The Cross-Cultural Leader (11:607:250) Syllabus
Course Description
3 credits. The purpose of this course is to provide students with the purpose, understanding, value and applicability of building cross-cultural competencies in order to become effective cross-cultural leaders. Students will identify and acknowledge both differences and similarities that exist between and among cultural groups and systems in order to develop these competencies, the foundation of cultural intelligence. This course is beneficial for students pursuing careers in healthcare, public health, human services, education, community development, non-governmental organizations (NGO), faith-based organizations, non-profits, government (local, state, federal), foundation and business and corporations.
Instructor
Gina M. Suriano
732-735-2659 (mobile)
gms181@njaes.rutgers.edu
Office Hours: Virtual Office via Canvas or by appointment to arrange conference call, phone or video chat.
Pre-requisites and Other Registration Restrictions
None.
Learning Goals
Students who successfully complete the course will be able to:
- Understand the impact of culture as an emergent leader in academic, professional, and community-based settings.
- Identify and describe characteristics of intercultural competencies required for cross-cultural leadership.
- Evaluate critical thinking skills to build one's intercultural competencies for effective cross-cultural leadership.
- Analyze constructs of history as they relate to a leader's identity and the opportunities and barriers posed for cross-cultural leadership.
- Understand the value of cultural intelligence for effective cross-cultural leadership outcomes.
Course Materials
- Canvas Module Lecture Notes: text, image/graphic, and video content based on scholarly research including web-based resources of leadership periodicals, infographics, Ted Talks and YouTube videos.
- E-book (free access via Creative Commons): Leading with Cultural Intelligence, by Mai Moua, Saylor Foundation, 2012. License by Creative Commons.
- Additional web-based resources: relevant and timely content to supplement and augment Canvas Module Lecture Notes and e-book.
Course Schedule
Each week there will be readings from the module notes and/or e-book as well as additional sources in order to complete the assignments related to the week's topic and prepare for the final project.
| Week | Module Topic | Course Resource | Assignment |
|---|---|---|---|
| One | Welcome and Course Overview | Module 1 Lecture Notes and e-book Introduction chapter | Icebreaker Discussion Calculate Cultural Intelligence via questionnaire |
| Two | Introduction to Cross-Cultural Leadership: Why Cultural Intelligence Matters | Module 2 Lecture Notes and e-book chapter 1 | Discussion Question |
| Three | Understanding Culture | Module 3 Lecture Notes and e-book chapter 2 | Writing Reflection |
| Four | Understanding Culture (continued) | Module 4 Lecture Notes and e-book chapter 2 | Quiz |
| Five | Critical Thinking for Leadership Development | Module 5 Lecture Notes | Discussion Question |
| Six | Intercultural Context: Cultural Histories | Module 6 Lecture Notes | Discussion Question |
| Seven | Cultural Intelligence for the Cross-Cultural Leader | Module 7 Lecture Notes and e-book chapter 3 | Writing Reflection |
| Eight | Cultural Intelligence: Strategic Thinking for the Cross-Cultural Leader | Module 8 Lecture Notes and e-book chapter 4 | Quiz |
| Nine | Cultural Intelligence: Self-Efficacy for the Cross-Cultural Leader | Module 9 Lecture Notes and e-book chapter 5 | Discussion Question |
| Ten | Cultural Intelligence: Adaptive Behavior for the Cross-Cultural Leader | Module 10 Lecture Notes and e-book chapter 6 | Writing Reflection |
| Eleven | Cultural Intelligence in Action | Module 11 Lecture Notes and e-book chapter 7 | Discussion Question |
| Twelve | Cultural Intelligence in Action (continued) | Module 12 Lecture Notes and e-book chapter 7 | Quiz |
| Thirteen | The Future of Cultural Intelligence | Module 13 Lecture Notes and e-book chapter 8 | Discussion Question |
| Fourteen | Development Plan for Cross Cultural Leadership | Module 14 Lecture Notes | Recalculate Cultural Intelligence via questionnaire Writing Reflection |
| Fifteen | Cross Cultural Leadership: Final Project | Module 15 Lecture Notes | Final Project |
Assignments/Responsibilities, Grading & Assessment:
- Discussion Questions (6 discussion assignments) = 30% of final grade. Discussion questions gauge understanding of module topic. Students engage with class via postings/responses of sound content, including references and additional sources, when applicable. Proper grammar required. Postings/responses graded as per grading rubric.
- Reflective Writing (4 writing assignments) = 30% of final grade. Short essays of 2-3 pages that align with module content to foster leadership development. Critical thinking, proper organization, source citation(s) and proper writing mechanics required. Submissions graded as per grading rubric.
- Quizzes (3 quizzes) = 15% of final grade. Each quiz includes 40 questions of true/false and multiple choice, timed at 50 minutes, with randomized question bank that reflect module content.
- Final Project = 25% of final grade. Purpose of assignment is for emergent leaders to recognize the value of cultural intelligence, the capability to relate and work effectively in cross-cultural settings. Students will develop a PowerPoint, Google Slides or Prezi presentation on a country's cultural characteristics and how particular leadership traits and styles may contribute or inhibit cross-cultural leadership dynamics.
Grading Scale
A = 90.0-100
B+ = 87.0-89.9 points
B = 80.0-86.9 points
C+ = 77.0-79.9 points
C = 70.0-76.9 points
D = 60.0-69.9
F = below 60
Final Exam/Paper
No final exam. Due date for final paper is given each semester.
Accommodations for Students with Disabilities
Please follow the procedures outlined at ods.rutgers.edu/students/getting-registered. Full policies and procedures are at Office of Disability Services website.
Academic Integrity
The university's policy on Academic Integrity is available at policies on academic integrity.
The principles of academic integrity require that a student:
- properly acknowledge and cite all use of the ideas, results, or words of others.
- properly acknowledge all contributors to a given piece of work.
- make sure that all work submitted as his or her own in a course or other academic activity is produced without the aid of impermissible materials or impermissible collaboration.
- obtain all data or results by ethical means and report them accurately without suppressing any results inconsistent with his or her interpretation or conclusions.
- treat all other students in an ethical manner, respecting their integrity and right to pursue their educational goals without interference. This requires that a student neither facilitate academic dishonesty by others nor obstruct their academic progress.
- uphold the canons of the ethical or professional code of the profession for which he or she is preparing.
Adherence to these principles is necessary in order to ensure that:
- everyone is given proper credit for his or her ideas, words, results, and other scholarly accomplishments.
- all student work is fairly evaluated and no student has an inappropriate advantage over others.
- the academic and ethical development of all students is fostered.
- the reputation of the University for integrity in its teaching, research, and scholarship is maintained and enhanced.
NOTE: Plagiarism includes, but is not limited to:
- Resubmitting your own work that has previously been evaluated in this class or any other class.
- Copying text directly from websites and other sources without attributing the original source(s).
- Copying the work of students in other sections (past or present) of this course.
Failure to uphold these principles of academic integrity threatens both the reputation of the University and the value of the degrees awarded to its students. Every member of the University community therefore bears a responsibility for ensuring that the highest standards of academic integrity are upheld.
NOTE: To help protect you, and future students, from plagiarism, all essay assignments will be submitted through Turnitin.com.
Turn It In
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com (directly or via learning management system, i.e. Canvas, etc.) for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.
Students who do not agree should contact the course instructor immediately.
Accessibility
Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS website.
Attendance and Participation Policy
Students are expected to actively participate in all of the online activities for the course. Attendance in the online sessions is determined by thorough, thoughtful, relevant and on time contributions made in the weekly assignments including threaded discussions, reaction papers and quizzes. The course proceeds with the assumption that students have thoughtfully read and reviewed the assigned materials.
Students are responsible for completion of all assigned readings, materials discussed and assignments on or before the assigned due date.
Student Wellness Services
Counseling, ADAP & Psychiatric Services (CAPS)
848-932-7884 |17 Senior Street, New Brunswick, NJ 08901
CAPS is a University mental health support service that includes counseling, alcohol and other drug assistance, and psychiatric services staffed by a team of professional within Rutgers Health services to support students' efforts to succeed at Rutgers University. CAPS offers a variety of services that include: individual therapy, group therapy and workshops, crisis intervention, referral to specialists in the community and consultation and collaboration with campus partners.
Violence Prevention & Victim Assistance (VPVA)
848-932-1181 | 3 Bartlett Street, New Brunswick, NJ 08901
The Office for Violence Prevention and Victim Assistance provides confidential crisis intervention, counseling and advocacy for victims of sexual and relationship violence and stalking to students, staff and faculty. To reach staff during office hours when the university is open or to reach an advocate after hours, call 848-932-1181.
Disability Services
848-445-6800 | Lucy Stone Hall, Suite A145, Livingston Campus, 54 Joyce Kilmer Avenue, Piscataway, NJ 08854
Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation.
If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS website.
Scarlet Listeners
732-247-5555 | scarlet.listeners@gmail.com
Free and confidential peer counseling and referral hotline, providing a comforting and supportive safe space.