- COURSE OBJECTIVES
The countries in the world are ever more connected through trade and businesses in the 21st century. The spread of internet and social media connections make the world even more closely knit. A country’s economic growth has become significantly dependent on the world trade, international businesses and flow of funds and information across the border. While the fast global integration appears to affect even the national identity, the inherent culture of countries exists and genuinely affects the people’s behavior and the conduct of businesses. The cultures, however, sometimes collide as the international businesses flourish. Businesses at times fail to penetrate into a new market because of the poor understanding of the market’s cultural traits and people’s preferences.
This course will study the different cultures, how the culture is formed and affected, and how it impacts the behavior of business. It also find out how one can navigate such cultural differences. Furthermore, the course will focus on the study of the Japanse culture as it relates to the Japanese businesses. It studies the history, geography and demography of Japan to understand the Japanese culture. The course will also study the issues that the current Japanese economy faces as they relate to the non-Japanese workers. Studying these subjects, the students will appreciate the cultural dimension of businesses and will be prepared to work in a global setting.
- COURSE CONTENTS AND SCHEDULE
|
No. |
Contents |
Time Allocation |
Contribution to CLO |
|||
|
Hour(s) on the class |
Essays, exercise, Assignments… (3) |
Self-study with teacher’s tutorials (4) |
||||
|
Lecture (1) |
Practice, Seminar… (2) |
|||||
|
1 |
Introduction to Culture and Cross Culture What is culture, how it is formed, what defines culture, how different cultures affect businesses |
1 |
1 |
2.5 |
1, 5 |
|
|
2 |
Impacts of Culture on Global Businesses and Understanding Three Models of Cultural Differences Discussion on Walmart Case Study Edward T. Hall, Geert Hofstede and Richard Lewis Models |
2 |
2 |
3 |
6 |
3, 7, 9 |
|
3 |
Tea Ceremony: Japanese culture and its history Understanding the Culture behind the Tea Mastery |
2 |
2 |
3 |
6 |
4, 6, 7, 8, 9 |
|
4 |
National Cultural Differences and How they affect businesses: Discussion on Richard Lewis Model |
2 |
2 |
3 |
6 |
2, 3, 5, 6, 7, 8, 9 |
|
5 |
Vietnam and Japan: What the Richard Lewis Model Tells Us Discuss the two countries’ profile and understand the similarities and differences |
0 |
2 |
3 |
2 |
2, 3, 5, 6, 7, 8, 9 |
|
6 |
Why Culture Matters for Business Discussion on Culture Crash in the Boardroom |
1 |
1 |
3 |
3.5 |
2, 3, 5, 6, 7, 8, 9 |
|
7 |
Japanese Culture: General Understanding of the Background Introduction to the Japanese culture |
2 |
2 |
3 |
6 |
2, 3, 4, 5, 6, 7, 8, 9 |
|
8 |
Mid Term Exam |
0 |
||||
|
9 |
Understanding the Japanese Mind: Gambari, Honne to Tatemae and Shudan Ishiki |
1 |
2 |
3 |
6 |
2, 3, 4, 5, 6, 7, 8, 9 |
|
10 |
Japanese Society: Understanding the theory behind Chie Nakane’s Japanese Society |
2 |
2 |
3 |
6 |
3, 4, 5 |
|
11 |
Japanese Society: Understanding the theory behind Chie Nakane’s Japanese Society continued |
0 |
2 |
3 |
2 |
2, 3, 4, 5, 6, 7, 8, 9 |
|
12 |
The Japanese Economy: A brief history and its current status Discussion on Toyota Case Study from Fish Can’t See Water |
2 |
2 |
2 |
6 |
2, 3, 4, 5, 6, 7, 8, 9 |
|
13 |
Japanese Employment System Brief summary |
2 |
1 |
3 |
5.5 |
4, 5, 6, 7, 9 |
|
14 |
The Japanese Economy: Contemporary Issues: labor productivity, female participation, aging society OECD Better Polies Series |
2 |
2 |
3 |
6 |
2, 3, 5, 6, 7, 8, 9 |
|
15 |
Japanese Business Behavior, Business Etiquette, Communication Style |
2 |
1 |
1 |
5.5 |
2, 3, 4, 5, 6, 7, 8, 9 |
|
Total (hour) |
21 |
24 |
36 |
69 |
||
- COURSE ASSESSMENT
– Score ladder: 10
– Type of assessment
|
Form |
Content |
Criteria |
CLO |
Proportion |
|
|
Formative |
Attendance |
|
The number of attendances and participation in lesson |
6, 7, 8, 9 |
15% |
|
Mid-term assessment |
Closed Book Test Covering the Course Contents 1 through 6. 70% multiple choice, 30% essay. |
|
1, 2, 3, 4, 5, 6, 7, 8, 9 |
35% |
|
|
Summative |
Final term exam |
Closed Book Test Covering the entire course. 60% multiple choices, 40% essay |
|
1, 2, 3, 4, 5, 6, 7, 8, 9 |
50% |
|
Case Project |
…. |
…… |
….. |
….% |
|
|
|
|
|
Total: |
100% |
|
Guidance: Base on learning outcomes, what teaching method, learning method and evaluation are needed to achieve these learning outcomes and evaluate the level of achieving learning outcomes. Department should build criteria to assess measuring level of course learning outcomes (according to Rubric)
- Types of assessment
- Requirement for assessment when suggesting assessment method
|
Value |
Measure exactly what is needed to be measured (assessment criteria/factor should be correlative with knowledge/skills demonstrating in respective learning outcomes). |
|
Reliability |
Assessment from two teachers/lecturers who evaluate the same task of student or from one teacher/lecturer in different time. |
|
Fairness |
Students are provided information about assessment criteria. Scoring bases on specific criteria. Students are completely instructed knowledge, skills needed to meet assessment criteria. |
- Assessment methods
|
Performance Based Outcomes |
Demonstration, presentation, simultation, role play, work sample, performace test (Trình diễn, thuyết trình, mô phỏng, đóng vai, bài kiểm tra mô phỏng công việc thực tế, thi đánh giá năng lực) |
Project, lab test, fieldwork, thesis, practicum, portfolios (Dự án, thực hành ở phòng lab, đi thực địa, luận văn, rèn luyện nghiệp vụ, hồ sơ) |
|
Knowledge Based Outcomes |
MCQs, short essay questions, posters (Thi trắc nghiệm, viết bài luận ngắn, posters) |
Case studies, long essay questions, critiques, journal/blogs (Nghiên cứu tình huống, viết bài luận dài, bài phê bình, bài báo/blog) |
|
Low Order Thinking Skills (Kỹ năng tư duy cấp độ thấp) |
High Order Thinking Skills (Kỹ năng tư duy cấp độ cao) |
SUITABLE ASSESSMENT METHODS (knowledge)
|
Remember |
Understand |
Apply |
Analyse |
Evaluate |
Create |
|
MCQ |
MCQ |
Open questions (allow to use materials) |
Case study |
Evaluate published articles |
Create product model |
|
Standardized test |
Fill in the blank |
Group project |
Presentation |
Evaluation essay |
Thesis, dissertation, poster |
|
Quiz |
Quiz |
Practice, experiment |
Project |
Evaluate problems |
Compose |
|
Summarize book, documentary |
Speaking test |
Business model |
|||
|
Case study |
Start-up |