Understanding by Design

This is my UbD template for the International Business course.

Lesson - Unit 4 - Differences in National Culture and International Business

STAGE I - DESIRED RESULTS

Established Goals:

Standard Unit 4 - Students will understand the importance of the role of national culture in international business

4A - Students will understand the different elements and parts of what makes up national culture

4B - Students will understand how to compare national culture impact on international business

4C - Students will understand business and economic implications of differences in national culture

What essential questions will be considered?

What is culture and how is it defined?
What are the forces that result in differences in culture?
How does national culture influence the marketplace?
How does national culture influence the workplace?
How do managers of organizations address cultural differences?

What understandings are desired?

Students will understand that...

Understanding culture is important to doing business internationally in foreign countries
Understanding how national cultures differ and in turn how they influence the business environment of a country
Understanding how cultural values and social norms differ across countries and how they impact doing business internationally
Understanding how religious practice differs across countries and how doing business internationally is impacted

What key knowledge and skills will students acquire as a result of this unit on culture?

Students will Know...

Key terms - culture, customs, values, norms, social structure, society, language
The complex components that make up culture
How values and norms are influenced by political, economic, social structure, religion, language and educational factors in determining business environment
How religion impacts values and culture in determining business climate
How education level is associated with values and culture of the society and impacts the business climate
How a company must develop cross-cultural literacy to do business internationally

Students will be able to...

Read and interpret different business cases where culture is a determinant factor
Analyze the role of political, economic, social structure, religion, language and educational factors in determining business environment
Develop organizational ideas for management to create cross-cultural literacy plan

STAGE II - ASSESMENT EVIDENCE

Performance Tasks

Task 1.

Students apply what they learned about culture to the individual countries that they have chosen at the beginning of the course.
Students look at factors that influence culture, including language, social structure, religion, politics, economics and education.
They will present a one page discussion that describes the culture of the country and the impact of the culture on doing business in that country.
These will go into the e-Portfolio

Task 2.

Students analyze three different countries using Hofstede's dimensions that ca be found at https://www.hofstede-insights.com/product/compare-countries/
The students write a page on the three countries that they compare along the Hofstede dimensions and discuss 3 significant observations that they make in comparing the countries' cultures and their relevance to doing business in these countries (the countries must not be one's own country selected at the beginning of the course).
These will go into the e-Portfolio.

Other Evidence

Quiz on the components of culture
Quiz on the Hofstede Model
A personal reflection on the role of culture in business with one or two examples from one's life
Online discussion posts on the e-Portfolios

Self assessment and reflection

Self assessment of their work by posting an online reflection of their learning - Describe what they learned, assess and analyze what was understood, judge/reflect what they learned. This should be about 2-3 paragraphs.
Students will give feedback and examples of what they think worked well and how they can improve.

STAGE III - LEARNING PLAN

Start the lesson with introductory questions. What is culture? How do you define culture? How does understanding the culture of a country have to do with doing business internationally in that country? W

Introduce the key learning objectives of the lesson including the forces that determine culture, business and economic implications of culture, how different cultures influence the workplace. O

Introduce some of the key conceptual terms of the lesson related to culture. E

Discuss the idea of cross-cultural literacy in business and give examples. H

Present discussion and differentiate values and norms in a society and relate to international business. P

Break down the key factors that determine culture, such as social structure, language, education, economic ideas, political ideas, and religion. T

Discuss social structure in more detail, specifically doing business in individualist (like US) and collectivist (where groups are most important) cultures. P

Give a quiz on the key factors that determine culture. R

Discussion of different major religions and impact on culture. P

Discussion of culture in the workplace in different societies. T

Learn about Hofstede's Model of Organizational Culture and compare different countries. H

Students will use the Hofstede Model website to work in groups to compare organizational culture in
3 countries. E

Quiz on Hofstede Model. R

Students watch a video on culture impact on international business. H

Each student applies what he/she learned to describing the culture for business in the particular country that they have chosen to focus on at the beginning of their course. This should be no longer than one page. E

16. Conclude with student self-evaluation regarding what they have learned about the impact of different elements of culture of international business. E

Evaluation of the 3 Column Table Model and UbD Template

As educators, we can decide how to deliver the information required to teach our students. We can create significant learning experiences that promote the COVA elements and encourage collaboration and learning through authentic learning environments.

Fortunately, there are resources that help us do this. Fink (2003) proposes his 3 Column Table to create paths to achieve your different learning goals. On the other hand, Wiggins and Mc Tighe (2005) offer the UbD model that requires more planning to accomplish the learning outcomes but focuses on awareness and understanding of the thought process.

There are differences and similarities among Fink’s 3 Column Table and Wiggins and Mc Tighe UbD template, but both models are applicable for planning and designing a course. In both models, the goal is defined first, and the planning is done second, always working backward. Both align outcomes, activities, and assessments.

From the two models, I prefer the 3 column table. Visually it helps me that everything is together, and I can align the course goals with the assessments and learning activities and see how they tie with the Big Hairy Audacious Goal (BHAG). It also helps me visualize the course from different aspects, ensuring that I can target the student's perception from different angles and helping me to develop a well-rounded course.

Please, follow this link to see my 3 column table.

References:

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from: http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf.

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for

Supervision and Curriculum Development.