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Inter-Disciplinary Global Programs

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IS600B: Global Leadership, Networking & Cultural Intelligence in Context: Examination in Austria

3 Credit Hours

Course Introduction

Instructors:

The instructor will post this information in Week 1 welcome announcement.

Office and Hours:

Phone:

E-mail: Official Program Description: Organizations of all types operate as dynamic distributed networks in a global arena. As business professionals managers are challenged to strategically engage a highly talented and culturally diverse workforce. They are to unleash their creativity so they can grapple with complex situations, establish knowledge sharing networks utilizing technology, collaboratively devise innovative solutions, make decisive decisions, and take action to enable the organization reach its goals. As ethical professionals, global leaders and managers are called to be civic global citizens who aid organizations be active responsible global community members. Through interactive face-to-face and virtual learning activities with European professionals this course provides opportunities for students to network with US and European professionals and to develop skills in:

• Critically devising “mindful” global business operations in light of their historical, economic, political, cultural, and social contexts;

• Managing distributed teams using technology to create dynamic virtual “workPlaces” where people meet and engage with each other;

• Establishing collaborative workplace environments that draw upon the strengths of diverse cultural worldviews, their approaches to leadership, work relationships, problem-solving, and professional ethics, and their lifestyles and sense of recreation.

• Envision equitable economic and sustainable business models and practices. This course includes both online and in-country learning opportunities including meeting with European scholars and professionals and engage with in IMC University, Krems students. This is a collaborative educational experience provided by Saybrook University‘s Department of Leadership and Management and IMC Krem’s Business Administration Department

Course Instructor

Charles “Chuck” Piazza, PhD: Faculty in Saybrook University's Dept. of Leadership and Management is an organizational and workplace scholar, practitioner and ethicist. Over the past 20 years he has taught individuals from Silicon Valley, Europe, India, the Middle East, Africa, South America, China, and Indonesia, including professionals from Fortune 500 companies. His work focuses on developing innovative global leaders and managers who establish organizational cultures, systems, and work environments that foster collaborative social networks, innovative socially responsive solution building, and a cosmopolitan perspective. Besides being a three time teach of the year award winner in three different disciplines, he lives and works from Italy part of the year.


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Program Learning Goals (PLO)

Course students will be able to apply inter-disciplinary theoretical and practical knowledge, systemic thinking concepts, creativity and innovation perspectives, organizational and psychology principles to becoming a:

1. Global Collaborative Leader/Manager & Networker:

A. Developing collaborative skills to lead culturally diverse collocated and global virtual teams where members:

• Build supportive work relationships, communication systems, and team processes, • Dialogue to share knowledge and generate new approaches, • Draw upon each member’s varied strengths to innovatively problem solve and make decisions, • Take responsibility for team success, as well as own tasks, and • Celebrate accomplishments as a team.

2. Innovative Solution Building Professional: B. Critically applying scholarship and best practices related to global leadership/management to develop one’s own

approaches to organizational operations and work-life integration, including addressing current and future issues and challenges.

3. Socially Responsive Leader:

C. Devising a professional ethical code and leadership style rooted in awareness of global inequities and challenges, professional integrity, conducting organizational operations in a transparent and sustainable manner, and fostering the mutual benefit of stakeholders.

Course Learning Outcomes (CLO)

Outcome Categories: 1. Organization: Examines business and nonprofit enterprises as dynamic globally distributed organizational systems. 2. Leadership/Management: Explores the practical challenges of global leadership and collaborative management in a cross-cultural workplace. 3. Global Workforce: Analyzes contemporary work environments and the challenges managers and workers face with a particular focus on global virtual team dynamics. 4. Technology: Outlines the vital role that technology plays in knowledge sharing networks and team operations, and the challenge to develop human-centric sociotechnical work environments. 5. Ethics: Explores the nature of organizational integrity and sustainable global collaborative workplace environments.

Specific Outcomes: By the end of the course students will be able to:

A. Devise new organizational models that enable organizations to be effective in a fast-paced interdependent global

arena. B. Manage globally distributed teams by understanding inter-cultural dynamics and drawing upon team members’

talents and cultural perspectives.


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C. Establish and lead vibrant organizational networks that support knowledge sharing and innovative sustainable solution building for today’s complex business environments.

D. Implement adaptive “high human presence” communication and collaborative virtual work systems that utilize digital networking tools.

E. Establish organizational cultural values and policies rooted in a sense of equity for organizational stakeholders and global interdependence.

Module Learning Outcomes (MLO)

Module 1: Setting the Context: The European Union

• CLO A: Devise new organizational models that enable organizations to be competitive in a fast-paced interdependent global arena.

Module 2: An Austrian Immersion Experience: Leading Across Cultures


• CLO B: Manage globally distributed teams by understanding inter-cultural dynamics and drawing upon team members’ talents and cultural perspectives.

• CLO C: Establish and lead vibrant organizational networks that support knowledge sharing and innovative sustainable solution building for today’s complex business environments.

Module 3: Exploring and Appling Learning: Globally Distributed Teams


• CLO B: Manage globally distributed teams by understanding inter-cultural dynamics and drawing upon team members’ talents and cultural perspectives.

• CLO C: Establish and lead vibrant organizational networks that support knowledge sharing and innovative sustainable solution building for today’s complex business environments.

• CLO D: Implement adaptive “high human presence” communication and collaborative virtual work systems that utilize digital networking tools.

• CLO E: Establish organizational cultural values and policies rooted in a sense of equity for organizational stakeholders and global interdependence.

Week Unit Topic Reading & Webinars Assignment Required Participants

Module 1: Setting the Context: The European Union

January 2019 TCSPP start: Login

Course Schedule & Assignments


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Week 1 January 14-20

Interdisciplinary Learning; Organizational Studies, Psychology, Economics & Cultural Anthropology

• See course site for assigned readings.

• TCSPP: Login and complete “Course Engagement Activity”

All

Week 2 January 21-27

Culturally Sensitive Communication, Meaning Making & Leadership Development


• SU: Login and complete “Course Engagement Activity”

• Discussion Forum Dialogue #1

All

Weeks 3-4 January 28-February 10

Topic #1 : Leading in a Global Business Arena: EU in Context Dr. Charles F. Piazza


• Webinar #1

• Reflection Journal Entry #1

All

Weeks 5-6 February 11-24

Topic #2: Organizations in an Economic and Political Climate Dr. Charles F. Piazza



All

Module 2: Exploring Global Organization Behavior & Workplace Environments

Weeks 7-8 February 25-March 10

Topic #3: The EU, Society Identity, and Global Workforce Dr. Charles F. Piazza


• Webinar #2

• Assignment Due: Context Assignment

All

Week 9-10 March 11-24

Topic #4: Leading and Managing Across Cultures: EI & Practical Challenges Dr. Charles F. Piazza



All

Week 11 March 25-April 7 (Leave for Austria on Friday. Arrive on April 6.)

Topic #5: Managing International Business Organizational Systems: Sustainable Workplace Environments Dr. Charles F. Piazza Depart Austria on April 5 & arrive April 6



All


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Module 2: An Austrian Immersion Experience: Leading Across Cultures

Week 12 April 7-14 (in Austria) (Return from Austria on Sunday.)

Topic #6: Collaborative Culturally Intelligent Leadership & Mindful Global Work Processes Immersion Experience in Vienna & Krems, Austria:

• Itinerary below

• Leave Austria on April 14

• Immersion Week in Austria: IMC University, Krems Activities & Journal

• Reflection Journal Entry #2, #3, & #4

• Assignment Due: Capstone Team Global Leadership and Management Assignment

All

Module 3: Applying Learning: Leading Global Organizations

Week 13 April 15-21

Topic #7: Global Social Networking in Organizations: Organizational & Psychological Dynamics Dr. Charles F. Piazza



All

Week 14 April 22-28

Topic #8: Managing the Virtual WorkPLACE Dr. Charles F. Piazza


• Webinar #3

• Reflection Journal Entry #5

All

Week 15 April 29- May 5

Topic #9: Wrap-up—Professionals as Ethical Global Citizens Dr. Charles F. Piazza,


• Webinar #4

• Assignment Due: Final Reflection Assignment

All

Required Readings, Videos and Web links

Texts

• Doctoral Students: a. Nemiro, J., Beyerlein, M. M., Bradley, L. & Beyerlein, S. (Eds.)(2008). The handbook of high-performance virtual teams: A toolkit for collaborating across boundaries. San Francisco, CA: Jossey-Bass b. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. New York: Public Affairs.

• Graduate Students:


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a. Edmondson, A. (2012). Teaming: How organizations learn, innovate, and compete in the knowledge economy. San Francisco, CA: Jossey-Bass

b. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. New York: Public Affairs.

Articles, Videos and Weblinks

• Each week students are to browse the IS600B Virtual Library and select assigned articles, videos or webilinks. Optional Readings

• As assigned.

Course Learning Activities and Assignments

Webinars: Besides the immersion experience in Austria, students will participate in webinars throughout the course to examine course topics and their practical applications. (30 points each) Discussion Forum Dialogues: Students will engage in online discussions throughout each module. They are not “postings” but active dialogues that enable students to critically discuss material, share reflections and insights gained from the various instructional activities, and collaborative devise practical applications of course learning. (20 points each)

Reflection Journal: Throughout the course students keep a journal noting their insights, questions, and applications related to their course learning. The first 2 written course assignments draw upon these journal reflections, as do the discussion forum dialogues (20 points each entry) Written Assignments: Saybrook University & TCSPP (and other IS600B) Students:

1. Context Essay Assignment: International Business in Context: A European Union (EU) Perspective. (25 points)

• Short introductory essay on the factors that influence international business operations with a focus on the challenges that enterprise leaders and managers face when working in the EU. (3 pages)

• Doctoral students: Complete the above assignment plus add: A brief discussion on a single current issue like the United Kingdom leaving the EU, immigration, shifts in political leadership, ongoing economic issues. (1 pages)

2. Global Leadership and Management Essay Assignment: Global Leadership and Management: A Profile. (50 points)

• Based upon research, the student's Austrian immersion experience, dialogue with global professionals, and reflective discussions with IMC Krems students, students write an essay outlining and examining:

o The critical qualities and skills needed by global professionals who lead, manage or are members of distributed (virtual) teams. (4 pages)

• Doctoral students: Complete the above assignment plus add: A practical discussion on how business enterprises can formally develop such qualities and skills in their managers and workforce. (3 pages)

3. Capstone Team Workshop Project: Managing Global Cross-Cultural Teams. (100 points)


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• Part 1: In-Country Group Workshop (due in Week 12) Saybrook and IMC Krems students co-design and deliver a team workshop for IMC students. This cross-cultural team project is completed during the immersion experience. In consultation with the course instructors, students identify leadership and form sub-teams.

o Teams should include members not in their degree program and/or from other universities. Each team should also be comprised of IMC Krems students to create a cross-cultural working experience and learning activity. o Each sub-team chooses a team leader. Together team members set up a team processes and project task procedures. o A “Project Team Contract” is developed by each team and agreed upon by each member.

• Part 2: Post-Country Individual Short-Reflection Essay (due in Week 15) After the team project is completed a critical learning and assessment essay is written by each student. (3 pages). This essay includes:

o A discussion of overall practical skill learning about collaborative global leadership, organizational and social networking, and cultural intelligence.

o An assessment of the team’s leadership approach, team member interaction, operational processes, etc. o An outline of 1-2 practical ways to strengthen the cross-cultural team’s operations and raise its performance level.

o NOTE: DOCTORAL STUDENTS: Complete the above assignment plus add: Identification and analysis of 1-2 issues that managers of globally distributed workplaces or professionals who lead virtual team commonly face and how to address them. (2 pages)

IMC University Students:

Intro Webinar & Linking with Saybrook & TCSPP (IS600B) Students

IMC students participate in an Intro Webinar. Next, since project teams are formed prior to the immersion week experience and workshop:

• IMC students contact at least 2 IS600B students and get to know them.

• During this time period they work with their Saybrook & TCSPP counterparts to develop project teams and begin work on the “in-country group workshop.”

Capstone Team Workshop Project: Managing Global Cross-Cultural Teams. (100 points)

• Part 1: In-Country Group Workshop (due in Week 10) Saybrook and IMC Krems students co-design and deliver a team workshop for IMC students. This cross-cultural team project is completed during the immersion experience. In consultation with the course instructors, students identify leadership and form sub-teams.

o Teams should include members not in their degree program and/or from other universities. Each team should also be comprised of IMC Krems students to create a cross-cultural working experience and learning activity. o Each sub-team chooses a team leader. Together team members set up a team processes and project task procedures. o A “Project Team Contract” is developed by each team and agreed upon by each member.

• Part 2: Post-Country Individual Short-Reflection Essay (due in Week 15) After the team project is completed a critical learning and assessment essay is written by each student. (3 pages). This essay includes:


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o A discussion of overall practical skill learning about collaborative global leadership, organizational and social networking, and cultural intelligence.

o An assessment of the team’s leadership approach, team member interaction, operational processes, etc. o An outline of 1-2 practical ways to strengthen the cross-cultural team’s operations and raise its performance level.

At the close of the course IMC students are awarded a Certificate of Completion in Global Leadership, Networking & Cultural Intelligence.

Course Rubric & Grading

Activities Points Possible

Webinars (4 @ 30 pts) 120

Discussion Forum Dialogues (5 @ 20 pts) 100

Written Assignments (1 @ 25, 1 @ 50) 75

Self-Assessment 10

Professional Behavior & Comportment 80

Attendance/Participation & Engagement 200

Journal (5 @ 10 pts) 50

Capstone 100

Total 735

Institutional Learning Outcomes Assessed

Demonstration Level 1 (unacceptable)

Demonstration Level 2 (minimal)

Demonstration Level 3 (expected)

Demonstration Level 4 (advanced)

Diversity A graduate will be able to apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural and religious, age, and ability difference in professional work.

Does not demonstrate knowledge of the world-view of the local culture within the context of psychology; Unable to analyze differences between host culture and own culture; Unable to articulate global perspective in relation to their professional and academic goals; cannot explain personal, professional and academic impact of their experience abroad.

Demonstrates basic knowledge of the world-view of the local culture within the context of psychology; Can analyze some basic differences between host culture and own culture; May not be able to articulate global perspective in relation to their professional and academic goals; when prompted can describe basic personal, professional and academic impacts of their experience abroad.

Demonstrates knowledge of the world-view of the local culture within the context of psychology; Can analyze several basic differences between host culture and own culture; Able to articulate general understanding of global perspective in relation to their professional and academic goals; can describe personal, professional and academic impacts of their experience abroad.

Demonstrates extensive knowledge of the world-view of the local culture within the context of psychology; Can critically analyze several differences between host culture and own culture; Presents understanding of global perspective in relation to their professional and academic goals; can articulate and critically analyze personal, professional and academic impacts of their experience abroad.

Professional Behavior Unable to recognize value of interacting with

Basic recognition of value of interacting with

Recognizes value of interacting with

Recognizes and critically evaluates value of


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A graduate will be able to function in a professional and ethical manner in classroom, off-site training, and work settings.

individuals with backgrounds and/or perspectives different from their own; intolerant of ambiguity in complicated environments where clear cut answers or standard operating procedures are absent; Does not take responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions; Does not demonstrate self-reliance in non-classroom environment.

individuals with backgrounds and/or perspectives different from their own; some tolerance of ambiguity in complicated environments where clear cut answers or standard operating procedures are absent; Generally takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions; Demonstrate self-reliance in non-classroom environment.

individuals with backgrounds and/or perspectives different from their own; tolerant of ambiguity in complicated environments where clear cut answers or standard operating procedures are absent; Takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions; Demonstrate self-reliance in non-classroom environment.

interacting with individuals with backgrounds and/or perspectives different from their own; embraces opportunity to learn from ambiguity in complicated environments where clear cut answers or standard operating procedures are absent; takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions; Demonstrate self-reliance in non-classroom environment.

Rubric- In Country Attendance & Engagement

Grading Area

Demonstration Level 1 (unacceptable)

Demonstration Level 2 (minimal)

Demonstration Level 3 (expected)

Demonstration Level 4 (advanced)

Attendance Unexcused absences from required in-country activities. More than several occasions are not punctual. Requires many prompts or reminders and creates inexcusable delays for program. 0-60 points

Attends all required in-country activities. One occasion is not punctual. Requires some prompts or reminders. 60-79 points

Punctual and completely attends all required in-country activities without few prompts or reminders. 80-99 points

Punctual and completely attends all required in-country activities without any prompts or reminders- exhibits complete self-reliance. 100 points

Participation & Engagement

Does not prepare in advance for activities; does not actively listen, is distracted during program; does not contribute or advance knowledge of activity; does not engage with faculty and in-country partners. 0-60 points

Prepares in advance for a few activities; occasionally listens actively; during activities is present and occasionally engages and participates. 60-79 points

Prepares in advance for most activities; actively listens for most of program; contributes some knowledge to activity; professionally engages with faculty and in-country partners. 80-99 points

Fully prepares in advance for activities; actively listens throughout duration of program; contributes and advances knowledge of activity in respectful and appropriate manner; professionally engages with faculty and in-country partners. 100 points

Total 200 total points possible


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Rubric- Professional Behavior & Comportment

Grading Area Demonstration Level 1

(unacceptable) Demonstration Level 2

(minimal) Demonstration Level 3

(expected) Demonstration Level 4

(advanced)

Professional Behavior and Comportment

Demonstrates unprofessional behavior or comportment during program and/or in more than one interaction with students, faculty, administrators or any in-country partners. 0-19 points

Demonstrates expected professional behavior and comportment for most of program and in almost all interactions with students, faculty, administrators and all in-country partners. 20-49 points

Demonstrates expected professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 50-79 points

Demonstrates exemplary and model professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 80 points

Total 80 total points possible

Discussion Forum Scoring Rubric

1. Initial Posts are due by 11:59pm, Wednesday, Central Time. 2. 1 point will be deducted for each day the initial post is late. 3. Posting Responses on Thursday and Friday of the week is a good practice; any later than the Saturday decreases your

impact on the discussion. You must post responses to at least two other classmates’ initial posts. 4. Interaction is key to a rigorous discussion: participation over 3 separate days each week is optimal, as described below. 5. Posting all or the majority of your contribution on last day of the week will result in decreased points due to the fact

that you have not been effective in participating in the discussion across the week.

Posting Type Posting Performance Points

Exemplary Proficient Developing Needs Improvement

Initial Post: Demonstration of Quality Content and Integration of Course Material

The first post for this discussion exhibits a strong statement to answer the main discussion question(s). The student’s answer incorporates a concise statement backed by assigned readings from the class or another scholarly source, and it should

The first post for this discussion exhibits a statement to answer the main discussion question(s). However, this answer fails to provide evidence in at least one of the following areas: a concise statement, backed

The first post for this discussion exhibits a statement to answer, or partially answer, the main discussion question. However, this answer fails to provide evidence in at least two of the following

The first post for this discussion exhibits a statement to answer, or partially answer, the main discussion question. However, this answer fails to provide evidence in two or more of the following areas: a concise statement,

10 Points


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stimulate further discussion. APA Style is followed. (4 points statement; 2 points sources; 2 points discussion stimulation). 10 points

by readings from the class or another source, and it should stimulate further discussion. APA Style is followed. 8 points

areas: a concise statement, backed by readings from the class or another source, and it should stimulate further discussion. APA Style is missing an element. 6 points

backed by readings from the class or another source, and it should stimulate further discussion. APA Style is not followed. 4 points or lower

Follow-Up Posts: Participation as Member of Learning Community

Each student’s feedback to a minimum of three (3) other initial posts exhibit good answers that address the posts, are supported by readings or other facts, and challenge other participants to further explore the topic. 5 points

Each student’s feedback to a minimum of two (2) other initial posts exhibit solid answers that address the posts adequately, are supported by readings or other facts, and challenge other participants to further explore the topic. 4 points

Each student’s feedback to the minimum of two (2) other initial posts exhibit solid answers that may fail to address the posts adequately, are not supported by readings or other facts, or fail to challenge other participants to further explore the topic. In addition, replies were posted late in the week. 3 points

Student did not give feedback to a minimum of two other initial posts, or the feedback constitutes simple agreement or a question that does not show evidence of effort, critical thought or knowledge, or were posted too late in the week to have an impact (after 6pm Central Time on Sundays). 2 points or lower

5 Points Each (minimum of two posts)

Response to Feedback Received: Ongoing Participation throughout the week.

Student participates in the discussion forum at least (3) separate days of the week, writes substantial responses to all feedback received on student’s initial post, and responds to instructor’s feedback to initial post. 5 points

Student participates in the discussion forum at least (3) separate days of the week, responds to all feedback received on student’s initial post, and responds to instructor’s feedback to initial post. Responses are proficient but not as substantive as the “exemplary” category.

Student is missing two elements in the areas of: posting in at least (3) separate days of the week, responds to all feedback received on initial post, or response to instructor’s feedback to initial post. Responses show attention to feedback received but are not substantive.

Student does not adequately provide evidence of participating in the discussion forum throughout the week as evidenced by number of days, posting to feedback received on initial post, or response to instructor’s feedback to initial post. 2 points or lower

5 Points


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4 points

3 points

Total

20 points possible for each discussion

Institutional Policies: Students are supported by, and accountable for, the policies and procedures set forth in their respective institutional handbook: Saybrook University The Chicago School of Professional Psychology Inter-Disciplinary Program (IDP) Handbook: In addition to institutional policies and procedures, students will be held to the highest of professional standards and guidelines to ensure our program is healthy, productive and safe; minimizing as much risk as possible. Students will sign off on a Rights and Responsibility Agreement which includes accepting the guidelines within the IDP Program Handbook prior to enrolling in the course. Written Assignments APA Style: All assignments are written in APA style using the Publication Manual of the American Psychological Association, 6th edition. Title and Reference Pages are required, as are inline citations. Papers will be graded using the Written Assignment Guidelines posted in the course. Rework Instructors may allow a student to resubmit an assignment if they believe that it would advance the student’s learning and skill mastery. Instructors are directed to use this option with discretion. Late Assignments Late assignments may be accepted only with prior permission. Prior permission means that you make the request more than 24 hours before the assignment is due and that you justify the late submission to the instructor. Permission to turn in an assignment late is given at the instructor’s discretion. Unless there is some extenuating circumstance, late papers must be turned in during the week following the due date. Late assignments received without prior permission are subject to the following penalties: Papers submitted late without permission will automatically lose one letter grade if submitted by the Wednesday following the due date. Papers submitted four or more days past the due date will not be graded and you will receive a zero for that assignment. Feedback Please review how to read your feedback in your online course. Discussion forum feedback is provided within 48 hours of the end of the discussion (usually midnight Central Time of Sunday of the Week). Written assignment feedback is provided within 72 hours of the due date for the assignment (usually midnight Central Time of Sunday of the Week). Class Presence, Participation, and Follow-Up Active participation is crucial to the learning process. Unless you are notified that there is a school -wide systems problem, you are responsible to post on time, all the time. Plan to have back-up systems -- computers at work, library, or commercial access point.

Course Policies

http://www.saybrook.edu/academics/academic-calendar-catalog/

http://catalog.thechicagoschool.edu/


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Team Participation and Grading For team projects, usually each team member will receive the same grade for the project, but team members may be assigned different grades if it is determined that one or more members is/are not fully participating. To receive credit for team assignments, students are to participate actively with the team and contribute to the project. Students are graded on the process of team interaction/cooperation as much as the final product that the team produces. As to process, students will want to review the Student Handbook on expected code of behavior, so that a safe and positive environment is maintained. If conflict occurs, please address it directly with the individual involved and avoid beyond the scenes conversations that usually only escalate conflict. Although there are no set requirements for number of postings and/or days for participation in the team, students will want to be considerate and check-in often, keeping fellow team members advised as to one's whereabouts, progress to date on each assignment, upcoming schedule conflicts, if any, etc. In addition, the team as a whole is responsible for all team assignments. Waiting an inordinate amount of time for contributions from a non-responsive team member, or putting forth that the final project was not completed due to "someone else's" mistake, lack of effort, miscommunication, is not acceptable. Team projects are to be treated like workplace projects: deadlines are to meet, and team members are to find a way to meet that deadline. In the workplace, one's paycheck depends upon that effort; in the classroom, one's grade is dependent upon same. Students are encouraged to dialogue in an asynchronous environment. If all team members agree that synchronous dialogue would be beneficial, they may opt to conduct such a meeting through GoToMeeting (provided by the school) telephone conference calls or instant messenger. If at any time it is perceived that any offline meetings are deliberately exclusionary, isolating a student who cannot participate, students will be required to conduct all team activities within the confines of the asynchronous team environment. Discussions All students must actively participate in the course through the weekly discussion forum. A primary goal of the discussion forum is to encourage students to engage in meaningful and thoughtful dialogue. Posts to the discussion forum should demonstrate critical thinking and relevancy to course readings, assignments, and discussion topic. To receive the maximum points, students must participate actively in the discussion throughout the week; and must post by the assigned due dates. Please review the netiquette guide, and discussion rubric before posting. Military Accommodation Students are expected to notify their professor(s) in writing during the first two weeks of a semester (or as far in advance as possible) of the dates when they will need to be away and with such notification in place will work with their professor to agree on out of class assignments that can be undertaken to make up for the missing class time. For online students, notification is required by the end of the first week of the 7-week term. Timely notification according to the parameters set forth in this policy will allow time for reasonable alternative arrangements convenient to both students and faculty to be made. All such absences will be treated as excused absences. Electronic Communication Etiquette Learning and working online means that communication often lacks the benefit of visual support of body language and tone of voice. This can easily lead to misunderstandings or unintentional offense. Reviewing what is written in an email or posted in a discussion forum will serve to better support successful online participation. Students are advised to observe the below guidelines when participating in an online course or communicating with others. Professional behavior is an institutional learning goal, and all are expected to behave as professionals in all aspects of communication.

• Be respectful, professional, and careful about what you say and how you say it.

• Be aware of the image you are projecting online. Use clear writing and good form.

• As others cannot read nonverbal cues (such as facial expressions) or easily interpret the tone of written communication, your words and manners of expression must clearly indicate the intended meaning. This is particularly important when using humor (e.g. sarcasm may not be apparent in words alone).

• Respect the time of others. Keep communication short and to the point. Also, be sure to stay on topic.

• When disagreeing with others, be polite and gracious.

• On message boards or in discussion forums, use the subject line appropriately, employing meaningful and succinct labels so that receivers may immediately grasp the topic being advanced.


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• When someone else errs and/or does not follow proper protocol, consider whether it is necessary to provide correction. If correction is in order, be polite and, if discretion is advised, address the issue privately rather than in a public way.

• Avoid using ALL CAPS, especially when you are disagreeing! This can (and should) be perceived as rude.

• Comply with copyright laws.

• Be mindful of compatibility concerns. Be sure that files uploaded to online platforms can be viewed by others.

• Be aware of issues that might arise due to cultural and languages differences.

• Do not to violate the privacy of others. Do not send commercial advertisements or SPAM to other students, instructors, or staff.


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The Tentative* Itinerary (*Itinerary subject to change.)

• The Immersion Week in Austria will be from April 6-14. (Depart the US on April 5. Check into hotel on April 6. Depart Austria on April 14.)

o The Welcome Dinner is on April 7. o The Closing Dinner is on April 13.

• Immersion Week leadership and intercultural learning activities being considered include: o An IMC student lead cultural walking tour of the medieval town of Krems, Austria. o A tour of the Göttweig Abbey and conversation about contemporary spiritually, mindfulness, and the

workplace. o “Europe and EU in Perspective” presentations. o Engaging with IMC students in graduate course sessions on global leadership and decision making across

cultures in the context of globally distributed workplace environments. o “Europe between West and East: A Day Journey to Bratislava.” This learning opportunity will include a visiting

some major business enterprises and religious sites located there. o An IMC student lead cultural walking tour of Vienna, Austria, including historic buildings and locations, social

venues, and religious sites.

Tentative* Itinerary


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Assessment and Feedback Rubrics Matrix and Sheets

Written Research Essay

Criteria

Mark

“A” Range: Excellent, Original and Innovative

“B” or “B+”: Expected Graduate Quality

“B-” or Below: Limited Analysis & Needs Significant Improvement

Comments

Strong and clear thesis (central, unifying focus, following assignment)

Coverage of major course concepts, demonstrating mastery of course learning outcomes

Synthesis (of different material & sources, including writer’s own insights)

Idea Development (examples, facts, explanation, reasoning, etc.) and depth

Critical Analysis (alternative viewpoints, if relevant, controversy and complexity acknowledged, etc.)

Make the Case (the challenge or opportunity, why it matters, how the proposed response will make a difference … )

Audience consideration (in amount, level, depth, tone, consistency)

Use of sources:

Written Assignment & Capstone Scoring Rubric


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● Documented properly using

APA style

● Clear writer stance & voice

(not overpowered by sources)

Editing (typos, grammar, spelling, word choice, wordiness, punctuation, format, etc.)

Overall Comments & Feedback:

Project/Case Analysis

Criteria

Mark

“A” Range: Excellent, Original and Innovative

“B” or “B+”: Expected Graduate Quality

“B-” or Below: Limited Analysis & Needs Significant Improvement

Comments

Strong and clear thesis (central, unifying focus, following assignment)

Coverage of major course concepts, demonstrating mastery of course learning outcomes

Synthesis (of different material & sources, including writer’s own insights)

Idea Development (examples, facts, explanation, reasoning, etc.) and depth

Critical Analysis (alternative viewpoints, if relevant,


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controversy and complexity acknowledged, etc.)

Make the Case (the challenge or opportunity, why it matters, how the proposed response will make a difference … )

Audience consideration (in amount, level, depth, tone, consistency)

Use of sources: ● Documented properly using

APA style

● Clear writer stance & voice

(not overpowered by sources)

Editing (typos, grammar, spelling, word choice, wordiness, punctuation, format, etc.)

Overall Comments & Feedback:

is600b: global leadership, networking & cultural ... · inter-disciplinary global programs 3 c....

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