1. Intercultural management Impact seminar Liberec April 11, 2014

2. Create a cube

3. Financial Times’ cube

4. Create a cube Pleanary session

5. Feedback (1) CEO’s How do you feel / did you feel?

6. Feedback (2) workers How do you feel / did you feel?

7. Feedback (3) workers Explain your role to the others: facts

8. Feedback (4) CEO’s What went good? What went wrong? Why?

9. Culture as a filter (1) α β behavior values norms α is consistent in his/her behaviour with his/her own values. β is consistent in his/her behaviour with his/her own values.

10. Culture as a filter (2) α β behavior values norms Alpha analyses β behaviour according to his/her α values. There can appear cultural disturbance.

11. Assumptions (1) The manager in general assume that employees … understand orders as they usually understood them … are competent (they know their techniques) … behave according to corporate culture

12. Assumptions (2) In western societies, it is expected that employees show initiative

13. Assumptions (3) The employees in general assume that the manager will … speak a language they understand … react as usually managers are reacting in their organisation

14. Assumptions (4) In western societies, it is also assumed that manager will take into account each employee as an individual

15. Agenda 1.The Cube 2.Introduction 3.Teaching abroad 4.Cultural analysis of commercials 5.Cultural gaming 6.Conclusion

16. Anne Vanmaercke VIVES business department Kortrijk, Belgium Lecturer in Accountancy and Business Administration 11 years of experience in international and national companies as auditor Registered Tax Consultant Lectures in taxation and intercultural management Associate degree coordinator anne.vanmaercke@vives.be

17. François Cudel Lecturer in Economics and Business Administration Topics: 1. Accounting field: Accountancy, Finance, Cost controlling 2. Corporate administration: Corporate economics, marketing 3. Management: Corporate strategy, Intercultural management International: 1. Business studies department Erasmus manager 2. ETAP (European Taxation and Accounting in Practice) network coordinator 3. Academic dean ‘European label’ francois.cudel@univ-lille1.fr

18. We want you to have another look to your world

19. Agenda 1.The Cube 2.Introduction 3.Teaching abroad 4.Cultural analysis of commercials 5.Cultural gaming 6.Conclusion

20. Co-teaching internationally Enriching for the students Enriching for the teachers Better group monitoring

21. Co-teaching internationally Preparation is crucial – over-preparation Know your partner Accept what the other says Be open for suggestions

22. Fields of co-teaching Any fields

23. How many Experience with 2 and 3 colleagues

24. Agenda 1.The Cube 2.Introduction 3.Teaching abroad 4.Cultural analysis of commercials 5.Cultural gaming 6.Conclusion

25. Agenda 1.Aim 2.McDonald’s 3.Commercial 4.Feedback

26. Aim Illustrate the theories of symbols of culture sociology: Trompenaars, Hofstede, Hall, …

27. Material objects and structures Language and writing Heroes and champions Behaviour Stories and myths Ceremonies, rites and rituals Signs of identity Foods and drinks Cultural symbols – List

28. Human relationship With the societyUniversalism/Particularism With the groupIndividualism/Communiatarism Showing emotionsNeutral/Affective Relation with each otherSpecific/Diffusive Status in the societyAchievement/Ascription TimeShort/Long term Past/Present/Future Organization of activities : sequentially - parallel NatureInternally/Externally controlled 7 Dimensions of culture

29. Global, local or glocal?

30. Global, local or glocal: McDonald’s websites

32. USA Global, local or glocal: McDonald’s websites (1)

33. Japan Global, local or glocal: McDonald’s websites (2)

34. Global, local or glocal: McDonald’s websites (3-1) Belgium

35. Flanders Global, local or glocal: McDonald’s websites (3-2)

36. Wallonia Global, local or glocal: McDonald’s websites (3-3)

37. Germany Global, local or glocal: McDonald’s websites (4)

38. France Global, local or glocal: McDonald’s websites (5)

39. Global, local or glocal: McDonald’s websites (6) Finland

40. Russia Global, local or glocal: McDonald’s websites (7)

41. Qatar Global, local or glocal: McDonald’s websites (8)

42. Denmark Global, local or glocal: McDonald’s websites (9)

43. Global, local or glocal: McDonald’s websites (10) China

44. Global, local or glocal: McDonald’s websites (11) Australia

45. Global, local or glocal: McDonald’s websites (12) Australia

46. Conclusion Combine local and global: glocal

47. Agenda 1.The Cube 2.Introduction 3.Teaching abroad 4.Cultural analysis of commercials 5.Cultural gaming 6.Conclusion

48. How to design a cultural game?

49. Catch the idea An idea can come from every thing: -An existing game -A text -A picture -A discussion with somebody

50. Catch the idea Let’s do a game about finding languages

51. Think about the pedagogical purpose of the game Main outcome to be memorized by the students Has to be summarize in half a page maximum

52. Think about the pedagogical purpose of the game Very quickly a foreign language is just noise, just alien We use English as common language mainly for practical cost/efficiency reasons English is now the common international language for plenty of reasons

53. List the requirements of the game Duration Materials Number of required monitors for the game Number of desirable participants

54. List the requirements of the game Duration: 30 minutes Materials: Loud speakers - Computer Number of required monitors for the game: 1 to 2 Number of desirable participants: 20 to 30

55. Do a first draft of the game Create an alpha version of the game Implement it

56. Do a first draft of the game European songs Team of four: mix nationalities as much as possible Give one point per language found

57. Review your game Observe students’ reactions: Did they understand properly the instructions? Did they follow the rules during all the game? Were they involved at the beginning? Did they maintain their involvement during the whole game? Did they feel that the outcome of the game was fair? Did the game permit to go logically to the pedagogical conclusion?

58. Review your game Observe students’ reactions: Did they understand properly the instructions? Yes, but let them time to list the languages they think they will find. Did they follow the rules during all the game? Take care that they are not communicating the answer between groups. Were they involved at the beginning? Yes. Especially if you put at the beginning languages that will be probably found by most of the participating groups. Did they maintain their involvement during the whole game? Not totally. The point system was not working perfectly, has to be reviewed. Did they feel that the outcome of the game was fair? Yes. Did the game permit to go logically to the pedagogical conclusion? Not totally, not enough languages played during the game.

59. Create a version 2.0 of your game Improve the clarity of your pedagogical outcome Improve the clarity of your game rules Improve the quality of your game materials

60. Create a version 2.0 of your game European songs: you need up to 20 of them. Select entertaining ones, at least according your own taste. Find a catchy title: Babel Tower Game. Add some gaming features: start with easy to find languages with low points: 1 or 2, then increase the difficulty: 3, then 4, then 5. Write on the board the current score of each team. Tell in advance that the winning team will win a price, without saying what kind of price

61. Implement your game again, and again, and again You will have nearly every time to adjust your game to the current conditions: Room, equipment Size of the participating group Composition of the participating group Time you have

62. One motto Design a game that you will enjoy to play yourself

63. A long lasting cultural game Ask the participant to not explain the game to others. Only to refer to the game with its title: Rafa Rafa Game The Cube The babel tower game Times Up Country quiz Business hurdles …

64. Agenda 1.The Cube 2.Introduction 3.Teaching abroad 4.Cultural analysis of commercials 5.Cultural gaming 6.Conclusion