SHE Level 3
SCQF Credit Points 5.00
ECTS Credit Points 2.50
Module Code M3N125335
Module Leader Margaret Masson
School Glasgow School for Business and Society
Subject Management
  • C (May start)

Pre-Requisite Knowledge


Summary of Content

The aim of this module is to develop the students' appreciation of, and ability in, key cross- and inter-cultural competences for global leadership. Working with students in transnational/international contexts, the module builds understanding of the student's and others' cultural characteristics from national and international perspectives. From this it develops insights into the main cross- and inter-cultural competences for effective teamwork, then it explores the competency implications for leadership in diverse organisational and global communities.


The content of the module syllabus directly relates, in turn, to each of the three learning outcomes (LO) as stated in full below. 1: Exploration of individual difference & aspects of culture. Models of national culture: e.g. exploration of elements within national cultures; evaluation of key models and dimensions of national culture e.g. French, Hofstede. 2: Understanding theories of team-working & evaluation of impact of intercultural team-working. Frameworks and types of cross-cultural competences: e.g. understanding the nature, impact and value of key competences e.g. Meyer, GLOBE. 3: Models of leadership and exploration of issues in leading within culturally diverse global communities. Understanding of principles and practices in managing cultural differences e.g. inclusion, diversity management.

Learning Outcomes

On successful completion of this module, the student should be able to: 1. demonstrate an understanding of their own and others' principal cultural characteristics from individual, national and international perspectives; 2. indicate development of their insights into key cross- and inter-cultural competencies for effective teamwork; and3. evidence an exploration of the competency implications of culturally diverse teamwork for leadership in organisations and global communities.

Teaching / Learning Strategy

A blended learning approach is used, which combines lectures, seminars and practical workshops. Practical sessions and seminars are linked to the lecture; incorporating problem-based learning strategies and e-learning materials. Learning is a mix of classroom- based activities alongside experiential exercises. Guest speakers are incorporated into the programme as are visits to some of Scotland's rich heritage sites. Students are encouraged to work in inter-cultural and inter-disciplinary groups, reflecting the reality of global workplaces. Students maintain a learning diary which forms the basis for reflective assessment/s. Support from our Learning and Development Centre and library staff is provided. The first assessment is a group presentation about the development of the group's understanding of, and insights into, effective teamwork competences. The second assessment is a personal reflective narrative on the competency implications of culturally diverse teamwork for leadership in organisations and global communities. This should be informed by, and extend, the module lecture material and include reference to appropriate academic literature.

Indicative Reading

This is a suggested resource bank which will be supplemented by online material on GCULearn; students are expected to draw from this as appropriate for short term study. Allio, R.J. 2013, "Leaders and leadership many theories, but what advice is reliable?" Strategy and Leadership, vol. 41, no. 1, pp. 4-14. Anderson M.H. and Sun P.Y.T. 2015, Reviewing Leadership Styles: Overlaps and the Need for New 'Full Range' -211 Theory, Internatonal Journal of Management Reviews , pp. 1-21. Badshah S. 2012, Historical Study of Leadership Theories, Journal of Strategic Human Resource Management, vol. 1, no. 1. Banutu-Gomez, M.B. 2013, "The Pivotal Importance of Leadership, Knowledge Sharing and Organization -211 Culture", The Journal of American Academy of Business , Cambridge, vol. 18, no. 2, pp. 238-244. Bildstein, I., Gueldenberg, S. and Tjitra, H. 2013, "Effective leadership of knowledge workers: results of an intercultural business study", Management Research Review , vol. 36, no. 8, pp. 788-804. Browaeys M.-J. and Price R. (2011) 2nd edition, Understanding Cross-cultural Management , London: Financial Times / Prentice Hall. Chin J.L., Desormeaux L. and Sawyer K. 2016, Making way for paradigms of diversity leadership, Psychology Consulting Journal: Practice and Research, vol. 68, no. 1, 49-71. Bucher, RD, 2014, Diversity Consciousness; opening our minds to people, cultures & opportunities, 4th Ed, Pearson NJ Canas, K & Sondak, H, 2011, Opportunities and Challenges of Workplace Diversity Theory, Cases and Exercises 3 rd Ed, Pearson, NJ French R. (2015) 3rd edition, Cross-Cultural Management in Work Organisations , London: CIPD. Haslam S.A., Reicher S.D. and Platow M.J. 2011, The New Psychology of Leadership, influence, Identity, And Power Psychology Press, N.Y. Kirton, G & Greene, AM, 2015 The Dynamics of Managing Diversity , 4th Ed, Butterworth Heinemann, London Kumra S. and Manfredi S. (2012) Managing equality and diversity: theory and practice, Oxford: Oxford University Press. Meyer E. (2015) The Culture Map: Decoding how people think, lead, and get things done across cultures , New York: Public Afairs. Mor Barak M.E. (2014) 3rd edition, Managing Diversity: Towards a Globally Inclusive Workplace , CA: Sage Publishing. Moran R.T., Abramson N.R. and Moran S.V. (2014) 9th edition, Managing Cultural Differences , London and New York: Routledge. Primecz H., Romani L. and Sackmann S. (editors) (2012) Cross-cultural Management in Practice: Culture and Negotiated Meanings , Cheltenham: Edward Elgar Publishing. Steers R.M., Nardon L., Sanchez-Runde C.J. (2016) 3rd edition, Management across cultures: developing global competences , Cambridge UK: Cambridge University Press. Syed J. and Ozbilgin M. (editors) (2015) Managing Diversity and Inclusiveness: An International Perspective , London: Sage.

Transferrable Skills

Information: analysis, retrieval, evaluation, knowledge contextualisation and interpretation . Cognitive self: creativity, decision making, self-awareness and ethical responsibility, intellectual capacity . Communication: oral, written, networking, digital. Collaboration: social capital, people management, project management .

Module Structure

Activity Total Hours
Lectures (FT) 10.00
Independent Learning (FT) 10.00
Practicals (FT) 10.00
Seminars (FT) 10.00
Assessment (FT) 10.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 0.25 100.00 40% Group Presentation (3-4) 15 minutes