Understanding Global Cultures:
Metaphorical Journeys Through 34 Nations,
Clusters of Nations, Continents, and Diversity, Sixth Edition
is currently available on-line for $87.60 new, $35.13
used, and $52.52-$78.49 for eTextbook. (from
Amazon) (+ p/h, where applicable, at
amazon.com & eligible for FREE Super Saver Shipping on orders over
$25). (15 June 2023)
[It has been offered on-line for as much as $333.28, or
even more, so be careful to
By: SAGE Publications, Thousand Oaks, CA, 2015
the fully updated Sixth
Edition of Understanding
Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of
Nations, Continents, and Diversity, authors Martin J.
Gannon and Rajnandini Pillai present the
cultural metaphor as a method for understanding the cultural mindsets of
individual nations, clusters of nations, continents, and diversity in
each nation. A cultural metaphor is any activity, phenomenon, or
institution that members of a given culture consider important and with
which they identify emotionally and/or cognitively, such as the Japanese
garden and American football. This cultural metaphoric approach
identifies three to eight unique or distinctive features of each cultural
metaphor and then discusses 34 national cultures in terms of these
features. The book demonstrates how metaphors are guidelines to help
outsiders quickly understand what members of a culture consider
Textbooks are available from these sourcesÂ .Â .Â .
(Itâ€™s expensive, so consider renting one, or buy a
used copy; exams are open-book, so you should
have a copy. Weâ€™ll be using this text again in the Fall (in Global Cultures) and in the
Spring (in Anthropology of Europe), so if the UMD bookstore is back in
operation there should be a local market for used copies.)
California State University San Marcos Professor Emeritus, Robert H. Smith School of
Business, University of Maryland
(Ph.D., Columbia University) is Professor of
International Management and Strategy, College of Business Administration,
California State University San Marcos. He is also Professor Emeritus,
Smith School of Business, University of Maryland at College Park. At
Maryland he held several administrative positions, including the Associate
Deanship for Academic Affairs and the Founding Directorship of the Center
for Global Business, and received the University's International Landmark
Professor Gannon has been the Senior Research Fulbright
Professor at the Center for the Study of Work and Higher Education in
Germany and the John F. Kennedy/Fulbright Professor at Thammasat University
in Bangkok, and has served as a visiting professor
at several Asian and European universities. He has also been a consultant
to many companies and government agencies. Professor Gannon has lived and
worked in over 25 nations for various periods of time as a visiting
professor, consultant, and trainer.
Ph.D. Rajnandini “Raj” Pillai
(Ph.D., State University of New York at Buffalo, 1994) is a Professor of
Management at the College of Business, California State University San
Marcos (CSUSM). She is also Executive Director and founding member of the
Center for Leadership Innovation and Mentorship Building (CLIMB) at the
university. Her areas of research interest are leadership and
cross-cultural management. She has published her work on charismatic and
transformational leadership, leadership and voting behavior, and
cross-cultural differences in organizational justice in The Leadership
Quarterly, Journal of Management, and the Journal of International Business
Studies. She has also presented her work at regional, national and international conferences and serves on the Academy of Management Teaching
Themes Committee. She has also co-edited two books, Teaching Leadership:
Innovative Approaches for the 21st Century (2003) and Follower
Perspectives on Leadership (2007) and is co-author of the 4th and 5th
editions of Understanding
Global Cultures with Martin J. Gannon. She serves on the
editorial board of The Leadership Quarterly. Rajnandini Pillai has held mid level management positions in
the banking industry in India, consulted with organizations in the U.S. on
leadership effectiveness, and conducted workshops on leadership and global
issues for the local business community. She has received awards for
excellence in teaching and research including the College of Business
Outstanding Professor Award, the Western Academy of Management Ascendant Scholar
Award, the CSUSM President’s Award for Scholarship and Creative Activity,
and CSUSM’s highest faculty honor, the Harry E. Brakebill Distinguished Professor Award. -- Maureen
The Writers' Workshop offers free one-to-one writing support to all members of UMD's campus community. Sessions are held synchronously online or in-person with a graduate student or faculty consultant. Feel free to bring any writing project at any stage in the writing process. To make an appointment, visit d.umn.edu/writwork or stop by the Workshop’s front desk located on the second floor of Martin Library and visit with Jill Jenson and her staff.Â Â
Students in this class have permission to see a Writers’ Workshop consultant for assistance on exams, and all written projects.
The Tutoring Center on the second floor of Martin Library offers free tutoring sessions for this course. Your tutor will be a high-achieving student trained to assist you. To learn more about the Tutoring Center, find the tutor(s) qualified for this subject area, or reserve a time with a tutor, please visit the Tutoring Center website. The tutors look forward to working with you!
Use of AI-content generators for assignments in this class
When I taught Advanced Writing for the Social Sciences here at UMD, for over twenty-five years, my rule of thumb advice to students was to plan to spend 60% or more of their time and effort revising drafts (for academic type writing).
In 2001 Wikipedia appeared on the scene and very quickly became a useful tool asa starting point for many academic projects even though as an open-source resource the Wikipedia entries are not checked and verified in the same manner as other traditional reference materials.
Spelling and grammar checkers arrived on the general scene and helped with spelling and grammar checking, but, as you no doubt have discovered, they continue to require human editing.
And, of course, before that we had a selection of excellent Encyclopedia offering good starting points for many projects, the most popular being The Encyclopedia Brittanica.
And long before that there were libraries--since at least the days of Alexandria in Egypt, in the third century B.C.
The bottom line . . .
Today the evolution of research resources and aids continues with the relatively rapid appearance of ChatGPT and other automated content generators.
As many folks have already found out, they can be very useful as starting points, much like their predecessors. But, from the academic point of view, they are still only starting points.
Professors nationwide are for the most part advised, and even encouraged, to experiment with the potentials of ChatGPT and similar apps.
In this class it is fine to experiment, with the caveat that all of your written academic work demonstrates that your personal efforts—including content development and revision—reflect your personal originality, exploration, analysis, explanation, integrating and synthesizing of ideas, organizational skills, evaluation, and overall learning and critical thinking efforts.
That is to say you may experiment with the AI tool to do tasks such as e.g, brainstorming, narrowing topics, writing first drafts, editing text, and the like. AI-generated works should in no case be more than that.
In the end you need to become familiar enough with the various subjects, peoples, and places discussed in this class to research a topic and problem-solve on your own, and carry on an intelligent conversation about them in modern-day society . . . a conversation that goes byond your voicing an unsupported opinion.
For the record, what follows is the official UMD Academic Integrity Policy. Note that "unless otherwise noted by the faculty
member" this is the default policy.
"UMDâ€™s Academic Integrity policy covers any work done by automated content generators such as ChatGPT or other generative artificial intelligence tools unless otherwise noted by the faculty
member. These tools present new challenges and opportunities."
"Within the confines of this
class The use of AI-content generators is strictly prohibited for any stage of homework/assignment
(e.g., draft or final product). The primary purposes of college are developing your thinking skills,
being creative with ideas, and expanding your understanding on a wide variety of topics. Using
these content generating AI tools thwarts the goal of homework/assignments to provide
students opportunities to achieve these purposes. Please make the most of this time that you
have committed to a college education and learn these skills now, so that you can employ them
throughout your life." -- Jennifer Mencl, UMD Associate Vice Chancellor, Academic Affairs, 10 May 2023
. "Academic dishonesty
tarnishes UMD's reputation and discredits the accomplishments of
students. UMD is committed to providing students every possible
opportunity to grow in mind and spirit. This pledge can only be
redeemed in an environment of trust, honesty, and fairness. As a
result, academic dishonesty is regarded as a serious offense by all
members of the academic community. In keeping with this ideal, this
course will adhere to UMD's Student Academic Integrity Policy, which
can be found at [http://www.d.umn.edu/conduct/integrity/Academic_Integrity_Policy.htm].
This policy sanctions students engaging in academic dishonesty with
penalties up to and including expulsion from the university for repeat
— UMD Educational Policy Committee, Jill Jensen, Chair
The instructor will enforce and students are expected to follow the University's Student Conduct Code [http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html].
Appropriate classroom conduct promotes an environment of academic
achievement and integrity. Disruptive classroom behavior that
substantially or repeatedly interrupts either the instructor's ability
to teach, or student learning, is prohibited. Disruptive behavior
includes inappropriate use of technology in the classroom. Examples
include ringing cell phones, text-messaging, watching videos, playing
computer games, doing email, or surfing the Internet on your computer
instead of note-taking or other instructor-sanctioned activities."
— UMD Educational Policy Committee, Jill Jensen, Chair
Failure to comply with the above
codes and standards when submitting an Extra Credit paper will result in
a penalty commensurate with the lapse, up to and including an F final grade for the course, and, at a minimum, a reduction in total
points no fewer than the points available for the Extra Credit project.
The penalty will not simply be a zero for the project, and the
incident will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards.
A Note on "Cutting and Pasting" without the Use of Quotation Marks (EVEN IF you have a citation to the source somewhere in your paper)
If you use others' words and/or works you MUST so indicate that with the use of quotation marks. Failure to use quotation marks to indicate that the materials are not of your authorship constitutes plagiarism—even if you have a citation to the source elsewhere in your paper/work.
Patterned failure to so indicate that the materials are not of your own authorship will result in an F grade for the course.
Other instances of improper attribution will result in a 0 (zero) for the assignment (or a reduction in points equal to the value of an Extra Credit paper), and a reduction of one grade in the final grade of the course.
All incidents will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards as is required by University Policy.
"UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html."
"All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives. All final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. To reference the full policy please see: http://www.d.umn.edu/vcaa/FinalExams.html"
"Students are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html"
"Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. For additional information, please see: http://www.d.umn.edu/vcaa/ClassNotesAppropriateUseof.html"
It is the policy and practice of the University of
Minnesota Duluth to create inclusive learning environments for all
students, including students with disabilities. If there are aspects
of this course that result in barriers to your inclusion or your ability to
meet course requirements – such as time limited exams, inaccessible web
content, or the use of non-captioned videos – please notify the instructor
as soon as possible. You are also encouraged to contact the Office of
Disability Resources to discuss and arrange reasonable accommodations.
Call 218-726-6130 or visit the DR website at https://umd-general.umn.edu/disability-resources for more information.
Learner Outcomes are guided by the following set of rubrics . . .
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.