COURSEWORK 1 QUESTION PAPER: 1st sit Autumn 2023 Semester-long

Module Code: HR6060NI

Module Title: Organising and Managing Across Cultures

Module Leader: Mr. Kiran Kunwar (Informatics College Pokhara)

Coursework Type: Group Coursework (Group Report on analysis of cross-

cultural issues in MNCs and drawing recommendations
to address them (Word limit 2,500)

Coursework Weight: This coursework accounts for 25% of your total module
grades.

Submission Date: 17th Dec 2023

When Coursework is
given out: 11th Oct 2023

Submission Submit the following to your respective

Instructions: MySecondTeacher platform before the due date:

● Soft (Electronic) copy of the Group Report

● In PDF format

● With a cover page which includes: <Your group

no.> and <Full name and LMU ID numbers of all
group members>

● File name format: <LMU ID No> < Full Name> e.g.

12312324 Dhruva Gyawalee.pdf

Warning: London Metropolitan University and Islington College

take Plagiarism seriously. Offenders will be dealt with
sternly.

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Section A: Learning outcomes of the assessment

This assessment addresses the following learning outcomes of the module:

LO1. Demonstrate increased awareness of, and sensitivity to, their own and others’
cultural background and influences

LO2. Evaluate the impact of culture on organisational behaviour and management

practice, using a range of theoretical concepts to analyse and explain issues of
management and organisation in a cross-cultural context

LO3. Deploy appropriate research, analytical, communications and problem-solving

skills for exploring the influence of culture and for suggesting how complex issues of
management and organisation can be addressed.

Section B: Introduction

This coursework requires you to work in a group (of 4 to 6 students that develops a
report (maximum 2,500 words) to answer a particular question assigned to your
group from the list included below, which carries 25% weight of the total module
mark.

It will test students’ skills to analyse the possible issues/challenges of a business in a

culturally diverse context and their implications to the organisation by applying
appropriate cross-cultural management theories, and to draw on this analysis to
develop solutions and recommendations for managing teams in the organisation.

Section C: Assessment Strategy

● The students are required to research the given topic to develop it into a coherent
report/paper and also a lively oral presentation on the same topic/questions.
The presentation, however, is considered as assessment two (i.e. CW2 Group
Presentation) which carries 15% weight of the module mark separately.

● Your first task as a team is to research the topic and to produce a 2,500-word
paper on your given question. You are not expected to cover all aspects of the
topic but to choose a particular angle, or focus. You should make it clear in the
introduction to your paper what is the approach to the question that your group
has taken. The paper should then explore the question in relation to the specific
angle that you have chosen.

● It should apply relevant theory from the field of cross-cultural management and
show the implications and relevance of the issues for management practice.

● You must include relevant material drawn from articles in academic journals that
you have consulted in researching your topic.

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● Each team will get different questions in order to maximise learning across the
tutorial group of the module. The team members for both components must
be finalised by Week 02.

Important points to be noted regarding the group work:

● Please note that the paper and presentation together comprise a group
assignment. Individual work as an alternative for either part will not be
accepted.
● It is very important that all group members contribute fully to the writing of your
paper and preparing for, and participating in, the group presentation.
● It is the responsibility of all team members to keep in touch with each other and to
keep the other team members updated on their progress.
● If you are having particular problems in your team which you are unable to resolve
among yourselves then you should raise this with your seminar tutor in good time.

List of the questions for Coursework 1 and Coursework 2 (Your group will answer
ONLY question assigned by your tutor):
Group 1:

Saurav Baral Q Suppose a South African investor is planning to enter into a partnership with a South
Ashim Thapa Korean ‘chaebol’ which are typically family-owned businesses that have subsidiaries
Nishal Pahari across diverse industries. Research the cultural distinctiveness of the companies which fall
Prakriti Thapa Magar within ‘chaebol’ typology to other forms of business. Also, discuss the possible challenges
to both the investors in terms of the chaebol culture and their national cultures as well

Group 2:
Q As described by French, R (2015, pp. 126-127), the characteristics/factors of Chinese
Richard Biswas culture include Harmony and group cohesiveness, ‘Face’, Guanxi, and Renqing. Examine
Arjun Poudel these factors and other bipolar dimensions models of culture in detail and explain why
Bishwottma China has a unique culture. Also, suggest how a non-Chinese investor could address the
cultural differences while doing business with a Chinese party.

Group 3:

Q “A British teacher jailed in Sudan for letting her class name a teddy bear Muhammad
has spoken of her "ordeal", after returning to the UK '' (BBC News online, 2007). In 2007
a British school teacher working in the Republic of Sudan was convicted of insulting religion,
Shalom Kumar Adhikari inciting hatred and showing contempt for religious beliefs under Sudanese criminal law. This
Udgam Gurung followed a complaint by a school employee that the teacher had allowed a class of children
Kedar Bhandari to name a teddy bear ‘Muhammad’. The teacher was released from prison after five days
Samiksha Thapa Magar following intensive lobbying by the UK Government (French, 2015, p. 190). Taking the
seriousness of the case’s consequences into account, how do you define the cultural
sensitivity in the Sudanese society as compared to the British? Also, discuss whether the
situation could have been better if the teacher was from India.

Group 4:
Q. The concept of ‘Wasta’ (which refers to using one’s connections and/or influence to get
things done easier way, or getting something through favouritism rather than merit) is
Ayush Thapa
widely used in many Arab countries like Jordan, UAE, Saudi Arabia, Lebanon, or Egypt.
Ashish Parajuli
Research some features of Wasta in a business context, and its cultural drivers from the
Anjil Gurung
Suyog Thapa
Arab cluster. Also, explain why it might be important for non-Arab companies, a Japanese
company, for example, to have an understanding of ‘Wasta’ when running a business in the
Middle East.

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----------------------------------------------

Works Cited:

BBC News online, 2007. Teacher speaks of Sudan 'ordeal'. [Online] Available
at: http://news.bbc.co.uk/2/hi/uk_news/7126162.stm [Accessed 20 July 2022].
French, R., 2015. In: Cross-Cultural Management in Work Organisations. 3rd
ed. London: Chartered Institute of Personnel and Development, pp. 126-127.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, p. 130.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, p. 144.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, pp. 144-145.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, p. 172.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, p. 177.
French, R., 2015. In: Cross-Cultural Management in Work Organisations.
London: Chartered Institute of Personnel and Development, p. 190.
South Korean Council on Foreign Relations, 2018. South Korea’s Chaebol
Challenge. [Online] Available at: https://www.cfr.org/backgrounder/south-
koreas-chaebol-challenge
[Accessed 13 June 2023].
Transparency International, 2022. WHAT IS CORRUPTION?. [Online]
Available at: https://www.transparency.org/en/what-is-corruption [Accessed 21
July 2022].

Section D: Assessment submission

On behalf of the group, one member must submit the following documents in the
assigned folder of MySecondTeacher before the prescribed submission deadline:
● Soft (Electronic) copy of the Group Report
● In PDF format
● With a cover page which includes: <Your group no.> and <Full name and
LMU ID numbers of all group members>
● File name format: <LMU ID No> < Full Name> e.g. 12312324 Dhruva
Gyawalee.pdf

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Section E: Marking Criteria: How you will this assessment be evaluated?

Your group paper should:

● Be concisely and clearly written in the form of an academic paper (in ‘Essay’
format).
● Be interesting and well-focused on a specific angle/issue (the aims and the
scope of the paper are clear).
● Be clearly structured and presented i.e. include all the components properly
described in the ‘Indicative structure of the report’ as above.
● Include valid arguments and facts to justify your ideas – which may include
relevant charts, tables and visuals to make your arguments more
clear/interesting.
● Include correct in-text citations and a reference list/bibliography in the
Harvard system - made from authentic and up to date sources including
articles from academic journals.
● Draw on all relevant theories of cross-cultural management.
● Make clear the relevance to real-world business or management practices.

Section F: Recommended Structure

You are expected to include the following components in the report:

 Title page
 Acknowledgements
 Executive Summary/Abstract
 Introduction
 Main text (Analysis of the given questions/topics in detail including relevant
diagrams, charts, visuals to make the report more interesting.)
 Conclusions
 Recommendations
 References – there should be at least fifteen different academic references
made (from text books, reference books and academic journal articles) in the
Harvard Style.
 Appendices – Not mandatory.

Section G: Reading for references (only suggested)

The following are some of the sample sources students may refer to their
coursework. You are, however, expected to explore for extra sources yourself and
use varieties of materials that may make your coursework more informative, up-to-
date and interesting.

 Some of the useful textbooks include:

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 o French, R. (2015) Cross-Cultural Management in Work Organisations (3rd
edition) London: CIPD
o Browaeys, M-J., and Price, R. (2019) Understanding Cross-cultural
Management, Pearson Education.

 You may also refer to different websites that might be useful to gather useful
information such as Hofstede Insights, Cross-Cultural Communication and
Cultural Understanding.

 Students are also expected to use relevant journal articles and reports (but only
from up-to-date and authentic sources) to add more credibility to their works.

Section H: Assessment Grade Description

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GSBL UNDERGRADUATEGENERAL GRADE DESCRIPTORS
Level 3 or 4 Level 5 Level 6

Genera Acquisition of broad Generate ideas Critically review,

l knowledge through analysing consolidate and
Evaluate information concepts extend a body of
Use information to Demonstrate a knowledge using
plan, develop and command of specialised skills
problem solve specialised skills Critically evaluate
Formulate responses concepts and
to well defined and evidence from a range
abstract of sources
Analyse and evaluate Transfer and apply
information skills and exercise
significant judgement
in a range of situations
70-100 Very good Excellent Excellent –
(A) Demonstration of very Advanced scholarship Outstanding (for use
good comprehension Goes beyond the at far end of range)
of the task with material provided Outstanding
evidence of analysis, Excellent link to understanding,
synthesis, research exploration and insight
evaluation and critical Excellent analysis, Strong evidence of
appraisal synthesis, evaluation originality and
Use of a wide variety and critical appraisal development of own
of appropriate sources Excellent evidence of ideas
Transformation of preparation Develop a highly
knowledge Comprehensive and complex argument
Independent thinking critical understanding Outstanding ability to
and development of of the topic communicate topics
ideas Excellent ability to clearly and concisely
Ability to communicate clearly Advanced
communication very cl and effectively organisation, structure
early and effectively Excellent organisation, and presentation of
Very good evidence of structure and work
preparation presentation of work Good references,
Very good Good references, appropriate sources
organisation, structure appropriate sources (quality and quantity).
and presentation of (quality and quantity). No errors in reference
work – minimal errors No errors in reference list or citations.
Good references, list or citations. References well
appropriate sources utilised and critiqued
(quality and
quantity). No errors in
reference list or
citations.

60-69 Very good Very good Very Good

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(B) Demonstration of very Demonstration of very Advanced scholarship
good comprehension good comprehension Goes beyond the
of the task with of the task with material provided
evidence of analysis, evidence of analysis, Very good link to
synthesis, evaluation synthesis, evaluation research
Use of a wide variety Use of a wide variety Very good analysis,
of appropriate sources of appropriate sources synthesis, evaluation
Transformation of Transformation of and critical appraisal
knowledge knowledge Very good evidence of
Independent thinking Independent thinking preparation
and development of and development of Comprehensive and
ideas ideas critical understanding
Ability to Ability to of the topic
communication clearly communication clearly Very good ability to
and effectively and effectively communicate clearly
Very good evidence of Very good evidence of and effectively
preparation preparation Very good
Very good Very good organisation, structure
organisation, structure organisation, structure and presentation of
and presentation of and presentation of work
work – minimal errors work – minimal errors Good references,
Good references, Good references, appropriate sources
appropriate sources appropriate sources (quality and quantity).
(quality and quantity). (quality and quantity). No errors in reference
Minimal or no errors in Minimal or no errors in list or citations.
reference list or reference list or
citations. citations.

50-59 Adequate – Adequate – Adequate-

© Satisfactory Satisfactory Satisfactory
Some analysis but Some evidence of Evidence of thinking
limited thinking independently independently to
Some insight and to develop own ideas develop own ideas
exploration of ideas Evaluation of relevant Evaluation of relevant
Sound conclusions theories or literature theories or literature
No significant Reasonable ability to Ability to communicate
inaccuracies or communicate clearly clearly and effectively
omissions and effectively Report information in
Some analysis, Report information in a structured way
evaluation or a structured way Use of an appropriate
synthesis of Use of an appropriate format
information format Reasonably Accurate,
Lacking clarity at Quite comprehensive quite comprehensive
times knowledge knowledge
Some evidence of Satisfactory evidence Satisfactory evidence
preparation of preparation of preparation
Referencing is sound. Satisfactory Coherent and well
Mostly appropriate referencing, presented – minor

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 sources. Numerous appropriate sources. errors
errors or Numerous but minor Satisfactory
inconsistencies errors in references referencing,
appropriate sources.
Minor errors in
references

40-49 All learning All learning All learning

(D) outcomes met outcomes met outcomes met
Competent (practical) Competent (practical) Competent (practical)
May be incomplete in May be incomplete in May be incomplete in
knowledge (some knowledge (some knowledge (some
errors or omissions) errors or omissions) errors or omissions)
Insufficient analysis, Weak or no analysis, Weak or no analysis,
evaluation or evaluation or evaluation or
synthesis synthesis synthesis
Limited application of Some application of Some application of
theories/knowledge theories/knowledge theories/knowledge
An awareness of An awareness of An awareness of
appropriate appropriate appropriate
principles/theories/tec principles/theories/tec principles/theories/tec
hniques hniques hniques
Irrelevance to the task Irrelevance to the task Irrelevance to the task
at times at times at times
Disorganised work Disorganised work Disorganised work
with weak standard of with weak standard of with weak standard of
presentation presentation presentation
Numerous aberrations Aberrations from the Aberrations from the
from the requirements requirements of the requirements of the
of the task task task
Referencing is Referencing is Referencing is
attempted although attempted although attempted although
may be inconsistent, may be inconsistent, may be inconsistent,
many errors, weak many errors, weak many errors, weak
sources sources sources

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Condo Learning outcomes Learning outcomes Learning outcomes
ned not met not met not met
Pass Little relevant Little relevant Little relevant
30-39 knowledge knowledge knowledge
(R2/F1) Lacking structure Lacking structure Lacking structure
Numerous errors in Numerous errors in Numerous errors in
structure and form structure and form structure and form
Limited understanding Limited understanding Limited understanding
of concepts/theories of concepts/theories of concepts/theories
No appropriate No appropriate No appropriate
analysis, evaluation or analysis, evaluation or analysis, evaluation or
synthesis synthesis synthesis
Significant Significant Significant
inaccuracies/omission inaccuracies/omission inaccuracies/omission
s s s
Not competent Not competent Not competent
Little or no attempt to Little or no attempt to Little or no attempt to
use references and if use references and if use references and if
so very weak with so very weak with so very weak with
errors errors errors

Under Little engagement with Little engagement with Little engagement with
30 the task the task the task
(R2/F2) No basic No basic No basic
understanding of the understanding of the understanding of the
subject matter subject matter subject matter
Poor communication Poor communication Poor communication
(written or verbal) (written or verbal) (written or verbal)
Lacking or no Lacking or no Lacking or no
structure structure structure
Significant errors in Significant errors in Significant errors in
structure and form structure and form structure and form
Many significant Many significant Many significant
inaccuracies/omission inaccuracies/omission inaccuracies/omission
s – very little correct s – very little correct s – very little correct
Little or no attempt to Little or no attempt to Little or no attempt to
use references and if use references and if use references and if
so, very weak with so, very weak with so, very weak with
many significant errors many significant errors many significant errors
(0%) No submission No submission No submission
Nothing of relevance Nothing of relevance Nothing of relevance
in the work submitted in the work submitted in the work submitted

- End of the document -

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