Wiese-Intl. Mgmt. & Gender

Wiese-Intl. Mgmt. & Gender

Syllabus

International Management:

A Gender-Based Perspective

Nila M. Wiese

Professor/BLP Director

Office: McIntyre 111H / Bus 493B
Phone: 253-879-3390 / Spring 2014
e-mail: / T/T 11:00-12:20
Office Hours:Tuesday 1-3pm
If these times donot work for you, I am always
available by appointment. / Mc107

Course Themes

Over the past three decades, women have made steady progress toward higher levels of management and leadership. Yet, there is still significant debate over whether women face barriers and challenges in the workplace that keep them from reaching their full leadership potential. Moreover, the competitive nature of the global environment has led to shortages of managerial talent around the world. Many argue that eliminating gender bias in the workplace and implementing organizational practices that support and promote women’s development would enhance the competitiveness of international businesses.

This course examines women’s evolving roles in the business world and the forces that have created change and opportunities.It also explores the role and status of women as entrepreneurs, and in managerial and leadership positions, from a comparative, international perspective. Research suggests that women still face inequality and discrimination in the workplace; the range of this inequality and discrimination vary across countries, cultures, and industries. Issues covered in the course include leadership styles, power dynamics, and differences in communication,teamwork, and negotiation approaches. Other topics discussed include gender bias, stereotyping, and discrimination in the workplace; mentoring and networking; work/life balance; and career planning. The main purpose of the course is to understand the range and complexity of gender-based issues in the context of a global marketplace, and the individual and organizational actions that are needed to effect change.

Afew clarifications and warnings:

1) Since this course must serve as a substitute for Paradigms of Leadership (BUS385), it will include, in addition to the topics discussed above, a broad discussion of leadership theories and concepts, and self-assessments of leadership skills and styles.

2) The course is female-centered, but it is not designed to be a ‘gender studies’ course; it is primarily an international management course with a strong focus on leadership and gender issues (the objectives of the course are outlined below).

3) The course is not designed to be an opportunity for male-bashing or to dwell on victimization rhetoric. Thus, all students taking the course will need to let go of both of these expectationsin order to engage in open, objective, and respectful discussions of gender issues in management. On occasion, class discussions may be controversial or uncomfortable; at these times, my expectations for respectful, mature, and professional behavior on your part will be even higher. Any deviations from these expectations will greatly impact your final grade.

4) Finally, although I expect everyone to be an active participant and share their individual perspectives and opinions, I also expect more than opinion or personal experiences to be offered as contributions to our class discussions. Your participation should be based primarilyon empirical data and the application of concepts and theories studied in class. If at any time I feel that a class discussion has been exhausted (e.g., we are ‘talking in circles’, nothing new is being offered, etc.), I will close discussion and move us forward. This is in no way meant to reject your input or to reflect negatively on an individual(s) specific comments; it is simply my role to manage and moderate the content and pace of the course.

Objectives

1. To acquire a solid understanding ofleadership theories and concepts, with a particular focus on the roles of situation/contextand culture in the leadership process.
2. To develop a deep appreciation for the fundamentals of effective leadership and prepare students to act more effectively in leadership environments.
3. To acquire a thorough understanding of gender differences in organizational areas such as leadership, teamwork, communication, and negotiation.
4. To understand the range and complexity of barriers faced by women in global organizations.
5. To identify attitudes and behaviors that individual women can adopt to enhance their role/status as business leaders and entrepreneurs.
6. To identify organizational practices that lead to more effective female talent management and integration of women in the workplace.
7. To strengthen students’ research, communication, analytical, and independent thinking skills.

Learning Environment

This course is based on an interactive teaching approach and it is designed with your learning needs in mind. Therefore, students’ thorough and diligent preparation and participation inside and outside the classroom are critical. My role is to guide and support your learning; your role is to prepare class material to fully engage in and contribute to your learning and that of your classmates. As such, impeccable attendance, extensive individual preparation of readings and cases, and a willingness to contribute your knowledge and perspectives are expected. I encourage you to make full use of office hours. You can use office hours as a time to: clarify ideas; get additional readings or materials; go over work in progress; or, discuss careers in the field. You donot have to be having a problem to use office hours, and it is best not to wait until you are having serious difficulties.I look forward to working together this semester to make this course a productive, fun, and lasting learning experience for us all.

I. Class Format

The course is designed in quasi-seminar style, combining lectures, discussion, case analyses, videos, research projects, and individual and team presentations. Assigned readings and cases have been carefully selected to provide you with basic foundations on the topics to be discussed, in-depth analysis of particular aspects or dimensions of selected topics, and practical application of concepts and theories learned. Assignments have been designed to give you an opportunity to acquire or apply relevant knowledge and to develop and strengthen your research, analytical, and communication skills.

The course will be managed through Moodle. I will post class schedules, assigned readings, homework, reminders of project deadlines, PowerPoint slides, etc. Please note that the purpose of slides is to help you structure the material presented in class. If you choose to print these slides in advance and bring them to class they may also decrease your writing load so that you can listen and participate more effectively. The slides are not a substitute for attending class and reading them will not be sufficient for performing well in the course. It is your responsibility to stay informed at all times of what is/will be happening in the course, so be sure to check Moodle on adaily basis. Lack of knowledge will not be considered an acceptable excuse for missed assignments orhomework, or for inadequate class preparation.

II. Required Materials

All readings will be posted on Moodle (see schedule below).

Please note that I may bring or post additional readings throughout the semester.

III.How Learning will be Assessed

1. Written and Oral Assignments

A. Short Reflection & Research Papers

Students will write short reflection and research papers, either individual or in small teams. A list of prompts for each of these short papers and detailed instructions regarding written and oral expectations will be provided and discussed onThursday January 30; they will also be posted on Moodle.

B. Case Analyses

Case analysis is an integral learning tool in business. Cases give students an opportunity to practice decision making and critical thinking in situations that come close to a real life scenario. Each student will prepare twowritten analyses of business cases. Detailed instructions will be provided and discussed on Thursday January 30;they willalso be posted on Moodle.

C. Research Paper

Each student will complete a final research paper (written report and oral presentation).

Detailed instructions will be provided on Thursday January 30; they will also be posted on

Moodle.

2. Active Class Engagement

Participation is a key component of this course, and you are expected to take an active andconsistent role in class discussions. I also expect your contributions to class discussions to be insightful and to demonstrate careful and conscientious preparation prior to class. This means that you must read and analyze the assigned material (readings and cases)before class. One way to make contributions is to prepare questions or comments about readings or assignments that you want to have addressed during the class period. During class time, you may be asked to contribute in various ways, including: reviewing concepts from the previous class session, summarizing an assigned reading, posing a question to the class related to the day’s readings; answering discussion questions, participating in debates, etc. If you do not feel comfortable getting involved in open discussions, see me privately to discuss strategies for increasing your involvement. Quizzes will be given, without prior notice, to evaluate careful reading of assigned material. Quizzes will be given during the first 10-15 minutes of class. There will be no make-ups for missed quizzes due to absence or tardiness.

Students must be proactive in reading relevant publications and keeping abreast of current events, especially those related to class topics. Be on the lookout for articles, cases or videos pertaining to leadership, gender and leadership, or cross-cultural differences in leadership. These outside course materials will improve the quality of your contributions to class discussions, encourage independent critical thinking, and widen the perspectives we explore in class. Feel free to share these resources with me so I can make them accessible to everyone in the class.

Regular attendance and punctuality are essential for successful completion of this course (see course policies below); remember, if you do not come to class you cannot participate in class! The professor will maintain an ongoing record of your attendance and punctuality. If you must miss class, you can submit up to two 250-300 word written contributions discussing the readings assigned for that day. This must be submitted via e-mail prior to class time. The professor reserves the right to remove a student from the course for excessive absences or tardiness.

Throughout the semester, you will be required to complete a number of homework assignments and in-class exercises. Detailed instructions and due dates for these will be posted on Moodle or distributed in class.

Your final grade for active class engagementwill be composed of:

• Consistency and quality of your contributions to class discussions
• Level of preparation demonstrated through class activities and exercises
• Homework
• Quizzes
• Attendance and punctuality
• Classroom conduct

IV. Course Policies:

1. Attendance and Punctuality

You are expected to arrive to class on time and to remain in class until the end of the class session. Habitual tardiness is disruptive to the rest of the class; multiple absences (more than two) will hinder your ability to keep up with the demanding reading schedule of the course; both will result in a significant reduction in your class engagement grade. Do not schedule trips or any other personal activities during scheduled presentations. I will not make special arrangements or give make-up opportunities for anyone with non-emergency conflicts.

2.Academic Dishonesty

You are expected to behave ethically and honestly throughout the development of this course. Due to the nature of this course, collaborative work is encouraged. However, misrepresenting another person’s work as your own, taking credit for someone else’s words or ideas, and soliciting or accepting help on a test or assignment when you are expected to work independently qualify as academic dishonesty. Any case of academic dishonesty will be taken seriously and pursued in accordance with University policies and procedures.

3.Accommodations for Students with Disabilities

If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact Peggy Perno, Director of Disability Services, 105 Howarth Hall, 253-879-3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Please notify the professor during the first two weeks of classes of any accommodations needed for the course.

4. Re-grading Policy

Any complaints concerning grading should be called to the immediate attention of the

professor in the form of a re-grade request. The student requesting the re-grade should

indicate the reason(s) he/she believesa test item or assignment should be re-graded. If the

student believes his/her score on a graded assignment, quiz, exam, etc. contains an error,

he/she must submit a written analysis containing the rationale for the error. This analysis

needs to be supported by as much documentation from the readings and other sources as

possible to have the highest probability of success. Asking verbally or submitting a short

note asking the professor to ‘re-check #xx’ is insufficient, and this type of request will not

be considered.The re-grade request must be given to the professor, in writing, no later than

five working days after the graded item is returned to the student. The score on the re-grade

will be final.

5. Other Class Conduct

This course is highly interactive and participatory, and the workload is significant. Some of the topics we will discuss may also be uncomfortable or controversial. Therefore, I expect each student to contribute to creating an open, harmonious, respectful, and productive learning environment. Some useful guidelines to accomplish this include:

1. Contribute to class discussions in a positive and constructive manner, and make your contributions relevant to the issue at hand. As mentioned earlier, I expect your class contributions to be based on more than just opinion, but to be academically sound (supported by empirical research and theory).
2. Address the professor and your classmates in a respectful manner. If a classmate is talking, please wait until he/she is done rather than interrupting them.
3. Turn off and put away your cell phones, MP3s, and any other electronic devices.
4. Using your laptop computer in class is a privilege not a right, and it is up to the professor’s discretion to allow you to do so. If you plan to use a laptop in class be sure to use it only for the needs of this class. If I notice a student using his/her computer to look up non-class related sites, read or write assignments for other classes, check e-mail, or any other irrelevant activity, I will ban that student from using a laptop for the remainder of the semester.
5. Avoid walking in and out of the classroom unless it is absolutely necessary.
6. Please do not sleep in class—it is disrespectful to others and a waste of everyone’s time. If you are too tired to attend class, don’t come to class.

6. Student Bereavement Policy

Upon approval from the Dean of Students’ Office, students who experience a death in the

family, including parent, grandparent, sibling, or persons living in the same household, are

allowed three consecutive weekdays of excused absences, as negotiated with the Dean of

Students. For more information, please see the Academic Handbook.

7. Classroom Emergency Response Guidance

Please review university emergency preparedness and response procedures posted at is a link on the university home page.Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings.

If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence.Then wait for further instructions.Do not return to the building or classroom until advised by a university emergency response representative.

If confronted by an act of violence, be prepared to make quick decisions to protect your safety.Flee the area by running away from the source of danger if you can safely do so.If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights.Lie on the floor out of sight and away from windows and doors.Place cell phones or pagers on vibrate so that you can receive messages quietly.Wait for further instructions.

Grade Distribution

You will be evaluated on the basis of written and oral work and active class engagement as described above. Remember that I do not “give” grades; rather, you earn your grade. Distribution of points is as follows:

Short Reflection & Research Papers30%

Case Analyses15%

Research Paper & Presentation30%

Active Class Engagement25%

_____

Total 100%

Tentative Schedule*

Week 1
January 21
Introduction
Discussion of Syllabus
Please review these clips/websites on your own for discussion on Thursday 1/23:




January 23
Leadership in a Global Context
Readings:
What is a global manager? Bartlett C.A. & Ghoshal S.
The global and cultural contexts (2012), Nahavandi, A.
Great leaders who make the mix work (2013), Groysberg, B. and Connolly, K.
Week 2
January 28-30
A Review of Leadership Theories
Readings:
Early theories: The foundations of modern leadership (2012), Nahavandi, A.
Leadership: Current theories, research and future directions (2009), Avolio, B.J. Walumbwa, F.O. & Weber, T.J.
Week 3
February 4
A Review of Leadership Theories – Cont.
Readings:
New models for leadership: Neocharisma, inspiration, and the relationship with followers (2012), Nahavandi, A.
February 6
Bad Leadership
Readings: TBD
Week 4
February 11
Women and Management: An Overview
Readings:
Women in management: Trends, issues and challenges (1993), Fagenson, E.A. (pp. 19-47)
Women in management: A suitable case for treatment? (1989), Coyle, A.
Why so slow? (1998), Valian, V., pp. 1-22.
What men think they know about executive women (2006), Carlson D.S., Kacmar, K. &Whitten, D.
Women in management: Does manager equal male? (2013), Basow, S.A.
February 13
Women and Power
Readings:
Dissapearing acts: Gender, power, and relational practice at work (1999), Fletcher, J.K., pp. 1-6, 89-140.
Powerplay: Women, leadership, and the getting of power (2006), Jacobs D.
Women and leadership (2007), Kellerman, B. & Rhode D.L. (Eds.), pp. 361-382.
A note on women and power (2011), Pfeffer, J.
Week 5
February 18
Gender Equality – The Global Perspective
Readings:
The connection between gender and globalization (2004), Holvino, E.
Off-ramps and on-ramps (2007), Hewlett, S.A.(Ch. 1)
The battle for female talent in emerging markets (2010), Hewlett, S.A. & Rahsid, R.
Women in management worldwide-An overview (2009), Davidson, M.J. & Burke, R.J. (Eds.)
February 20
Do Men and Women Speak Different Languages?
Readings:
The power of talk: Who gets heard and why (1995), Tannen, D.
Talking from 9 to 5 (1996), Tannen, D. (Ch. 1-3, 6-9).
WEEK 6
February 25
Gender Bias and Stereotyping in the Workplace
Readings:
Careers, rewards, and human resource management: What is merit? (2004), Scully, M.A.
Off-ramps and on-ramps (2007), Hewlett, S.A., pp. (Ch. 10).
One reason women don’t make it to the C-suite (2008), Brizendine, L.
Women and leadership: Defining the challenges (2010), Ely, R.J. & Rhode, D.L.
Why his merit raise is bigger than hers (2012), Stephen, B.
In the hot finance jobs, women are still shut out (2012), Lietz, N.G.
February 27
Gender Bias & Stereotyping – Cont.
Readings:
Off-ramps and on-ramps (2007), Hewlett, S.A. (Ch. 6 -8).
Required reading for executive women and the companies that need them (2009), Carli, L.L., Eagly, A.H. Hewlett, S.A., & Buck, C.
Women in the pipeline: Next practice actions (2010), Jacobs, D.
Co-opt the old boys club: Make it work for women (2011), Lang, I. H.
Case: Vlaad & Co.
Week 7
March 4
Women and International Assignments
Readings:
Female Expatriates: The model global manager? (2004), Tung, R.L.
Women and international assignments: Taking stock- A 25-year review (2008), Altman, Y. & Shortland, S.
Cases: Sophia Tannis-Her European Transfer & Ellen Moore-Living and Working in Korea
March 6
Women and Negotiation
Readings:
Everyday negotiations: How women can master the hidden agendas that determine bargaining success (2003), Kolb, D.M. & Williams , J. (Introduction, Ch. 4-6).
Negotiation and gender: Beyond fixing the woman (2004), Ely, J.R.
Leading through negotiation (2007), Kray, L.J.
WEEK 8
March 11-13
Work-Life Balance
Readings:
Women pursuing leadership and power: Challenging the myth of the “opt out revolution” (2005), Merrill-Sands, D., Jill Kickul, J., and Ingols, C.

The constraints of a ‘work–life balance’ approach: An international perspective (2007), Lewis, S., Gambles, R. and Rapoport, R.

Balancing work and life (2011), Benson et al.

Cases: Janis Jerome; Cherie Blair
Week 9
March 18-20
Spring Break – No Classes
Week 10
March 25-27
Leadership & Gender
Readings:
Women and leadership: Defining the challenges (2010), Ely R.J. and Rhode, D.L.
Women and the vision thing (2009), Ibarra, H. & Obodaru, O.
Women rising: The unseen barriers (2013), Ibarra, H., Ely, R. & Kolb. D.
Women in management: Delusions of progress (2010), Carter, N.M. & Silva, C.
More women in senior roles: If only companies really wanted it (2011), Purcell, G. & Knight, S.
Week 11
April 1-3
Leadership & Gender – Cont.
Readings:
Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing women and men (2003), Eagly, A.H., Johanessen-Schmidt, M.C., & van Engen, M.L.
Female leadership advantage and disadvantage: Resolving the contractions (2007), Eagly, A.H.
Preferred leadership prototypes of male and female leaders in 27 countries (2007), Paris L. D. et al.
Women and leadership (2007), Kellerman, B. & Rhode D.L. (Eds.), pp. 127-148, 311-328.
How women end up on the ‘glass cliff’ (2011), Bruckmuller, S. & Branscombe, N.R.
WEEK 12
April 8
Leadership and Gender – Cont.
Readings:
Leading teams (2012), Clawson, J. G.
The context of intergroup leadership:Women’s groups in Saudi Arabia (2009), Al-Dabbagh, M.
A cultural feminist approach towards managing diversity in top management teams (2008), Syed, J. & Murray, P.A.
What makes a team smarter: More women (2011), Woolley, A., Malone, T. & Berinato, S.
April 10
Women and Corporate Governance
Readings:
Women gain (hidden) ground in the boardroom (2009), Dalton, D.R. & Dalton, C.M.
More women on boards: What boards need, what shareholders want (2009), Leblanc, R.
How investors react when women join boards (2010), O’Connell, A.
Women and corporate boards of directors (2010), Dalton, D.R. & Dalton, C.M.
Dysfunction in the boardroom (2013), Groysberg, B. and Bell, D.
WEEK 13
April 15
Women and Entrepreneurship
Readings:
Entrepreneurship in Latin America (2004), Tiffin, S. (Ed.), (pp. 269-293)
Growth-oriented women entrepreneurs and their businesses: A global research perspective (2006), Brush, C.G. et al.
Canadian Women Entrepreneurs: Pioneers of New Frontiers (2009), Stephenson, C.
April 17
Cases:
Mrs. EbtissamAlgosaibi; Leigh Rawdon; HassinaSherjan
Week 14
April 22
Leadership Development Exercises
April 24
Oral Presentations of Individual Research Papers

Week 15