American Slang.
See the U.S. State Department’s resources on culture training at
http://www.state.gov/m/fsi/tc/79756.htm. These resources can be used for a career development
strategy assignment.
SmallWorld’s video, Cultural Sensitivity in the Business World is a good place to be an exploration of
cultural sensitivity. https://www.youtube.com/watch?v=OTwBEITmUJU
View the IntegrationTraining Cross-cultural communications video at
https://www.youtube.com/watch?v=at7srdUiRfM
View the IndoSense video Culture Shock and International Business at
https://www.youtube.com/watch?v=OTwBEITmUJU
TEAM EXERCISES
These may be done individually or in groups or teams, either in or out of class, for later class
1. Cultural analysis
Prepare a cultural analysis for a specific country, using the basic frameworks in the chapter. The
assignment is to describe the culture of an assigned country the student is likely to know little
2. Cultural artifact exercise
Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
20 Instructor’s Manual – Module 3 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
This is a cultural artifact exercise. It may not be possible in some settings. If possible, ask each
student bring an example of a food item from their cultural heritage to share in class. Have
them explain its cultural meanings, the traditions that surround it, when serving it may be
appropriate and inappropriate. Before this assignment is made, survey the class for food
allergies. When the food is shared, ask presenters and other class members, as necessary, to
translate the ingredients. Link the food, how and when it is served, its context, to the culture.
This exercise is a good way to get a substantive discussion on cultural values going, since the
exercise establishes a cultural interpreter and eating together tends to bring people closer. This
is for a face–to–face class. An adaptation for a hybrid or online class could be done virtually,
using another cultural artifact, such as a craft or clothing design.
3. Name as cultural artifact exercise
Ask students to break into groups of 5 and explain why they have the first name they do. Then
report back to class with a list of the different ways names have been chosen for them. If your
4. Experiential exercise
There are a number of experiential exercises that work well to bring home the nature of
culture. BaFa BaFa, Randomia, and Blue Eyes, Brown Eyes among them. Although they take
time, they are well worth it. You might consider doing BaFa BaFa as a special out of class
activity. Ordering a few pizzas for the debrief session seems to work well. BaFa BaFa is
face-to–face classes.
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Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
SUPPLEMENTAL ACTIVITIES
Case Studies
Case studies that focus on intercultural issues and their effects in business environments are
available through Ivey Publishing and Harvard Business School. Ivey’s catalog is available for
browsing (www. iveycases.com); the cases are downloadable for review, and pricing is in the
U.S. $3.50 range. Harvard Business Publishing
(https://cb.hbsp.harvard.edu/cbmp/pages/home) requires an account and offers downloadable
review copies for educators. The case prices begin in the $6 range.
“Dave Shorter and Bob Chen” describes a work situation in which communication is
misunderstood based on cultural assumptions. This is an Ivey case.
“Johannes van den Bosch” consists of a series of emails between two global managers, one
high context and the other low. This is a series of Ivey cases.
The Ellen Moore series describes international challenges faced by Ellen Moore in Bahrain,
Korea, and Canada. These are Ivey cases.
“Blue Ridge Spain” describes the dissolution of a joint venture between an American multinational and a
1. Global Debate: When in Rome . . .
This debate draws on the Global Debate in the module and is rich with possibilities. Its focus
explores the question, When in Rome, Should You “Do as the Romans Do”…and Feel
Comfortable about It? It focuses on the issue of complying with the norms and expected social
Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
2. Linkage to international business issues can be made in the areas of child labor, prison
labor, gender separation, hiring practices, tax payment behavior, bribes, and many other
issues. Current events for sources of culture controversy
A focus on current events that are relevant to the module’s topics is a good way to bring home the
TEACHING SUGGESTIONS
3. The “Check Your Progress” section in the textbook will help in understanding chapter content,
and Connect offers a way to hold them accountable. These topics may be assigned as an outside class
assignment. One of the problems in giving textbook questions as outside assignments is that students
4. Guest lecturers on culture are a way to underscore the importance of the information in
Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
23 Instructor’s Manual – Module 3 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
• someone who served in the Peace Corps might also have interesting observations
• faculty colleagues from other countries.
5. A good way to start his chapter is to have students relate their own experiences with
different cultures. They could be from travel abroad, from encounters with people of different
6. To cover such a vast subject as culture in the short time available is impossible. Students
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Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
CONNECT TOOLS FOR ASSESSEMENT OF LEARNING
most frequently in this program.
Time-Saving Hints:
• Instructors may want to give students unlimited or multiple attempts on the first few
assignments so the students have a chance to learn and navigate the system before
selecting the option for one attempt only.
Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
25 Instructor’s Manual – Module 3 | Geringer, McNett, Minor, Ball © 2016 by McGraw-Hill Education.
This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
• Feedback given to students is time flexible. Selecting feedback to be displayed after the
assignment due date helps to limit students from giving the correct answers to other
students while the interactive is still available.
Connect Content Matrix
For every chapter, please refer to the Connect Content Matrix to see what application
exercises are available, what Learning Objectives they help reinforce/assess.
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Instructor Guide to Module 3
International Business
Geringer, McNett, Minor, Ball
Instructor Guide to Module 3
Module
Assignment Type
Title
Topic(s)
Learning
Objective(s)
AACSB
Accreditation
Tagging
Bloom’s
Taxonomy
3
Drag and Drop
Geert Hofstede’s
Big Idea
Cultural Paradoxes
and a Caution
03-04; 03–
06
Analytical
Understand
/ Diversity
3
Drag and Drop
Determinants of
a Culture
How Culture
Shows Itself
03-01; 03–
02; 03-03
Analytical
Understand
/ Diversity
3
Drag and Drop
High and Low
Context
Culture
Frameworks
03–04
Diversity/
Reflective
thinking
Understand
/ Apply/
Diversity
3
Comprehension
Case
Cultural
Frameworks
from Beijing to
Freeport
Culture Affects All
Business
Functions/ Culture
Frameworks
03-02; 03–
04
Analytical/
Reflective
thinking
Understand
/ Apply/
Diversity