Bis2013 icm panda_group_the professor shoes
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© 2014 Case 6 – The Professor’s Shoes Panda Group Pham Minh, Huyen – Phan Thi, Hong – Nguyen Quoc, Viet Intercultural Management@VGU-BIS2013 Prof. Dr. CK. Kwai –
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Transcript of Bis2013 icm panda_group_the professor shoes
© 2014
Case 6 – The Professor’s Shoes
Panda GroupPham Minh, Huyen – Phan Thi, Hong – Nguyen Quoc, Viet
Intercultural Management@VGU-BIS2013Prof. Dr. CK. Kwai
–
Objectives
2
• Present a case study for our class.
• Present a sample analysis of the case.
• Present our recommendations & discussions
Why we are here?
Outline• Introduction
• Identification of Main Issues
• Recommendations
• Q & A
3
INTRODUCTION
4
College of MiningAustralian university
- a Professor - taught engineering
Jack
“The Professor’s Shoes“ case
College of MiningAustralian university
Teaching and consultancy contract
Six-week course in Thai engineering school
Colleagues had told Jack that the Thais were a
hospitable people
School secretary
Jack: “What should I know about Thai culture?”
School secretary:
“Always take off your shoes when you enter
important places.”
The free and easy nature of Thai night life delighted Jack, and he felt immediately at home
“There are no rules here,” he told himself
On first day of classes
Jack took off his shoes before entering the classroom and left
them outside
Thirty students had all kept their shoes onJack was mildly
surprised
He decided to say nothing about it
The same thing happened on the third, and succeeding days
On the second day also, he left his shoes outside the classroom and taught in his socks.
The students were mid-level professionals, with some experience of the world
were initially amused
The students were mid-level professionals, with some experience of the world
Their amusement turned to irritation
- Foreign student - Australian
Kyle- English-language teacher
- 8 years in Thailand
Peter
Kyle:“The students don’t like the
professor taking his shoes off before he comes into the
classroom”
PeterNext day, when Jack was not in
the best of moods.
Jack
Peter:“The students wonder if you could
keep your shoes on in the classroom”
PeterJack “How many?”“One.”
“That’s not a majority.”
“It was a delegation. He was speaking on behalf of the full class. That’s the Thai way.”
“Then I’ll hold a vote in class”“No one would want you to
lose face by voting against you.”
“Because you’re the social superior.”
PeterJack
“The classroom is a very important place that I want to
respect
– even if the students don’t”
Important Places
Temples, houses…
They made a formal complaint to the school principal
On the morning of his departure:The principal said how grateful they were for
his participation in the program
Jack returned home certain that he would be invited to return the following year
On the basis of these kind words
But the invitation never came.
IDENTIFICATION OF ISSUES
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Key Players
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Kyle – an Australian Student
Peter – an English-language Teacher
Jack – an Australian Professor
Main Issues of Case 6
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Power Distance Uncertainty Avoidance• Lack of an openly and directly
communication• Misunderstanding on the
nonverbal elements
Individualism vs. Collectivism Masculinity vs. Feminity• Relationship/Trust
• Difference on interpreting the meaning of “Important Places”
Table 1 – Identification of main issues based on Hofstede’s Model
From Jack’s perspective From students’ perspective (assumption)
#1 – Misunderstanding On the Nonverbal Elements
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Events
Analysis from the Uncertainty Avoidance dimension
vs.Implicit
regulation???
Showing respect!!!
#1 – Misunderstanding On the Nonverbal Elements
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#2 – Lack of Openly and Directly Communication
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Kyle – an Australian student – was the most irritated person in class.
Events
asked a help from
Peter – an English-language Teacher – has had 8 years in Thailand as a
volunteer.
#2 – Lack of Openly and Directly Communication
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Analysis from the Power Distance dimension
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Events
talked to Jack about students wonder if the professor could
keep his shoes on in the classroom
Peter – an English-language Teacher – has had 8 years in Thailand as a
volunteer.
#3 – Relationship/Trust
Jack – who was in no mood to defend himself – refused the advice from
Peter.
#3 – Relationship/Trust
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Analysis from the Individualism vs. Collectivism dimension
• Only Jack came to Thailand in this period to teach the course.
• Jack did not have any trust on Peter.
• Jack did not believe this is the opinion of a majority of the class, and he could consider to change his behaviour if students can come and talk to him.
#3 – Relationship/Trust
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Analysis from the Individualism vs. Collectivism dimension
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Events
talked to Jack about students’ opinion and tried to explain where were considered as
importance places in Thailand
Peter – an English-language Teacher – has had 8 years in Thailand as a
volunteer.
Jack – who was in no mood to defend himself – interrupted Peter's words and had still kept his perspective.
#4 – Difference on Interpreting the Meaning of “Importance Places”
#4 – Difference on Interpreting the Meaning of “Importance Places”
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• In Jack’s perspective, classroom was a very importance place that he wanted to show his respect.
• Jack did not care whether students have thoughts and behaviour like him.
• Jack did not also accept Peter’s explanation of importance places in Thailand.
Analysis from the Individualism vs. Collectivism dimension
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#4 – Difference on Interpreting the Meaning of “Importance Places”
SUMMARYViet Nguyen
• Briefly remind the situation (summary)
• The key findings (issues)• The assumptions (of
course)• Our recommendations
(open discussion)
So…
Summary
Important place!!!
Open discussion
???
Listen…
Issues
Who wrote the report? the manager of the program.
Who made decision? Thailand principle and students.
Assumptions
Jack should consider Peter's advice and Kyle should directly & open talk to Jack. How?
--> multi-cultural training :)
Individualism vs. Collectivism. How?
--> The coordinator :)
Recommendations
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References• Hofstede’s Model
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&
