Copyright (c) 2009 All rights reserved. http://works.bepress.com/lmetcalf Recent documents in Lynn E. Metcalf en-us Tue, 22 Sep 2009 12:55:41 PDT 3600 http://works.bepress.com/lmetcalf/6 http://works.bepress.com/lmetcalf/6 Mon, 15 Dec 2008 12:04:01 PST In the more than 25 years since Hofstede's seminal work on culture first appeared, cross-cultural research has explored seemingly all aspects of behavior. With regard to cross-cultural negotiating behaviors, there is an embarrassment of riches. As data continue to accumulate, the search for a comprehensive synthesis seems not only appealing as a means of facilitating understanding, but also a necessary element of true knowledge creation. In the following analysis, we relate Hofstede's dimensions of cultural variability to cross-cultural negotiating behavior in six countries. We propose that a careful application of Hofstede's framework to the large body of work on cross-cultural negotiating behavior is a first step in simplifying and clarifying our level of understanding. Cultural variation has long been recognized as a key background factor in models of international negotiation (Sawyer & Guetzkow, 1965). Interestingly, a review of the country-specific negotiation literature revealed scant effort to relate dimensions of cultural variability to the large body of work that exists regarding negotiating behavior. To test the approach, the authors undertook a systematic review of prior work on the negotiating behavior of six countries -Japan and five of its major trading partners USA, Germany, China, Mexico and Brazil. We began by reviewing the literature for negotiating styles in each of the six countries, thereby developing a comprehensive understanding of the 'typical' negotiating behavior in each country. We classified each country's behavior on twelve negotiation dimensions according to a high, medium, low scheme. Next, we ranked each of the six countries according to their index values on Hofstede's four dimensions of cultural variability: power distance, individualism, masculinity and uncertainty avoidance. We propose a set o relationships between Hofstede's dimensions and each country's negotiating behaviors, which are supported by the existing body of research. We then test these relationships via nonparametric measures of correlation. We found that negotiating behaviors cluster around one or more of the Hofstede dimensions. Lynn E. Metcalf Contributions to Books http://works.bepress.com/lmetcalf/5 http://works.bepress.com/lmetcalf/5 Mon, 15 Dec 2008 12:01:22 PST Allan Bird Contributions to Books http://works.bepress.com/lmetcalf/4 http://works.bepress.com/lmetcalf/4 Fri, 05 Dec 2008 17:11:03 PST As university curriculums inevitably change, their evolution typically occurs through a series of minor incremental adjustments to individual courses that cause the curriculum to lose strategic consistency and focus. This article demonstrates a zero-based approach to marketing curriculum innovation. The authors describe forces of change that led them to completely redesign their marketing curriculum, and they chronicle a replicable process that can be used to develop and launch an extensive transformation of an existing program that is focused yet adaptive. The process includes faculty commitment, consensus, collaboration, and compromise; stakeholder input; points of distinction; unifying themes; intended learning outcomes; instructional design; approval; a transition plan; launch; and evaluation and continuous improvement. The authors believe that departments of any size can implement a similar redesign process to develop a curriculum that is strategically consistent with the department's core competencies and focused on learning outcomes that are fundamental to any marketing career. Norm A. Borin Articles http://works.bepress.com/lmetcalf/3 http://works.bepress.com/lmetcalf/3 Fri, 05 Dec 2008 17:10:59 PST Empirical work systematically comparing variations across a range of countries is scarce. A comprehensive framework having the potential to yield comparable information across countries on 12 negotiating tendencies was proposed more than 20 years ago by Weiss and Stripp; however, the framework was never operationalized or empirically tested. A review of the negotiation and cross cultural research that have accumulated over the last two decades led to refinements in the definition of the dimensions in the framework. We operationalized four dimensions in the Negotiation Orientations Framework and developed the Negotiation Orientations Inventory (NOI) to assess individual orientations on those four dimensions. Data were collected from a sample of 1000 business people and university students with business experience from Finland, Mexico, Turkey, and the United States. Results are presented and further scale development is discussed. Findings establish the utility of the dimensions in the framework in making comparisons between the four countries. Lynn E. Metcalf Articles http://works.bepress.com/lmetcalf/2 http://works.bepress.com/lmetcalf/2 Wed, 03 Dec 2008 13:06:54 PST In this era of increased global cooperation, a growing number of negotiators conduct business in multiple countries and, therefore, need access to a systematic comparison of negotiating tendencies across a wide range of countries. Empirical work systematically comparing variations across a range of cultures is scarce. A comparative analysis of negotiating tendencies in five countries is presented. This study establishes the utility of the [Salacuse, J. (1998) Ten ways that culture affects negotiating style: Some survey results. Negotiation Journal, 14(3): 221-235] framework in identifying country differences across five countries, representing five cultural clusters. Significant differences in negotiation orientations both between and within cultures were revealed at a level of complexity not found in previous empirical studies. Lynn E. Metcalf Articles http://works.bepress.com/lmetcalf/1 http://works.bepress.com/lmetcalf/1 Fri, 01 Aug 2008 08:10:53 PDT This article describes the development and implementation of assessment in our new outcome-based marketing curriculum (described fully in Borin, Metcalf, and Tietje 2007). Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that, on both self-reported (indirect) and direct, as well as non-embedded and embedded assessments, significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan, and reflect on our experiences in the process to provide a roadmap for other marketing departments who also face the transition from teaching to learning. Norm A. Borin Articles