Module Code:

BHS0037

Module Title:  

Managing Across Cultures

Assessment Type

Initial

Academic Year

2024/25 Term 2 (HKMA)

Assessment Task   

This portfolio consists of six mini essays. Each mini essay has a word limit of 500 words. In total, you will write 3,000 words for the whole assignment.

-        5 references for each essay and DON’T put together in one References sheet. Put is separately.

-        Essay 5-6 need to have 1 photo for each essay. 

For the first essay, you are required to discuss the following topic: 

Some people claim that national culture models, such as Hofstede’s model of cultural dimensions, are overly simplistic and misleading. Do you agree or disagree with this assertion? What are the benefits and drawbacks of using such models by global managers?

For the second essay, you are required to discuss the following topic: 

“The more Cultural Intelligence one has, the better” is a common assumption in the literature of Cultural Intelligence. To what extent do you agree with this statement? Are there any drawbacks of having very high cultural intelligence?

For the third essay, consider the following scenario and answer the following questions: 

A Spanish manager has recently been assigned to work in Germany. The day after she arrived in Germany, she received news that a close relative had suddenly died. The woman was emotionally upset and burst into tears. She was appalled by the lack of sensitivity of her German colleagues, who did not inquire about what had happened or provide emotional support. On the other hand, her German colleagues were surprised by her reaction and thought she was immature and unprofessional.

Thus, while outward displays of emotions are often acceptable and even expected at times in Spain, these same behaviours are often considered inappropriate, and taking interest in a colleague’s personal affairs can be deemed rude and unprofessional in Germany. 

-        Use relevant theory/theories to explain this cross-cultural difference in emotional display.

-        Discuss one or two strategies that can help global managers communicate across cultures. 

For the fourth essay, consider the following case and answer the following questions:

A small Dutch high-tech firm was recently acquired by US electronics giant Intel. Consistent with Dutch tradition, the small company had long provided many of its middle managers with company cars to offset the country’s high tax rate on personal incomes. In the eyes of its employees, this was part of their compensation package. To many outsiders, however, the proliferation of new BMWs among the managers of the small start-up seemed a bit excessive. After the acquisition of the company by Intel Corporation, Intel’s HRM executives sought to rescind the Dutch company’s car policy, since it was far more generous than that of the parent company back in the U.S. Following a number of complaints and several key resignations, however, the parent company policy change was dropped. This example illustrates the conflicts and challenges faced by many of today’s global managers. From their standpoint, the Inntel executives were seeking equality in their employee personnel policies across the two countries, but from the Dutch standpoint the company cars were part of this equality, since their income tax rate on salaries is substantially higher than that for their US counterparts. 

-        Should reward systems within one company be the same across the globe or tailored to each country? What problems may each of these approaches create? 

-        Imagine that you are an external consultant, what advice would you give to global organisations, such as Intel, and their managers in terms of managing motivation across cultures? 

For the fifth essay, you are required to discuss the following topic within the vignette: 

Your colleagues are from foreign countries, and they have never been to your home country before. Imagine that you are using a metaphor to describe the culture (The Spirit of Lion Rock 獅子山精神: A Metaphor for Hong Kong’s Resilient

Culture) of your home country.  

-        What metaphor would you use to describe and explain your national culture?

-        In what ways does this metaphor reflect the values, norms, and/or behaviours of your home country? 

Draw on relevant research to support your discussion. You should also include a picture of the metaphor in your essay. 

For the final essay, you are required to write a personal reflection of your own cross-cultural experience. You should describe a memorable cross-cultural experience and use relevant cross-cultural theory/theories to explain the cultural differences in this experience. You should avoid discussing obvious cultural differences (e.g., language differences, food, and other easily observable elements of culture) in this essay. Discuss what you have learned from this experience and how this experience may help you in future cross-cultural interactions with others. 

Level of AI-Use permitted for this Assessment  

Level 1- Not Permitted. The use of AI tools is not permitted in any part of this assessment. 

Duration n/a

Word Count 3000 words

Task specific guidance:

The first paragraph of each essay should include a couple of introductory sentences stating the aim of this essay.

Each essay should have at least four references: at least 2 of them should come from academic sources (e.g., books and journal articles), and the others could come from other sources (e.g., newspapers, company websites,

Each essay should end with the references of that particular essay. DO NOT  references at the end of the whole assignment.

Overall the assignment should not be more than 3,000 words, excluding all

Follow the specific format requirements for each essay and use the cover

Brightspace) ave 1 photo for each essay. 

Marking criteria on conceptual understanding of the subject area, use of referenced sources, and presentation apply to all six essays. 

Requirements for all six mini essays:

1)

2)

company reports).

3)    put all 30+

4)    references, titles, and key words.

5)    page provided (see

6)    Essay 5-6 need to h

Information on marking criteria:

1)

2) Marking criterion on critical understanding of the subject area applies to

essay 1 and 2. 

3)     Marking criterion on application of knowledge applies to essay 3 and 4.  

4)     Marketing criterion on reflection and reflexivity applies to essay 5 and 6.  

General study guidance:  

•        Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list. 

•        Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style.  For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:

o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/

•        The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk.

•        If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop.  

Do not exceed the word limit / time / other limit. 

Assessment criteria

•        The Assessment Criteria are shown the end of this document.  Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work.  These criteria have been designed for your level of study. 

•        These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.  

•        The Learning Innovation Development Centre can help you to understand and use the assessment criteria.  To book an appointment, either visit them on The Street in the Charles Sikes Building or email them on busstudenthub@hud.ac.uk

Learning Outcomes  

This section is for information only.  

The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work. 

On completion of this module, students will need to demonstrate:

Knowledge and Understanding

On completion of this module you will be able to:  

1.               Demonstrate systematic understandings of cross cultural differences and how these differences affect business and management   

2.               Describe and comment upon the latest debates in cross cultural research   

3.               Demonstrate an appreciation of the limits of cross cultural knowledge   

Ability  

On completion of this module students will be able to:  

4.               Apply cross cultural theories and models to analyse cross cultural scenarios   

5.               Make use of journal articles and original materials to enhance individual learning  

6.               Explain and critically evaluate assumptions and abstract concepts in writing   

Please note these learning outcomes are not additional questions. 

Submission information

Word/Time Limit:

3,000 words

Submission Date:  

9 May 2025

Feedback Date:

2 June 2025

Submission Time:  

15:00

Submission Method:

Electronically via module site in Brightspace.  Paper/hard copy submissions are not required.  For technical support, please contact: 

busvle@hud.ac.uk  

90-100

80-89

70-79

60-69

50-59

40-49

30-39

20-29

10 - 19

0 – 9

 Level

Exceptional (Outstandin g+)

Outstanding  

(Excellent +)

Excellent

Very good

Good

Pass

Unsatisfactory

Unacceptabl

e

Unacceptabl

e

Unacceptabl

e

Fulfilment of relevant

learning outcomes

Met

Met

Met

Met

Met

Met

Not met or partially met

Not met or partially met

Not met or minimal

Not met or minimal

Response

to the question

/task  

Full

command of

assessment task; imaginative approach

demonstratin g flair and creativity

Clear command of

assessment task; sophisticated approach

Very good response to task; elements of sophisticatio n in

response

Welldeveloped response to assessment task with evident development of ideas

Secure response to assessment task but not

developed sufficiently developed to achieved higher grade 

Adequate response that meets minimum

threshold, but with limitations of

development

Nearly a sufficient response but lacks key aspects. 

Insufficient response

Little

response

No response

Knowledge and understanding (H)

Knowledge requirements are different at F, I and H level.  Please use the relevant level knowledge assessment criteria

Conceptual understandi ng of

contempora

ry

knowledge

in the

subject

(20%)

Skilfully integrates conceptual knowledge from  other modules or disciplinary areas to provide original/ creative insights into the subject

Excellent conceptual knowledge drawing on ideas from beyond the module bounds. 

Draws on an extended conceptual knowledge, excellent

understandin g of the

subject area

Demonstrate s competent conceptual knowledge drawing on a broader knowledge base. 

No major errors or misundersta nding.

Demonstrate s secure conceptual knowledge,

conventional critical

understandin g of relevant knowledge.  

Lacks depth of integrating ideas. 

Demonstrate s adequate basic conceptual

knowledge 

No

integration of ideas.

Some errors and/or gaps in coverage

Mentions some terminology

relating to theories, concepts 

Demonstrates insufficient grasp of a basic knowledge.  

Many errors in understanding and omissions. 

Demonstrate s little core knowledge.  

Major misundersta ndings and significant omissions.

Demonstrate

s virtually no core

knowledge 

Many errors

in

understandin g and extensive omissions.

Wholly irrelevant. 

and its ambiguities in a considered individual voice

Few

inaccuracies. 

and relevance   

Critical

understandi ng of contempora ry

knowledge

in the

subject and

its

limitations

(20%)

Skilfully integrates conceptual knowledge from  other modules or disciplinary areas to

provide critical insights into the subject area

Excellent critical

appreciation of the key tensions,

controversies

disagreemen ts and disputes in the subject area

Offers original, compelling, insightful or interesting additional perspectives.

Shows very

strong ability to apply/ critique ideas and a welldeveloped consideration of the limitations of knowledge. 

Performance

at this level and above shows

intellectual comfort with doubt, ambiguity, controversy, uncertainly and complexity rather than seeking certainty and a single right answer.

A good attempt at

integrating and critiquing. Some solid insights into the limitations of knowledge.

Some awareness of the limitations of knowledge.

Some

formulaic critical

understandin g and awareness of limitations of knowledge.

Very limited critical understanding and awareness of the limitations of knowledge.  

No critical insight or awareness of the limitations of knowledge.

No critical insight or awareness of the limitations of knowledge.

Wholly irrelevant.

(20%)

Cognitive / Intellectual skills

A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School.  Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study

Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected.  Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.

Application of knowledge

/ skills to practice / a solution(s) /

Creative & original

application of

knowledge

/skills to

produce new

Applies knowledge /

skills to

develop a comprehensi

ve solution /

Applies knowledge /

skill in a sophisticated manner to develop a

Applies knowledge/s

kill in a

logical and developed manner to

Applies knowledge/s

kill in a

logical manner to provide a

Applies knowledge/s

kills in a basic manner to develop a

Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion

Some use of knowledge, but mostly insufficient. 

Weak use of knowledge / skills evident.  Very limited solution /

No evidence of attempt to analyse or interpret information or provide a

proposal /

conclusion

(20%)

insights and offers a novel and

comprehensi ve solution / proposal / conclusion which extends beyond the boundary of the brief.  

proposal / conclusion which extends beyond the original boundary of the brief. 

Extended insights. 

well conceptualis ed and

solution / proposal / conclusion.  

Alternative approaches might be considered. 

Thoughtful and

developed insights/ creativity.

provide a considered solution / proposal / conclusion.

Some good insights /creativity

No logical errors. 

more developed solution / proposal / conclusion.

Some but limited insights/creat ivity.   

Few logical errors

simple but limited solution/ proposal/con clusion.   No insights / creativity Logical errors evident.

proposal / conclusion. 

solution/prop osal/ conclusion. 

Use of referenced* evidence and sources to

support task 

*Normally

APA 7^th or

OSCOLA

(10%)

Systematic and rigorous use of evidence/ sources beyond the normal bounds of the module to robustly support purpose of the work. Evidence of independent reading and research.

Referencing

fully

competent and accurate 

Comprehensi ve use of high-quality evidence and sources beyond the normal bounds of the module and shows evidence of independent reading and research.

Referencing

fully

competent and accurate 

Task is very well supported by very extensive use of evidence / sources.  

All points fully

substantiated

.   

No unsubstantiat ed points. 

Referencing

fully

competent and accurate 

Task is well supported by more developed use of sources/evid ence

Most points are substantiated and no major unsubstantiat

ed points

Referencing largely competent and accurate. 

Some minor errors in citations or references.

Task is supported by several sources /evidence. 

Some points are unsubstantiat ed. 

Referenced appropriately

Referencing largely competent and accurate but may include errors 

Task supported by basic evidence and sources but is overreliant on very few sources.

Significant number of points are unsubstantiat ed. 

Some effort to reference, but frequent errors and omissions 

One or two apparent references to concepts introduced in the assessment task

Very few points are substantiated using evidence / sources.  

Significant errors and omissions in referencing 

Little or no

evidence

Significant errors and omissions in citation and application of referencing 

Unsupported

Very little attempt to cite or reference 

No evidence No citations

Presentation

(including Language and formatting of work (font, pagination,

labelling) 

(10%)

Lucid, fluent, elegant, and compelling, using a distinctive

and individual voice Impeccable formatting

Clear and fluent with a breadth of vocabulary. Discernible author voice.   Excellent formatting. 

Polished and consonant

Clear functional writing with a discernible author voice. 

 Formatting consonant

with

assessment

brief

Clear and straightforwa rd use language.

Largely error free

Formatting very largely free from

Basic use of vocabulary, grammar and syntax.  Limited flaws. 

Formatting broadly consonant with

Basic use of vocabulary,

grammar and syntax that conveys the meaning of the text. 

Acceptable formatting, but some

Many vocabulary, grammar and syntax errors that obscure meaning 

Formatting not sufficiently consonant with assessment brief. Multiple formatting issues.

Extensive flaws in vocabulary,

grammar and syntax that prevent the text from being understanda ble. 

Unacceptabl e No

discernible attempt format work. 

Insufficient evidence No formatting

entirely consonant with

assessment brief expectations

with the assessment brief expectations. 

expectations.  No formatting issues.  

major presentation al problems and consonant

with assessment brief. 

assessment

brief but some breaches of guidance. 

breaches of guidance. 

Some

unprofession al aspects

Formatting not consonant

with assessment

brief. Very poor with multiple formatting issues

Reflection criteria

Reflection and

Reflexivity  

(20%)

Profoundly insightful and creatively

original 

Outstanding

and profound self-

awareness

and critical reflection on inner world and its implications for

development at multiple levels.

Excellent insight and demonstratin

g meaningful creativity 

Profound

self-

awareness

arising from

extensive critical reflection on inner world and its implications for

development 

Clearly articulated insight and

creativity 

Demonstrate s insightful self-

awareness

and critical reflection on inner world and insightful implications for

development

Some good

insights and evidence of individual

creativity 

Demonstrate

s clear selfawareness and reflection on inner world and some awareness of implications for

development

Demonstrate s some basic insights.  Limited creativity and originality.  

Some selfawareness

and fair reflection on inner world.  Limited awareness of potential for

development

. 

Largely descriptive with some basic insight.  Limited

creativity.  

Basic, but restricted selfawareness.

Little reflection on inner world and limited

awareness of potential for

development

Descriptive with very limited inadequate insight 

Lack of self-awareness or reflection on inner world and scant awareness of potential for development. 

Inadequate insight or understandin

g 

Minimal selfawareness or ability to express inner world and potential for

development

. 

No persuasive evidence of

reflection 

No selfawareness or ability to articulate in a world 

None