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
[email protected].

•       
If you have any concerns about your writing, referencing, research or
presentation skills, you are welcome to consult the Learning Innovation
Development Centre team [email protected].
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 [email protected]

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: 

[email protected]  

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