Intercultural Communication for Global Business
This syllabus serves as either a 7- or 14-week course format (2 days per week). If it is a 7-week
format, follow as is; for a 14-week format, split each lesson into two. See Couse at a Glance at the
end of the syllabus starting on page 13.
Welcome to my class. I look forward to teaching you this term!
Intercultural Communication for Global Business examines the concepts associated with culture
and communication and how this relates to global leadership. It analyzes intercultural
communication case situations and integrates conceptual understanding with “real–life”
intercultural experiences and observations in management. This course moves beyond the
This course is scheduled for:
Instructor:
Office hours:
Required Readings: (to be read before class)
Tuleja, Elizabeth A., Intercultural Communication for Global Business: How Leaders Communicate
for Success (Routledge, 2017). If you remain engaged in this course and participate to the fullest
extent, you should:
• Cultivate an appreciation for the importance of intercultural communication in business
and society.
Teaching and Learning Philosophy
As your instructor, I will:
1. Design my class so you can achieve the goals listed in the course description.
3. Create a respectful classroom environment.
4. Be available to meet with you during scheduled office hours. However, there will be times
6. Grade in a way to help you improve; be open to your questions about the grading; and
return grades/feedback/comments to you within a reasonable amount of time.
As my students, I expect you to:
1. Come prepared and on time to every class.
3. Be willing to let others speak, especially if you have already had much to say.
5. Complete all assignments thoughtfully and on time.
7. Treat everyone in the classroom, both classmates and the instructor, with respect.
General Course Requirements
The purpose of this section is to explicitly outline the expectations of the course and the instructor
so that you may plan your time accordingly. It is the instructor’s hope that you will use the
In-Class Participation. Participation will be measured by attendance, preparation for the class, and
full participation in class discussions.
Class participation is a very important part of the learning process in this course. You will be
evaluated on the quality of your contributions and insights. Quality comments possess one or
more of the following properties:
• Offer a different or unique, but relevant, perspective;
While your participation grade is subjective, it will not be random or arbitrary. Nevertheless,
students are in control of whether they objectively display certain behaviors or not.
Course Policies and Standards
Deadlines. There are no automatic extensions, make-ups, or incompletes. If you cannot meet your
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Absence. We will have about ___ sessions in this course. We regard your presence as especially
important, and you will be required to make up class in some way. So, if you cannot be here, let
your instructor know in advance by email.
Incompletes. ____________________
Honor Code. Much of the educational process in ____________ involves group discussion and
collaborative activities. We do not wish to hinder the learning that can and often does take place in
that environment. Fairness, however, requires that we have certain parameters:
• All tasks are to be accomplished by each student working independently. No student
should copy another student’s work or represent work done by someone else as if it
• For any group project, teams must work completely independently. Relying on
solutions from other groups, whether or not they are currently in the course,
constitutes plagiarism.
• Students will not give or receive aid on exams—whether paper or online. This includes,
but is not limited to, viewing the exams of others, sharing answers with others, texting,
_________________________________.
Grading Policies
Grading Scale
A: 93.000 and above B-: 80.000 to 82.999
B: 83.000 to 86.999 C-: 70.000 to 72.999
Grading Weights
• Images of Culture (1 and 2) 05%
• Homework (Includes Posted to LMS) 15%
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Grading Specifics for All Assignments
We understand that grades are important to you. However, grades are less important than
learning outcomes. Your careful attention to classroom discussion and written assignments is
important. Your grade for any particular assignment in this course is a reflection of your
instructor’s judgment of the quality of your work. We can grade only on the basis of what you give
us, not on what you had sincerely intended to do.
• Clean. Appearance and format are important. The proper use of headings, white space,
margins, and other visual devices all contribute to readability and accessibility of
• Error Free. Simple mechanical and grammatical accuracy is absolutely necessary. Nothing
destroys an author’s credibility faster than spelling or grammatical errors, typos, or poorly
constructed sentences.
• Audience Appropriate. Readability (or “hear–ability”), a style and tone chosen for clarity of
expression and suitable to the target audience are extremely important in good writing and
speaking.
• Purposeful and Well Supported. Whether you set out to explain, analyze, or persuade, your
documents (and/or presentation) should have a clear purpose that is supported by
• Overall. The written assignments must have an introduction with purpose statement and
preview of key ideas; a body that highlights one key point per paragraph, linked together by
proper transitions; and a conclusion that summarizes all key points. Make sure you use
Please see all Feedback Forms/Grading Rubrics in Sakai to help you prepare for your assignments.
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The Ethics of Intercultural Communication
Three basic principles guide our discussion of ethics in this course. First, we contend that all parties
in the communication process have ethical responsibilities. Second, ethical writers, readers,
speakers, and listeners possess attitudes and standards that pervade their character and guide
their actions before, during, and after they communicate. Third, management communication is
Our syllabus is subject to change depending on student engagement and needs.
ASSIGNMENTS:
Assignment: Image of Culture
Learning Objectives:
• To identify the important elements of culture.
• To engage in creative yet critical thinking.
• To underscore the diversity among individuals regarding impressions and understandings of
culture.
Part I: Find an image on the internet that depicts your understanding of the concept of culture.
Part II: Now that you have thought about culture and intercultural communication in business
for the past few weeks, find another image on the internet that depicts your understanding of
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Assignment: Weekly Homework—Short Responses to Readings/Lectures
Go to the Assignments section of our LMS site to post your response to each of these questions.
Learning Objectives:
• To work through the reflective process of awareness, understanding, mindfulness, and
competence.
These short reflective assignments are designed with the reflective practice in mind. Since the
foundation of this course relies on the notion that all business people need to be reflective
regarding culture learning and within cultural interactions, it is critical to process your thoughts
through written reflection. You may miss _____ assignments.
1. Do the brief required reading as stated in the syllabus for that day.
2. Give a brief reflective response to a prompt in the ___folder in LMS prior to class.
Reflective Response, Chapter 1: Today’s reading discusses globalization and the differences
Reflective Response, Chapter 2: In today’s readings, David C. Thomas talks about the concept of
cultural intelligence. What does he mean by the three concentric circles that focus on knowledge,
mindfulness, and competencies? Why should this be important to you as a business professional?
Explain in one paragraph.
Reflective Response, Chapter 3: Based upon today’s reading, what is meant by cultural identity?
What is meant by salience? With what social, cultural, ethnic, etc. memberships are you
associated? Write a brief yet descriptive paragraph.
Reflective Response, Chapter 4: Do today’s reading and look at the Hofstede website:
Reflective Response, Chapter 5: Briefly explain the concept of the Triangle of Meaning and think of
a time when you were not on the same wavelength with someone. What happened? Why? What
did you do? Explain in one brief yet descriptive paragraph.
Reflective Response, Chapter 7: Explain: deductive/inductive reasoning and systemic/linear
reasoning. Are you more of a deductive or inductive thinker? Are you more linear or perceiving?
Try to recall a time when you interacted with someone who was the opposite of you. What were
Reflective Response, Chapter #8: In today’s reading about leadership, review the six leadership
OTHER: Instructors can remove these, interchange with the others above, or use as make-up
assignments.
Reflective Response, Chapter 3: What are your thoughts about perceptions regarding
Marshall Singer’s analogy of chocolate cake and chocolate candy bars? Explain in one
paragraph.
“A chocolate cake is different than a fruit cake, yet they are both cake. They have more in
Reflective Response, Chapter 6: Today’s lesson focuses on values and worldviews. After watching
the Grey’s Anatomy episode when the doctors interact with the family who are from the Hmong
culture (Season 2, Episode 5, “Bring in the Pain”), what was your initial reaction to how their
Reflective Response, Chapter 7: In this lesson about non–Western views of intercultural
communication, we’ve talked about the “Ethno-Semantic Test” (how meanings are associated with
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Assignment: International Current Issues Paper
Learning Objectives:
• To critically and closely examine an intercultural issue currently happening in the world.
• To analyze this issue (event, situation, challenge, problem) and identify cultural dimensions
Overview:
This assignment will help you to use the concepts from this course to analyze and solve a current
business issue, problem, or challenge happening anywhere in the world. Analyze it as if you were a
business consultant asked to solve a problem across cultures. It must be an international issue that
is related to business, government, non-profit, or society.
1) Choose a current international event/situation/issue/challenge/problem happening in
the news.
3) State the problem; analyze it according to cultural dimensions; provide solutions for how
to deal with the problem.
5) You will attempt to write an objective response to that issue (that is, try not to be
ethnocentric in what you say and how you say it).
Specifics:
This paper should be from 2–3 pages (no less/no more) (double-spaced; 1-inch margins; 12-point
font; stapled; pages numbered; your name and paper title on a separate cover sheet). While
information should be concise, you will need to be thorough in your identification of the issue and
Make sure you have an introduction with preview of key points, body that discusses your points in
an organized fashion, and a conclusion that summarizes your recommendations. Make sure you
use footnotes/endnotes to cite your sources from the research you will conduct.
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Topic Example
Title of paper could be: Awareness of Cultural Practices is Critical for the Business Person
In April of 2013, Bill Gates got a lot of press regarding his handshake with the President of South
Assignment: International Case Team Project
Learning Objectives:
• Improve your skills in collaborative writing.
Overview:
Teams of 2–3 students will research and write an intercultural business case study along with
teaching notes. Based on an intercultural communication problem, opportunity, or challenge in a
business, government, or non-profit organization (e.g., as found in the news), each team will
research the nature of the issue, background on the companies/industry involved, the cultural
A. The Case:
This case will be approximately 5–6 pages (of content) in length, 1-inch margins, single spaced,
numbered, and include a title page) and will be graded based upon your depth of thought and
Case Format
2. Background of company
4. Summary/conclusion
5. Case questions (Remember—do NOT solve the case within the case!)
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Case Specifics
• The case should be approximately 5–6 pages in length, single spaced, double spaced
between paragraphs (can be longer if you desire).
• Number all pages in both the case and the neaching Note. Include a cover page for each.
• Include citations (citations must be done using endnotes with APA style) at the end of the
B. Teaching Note:
The teaching note is an important foundation for a successful case study. The teaching note
should be about 2–3 pages (single spaced, double spaced between paragraphs) with a cover
sheet that includes a compelling title and your name.
Teaching Note Format (in a nutshell):
I. Case Overview
II. Teaching Objectives
III. Company Background
IV. Country Analysis
V. Case Analysis
VI. Conclusion
VII. Assignment Questions
For your Country Analysis Section, you will briefly include the country/countries specific profile.
Based upon our readings as well as additional research you will develop a cultural profile for a
country of your choosing (following our discussion in class). For example, what are the prevailing
attitudes toward time (long term/short term); uncertainty; individualism/collectivism;
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PLEASE NOTE: As we have discussed in class, there are limitations to using sophisticated
generalizations for any culture group—how might you address this in your case so that you don’t
sound prescriptive? This (tone) is a very important aspect of your paper.
Assignment: Final Exam
The test will be in multiple-choice format and review key elements of the course content. If you
have kept up with the readings, come to class, and participated in the discussions, then you will do
COURSE CONTENT AND ASSIGNMENTS AT A GLANCE
Week 1
Topic
Learning Outcomes:
At the end of this class, students will be
able to:
Class 1
What is
Globalization?
Define culture and intercultural
communication.
Explain why ICC is important in business.
Define globalization.
Recognize underlying aspects of beliefs,
values, and attitudes in relation to
external behaviors.
Class 2
Culture Defined
Define culture and intercultural
communication.
Explain why ICC is important in business.
Define globalization.
Recognize underlying aspects of beliefs,
values, and attitudes.
Week 2
Topic
Learning Outcomes:
At the end of this class, students will be
able to:
Class 3
Cultural
Competence
(a.k.a. Cultural
Intelligence—
CQ)
Differentiate between the concepts of
ethnocentrism & enculturation.
Recognize the importance of engaging in
mindfulness.
Understand the process of the
Developmental Model of Intercultural
Sensitivity and its effect on your
communication.
Class 4
Cultural
Identity
Determine in-groups/out-groups to
which you belong.
Understand the concept of salience.
Articulate aspects of your individual
intercultural identity.
Week 3
Topic
Reading/Lesson/Activity
Learning Outcomes:
At the end of this class,
students will be able to:
Class 5
Hofstede’s
Dimensions
Lecture: Cultural Frameworks & Foundations
Read: Tuleja, Chapter 4
Exercise: Hofstede’s Cultural Values Inventory
Case Discussion: Best Buy: Is China Ready for the Bix
Box?
Homework:
Examine Hofstede’s six
dimensions as a framework for
analysis of culture.
Analyze the differences
between the six dimensions of
culture.
Relate Hofstede’s six
dimensions of culture to day-to–
day situations in business.
Class 6
Context &
Communication
Time & Space
Lecture: Culture & Context in Communication
Read: Tuleja, Chapter 5
Exercise: Direct and Indirect Communication
Due: Topic Description for your Case (1–2 pages, typed):
▪Problem statement
▪Brief outline of potential themes, issues, and foci of
your case
▪Initial source list (at least ten sources from different
periodicals)
Case Discussion: Target Corporation: The Urine Sandal
Homework:
Analyze the connections of
language, time, and space and
discuss why these are important
in intercultural communication.
Describe how people
communicate across cultures by
using both verbal and nonverbal
signs and symbols, and provide
examples.
Demonstrate grasp of the
Triangle of Meaning and apply
to real-world situations.
Week 4
Topic
Reading/Lesson/Activity
Learning Outcomes:
At the end of this class,
students will be able to:
Class 7
Worldviews
Lecture: Culture & Worldview
Read: Tuleja, Chapter 6
Exercise: Parable Exercise
Case Discussion: Nike Air Bakin’ Blunder and the Council
on American-Islamic Relations
Homework:
life situations and experiences.
Distinguish between the
differences of a stereotype, a
prototype, and a generalization.
Illustrate specific examples
through personal experience.
Be able to identify Kluckhohn
Class 8
Thought &
Reasoning
Lecture: Culture, Cognition, & Reasoning
Read: Tuleja, Chapter 7
Exercise: Connotative Meanings
Case Discussion: Groupon: Advertising at Super Bowl XLV
Homework:
Apply your understanding
of your specific reasoning and
perceiving preferences
(deductive/inductive;
systemic/linear).
Analyze scenarios for a
proper response to a business
dilemma.
Week 5
Topic
Reading/Lesson/Activity
Learning Outcomes:
At the end of this class,
students will be able to:
Class 9
Discussion of International Issues
▪Be prepared to present your topic and engage in
question/response.
Due: International Issues Paper
Apply your understanding
of specific research regarding
your international
/intercultural topic.
Class 10
Leadership
Part 1
Lecture: Culture & Leadership
Read: Tuleja, Chapter 8
Exercise: Analyze countries in Starbucks case via
Hofstede’s cultural dimensions tool
Case Discussion: Brew Time: Starbucks in the Indian
Market
Homework: Chapter 8, Table 8.5
Identify the four myths to
becoming a global leader; add
your own myth (something
you have experienced that
has faulty reasoning).
Analyze scenarios for a
proper response to a business
dilemma.
Week 6
Topic
Reading/Lesson/Activity
Learning Outcomes:
At the end of this class,
students will be able to:
Class 11
Leadership,
Part 2
Wrap-Up and Review
Discussion: Images of Culture #2—Key Takeaways
Assignment Due: Images of Culture #2
Describe the known
leadership traits that are most
common across cultures.
Examine your own
leadership abilities according
to those traits.
Evaluate the impact of
Class 12
Exam
Exam: Chapters 1–8
Or—if your exam has to be in a regularly scheduled time
during final’s week, work in teams on case.
Demonstrate mastery of
course concepts
Week 7
Topic
Reading/Lesson/Activity
Learning Outcomes:
At the end of this class,
students will be able to:
Class 13
Informal
Presentations/
Case Discussions
Informal Presentations
▪Each team should come prepared to discuss their case
with the class.
▪Prepare a handout that will include a one-paragraph
summary of your case, several bullet points of key issues
and concepts, and several questions for discussion.
Demonstrate mastery of
course concepts via ability
to speak about your
research topic.
Class 14
Informal
Presentations/
Case Discussions
Informal Presentations
▪Each team should come prepared to discuss their case
with the class.
▪Prepare a handout that will include a one-paragraph
summary of your case, several bullet points of key issues
and concepts, and several questions for discussion.
Demonstrate mastery of
course concepts via ability
to speak about your
research topic.