Selected Topic for PPT: Opportunities for New Multicultural Management Research
Learning Resources
Required Readings
Important Note: Some of the readings found in this course are more than 5 years old. Although we strive to use current references whenever possible, many of the seminal articles/resources found in this course are from the theorists who created the original theory/theories.
Levitt, S. R. (2013). Cultural factors affecting international teamwork dynamics and effectiveness. The International Journal of Knowledge, Culture, and Change Management: Annual Review, 13, 9–23.
Vora, D., Martin, L., Fitzsimmons, S. R., Pekerti, A. A., Lakshman, C., & Raheem, S. (2019). Multiculturalism within individuals: A review, critique, and agenda for future research. Journal of International Business Studies, 50(4), 499–524. https://doi.org/10.1057/s41267-018-0191-3
Huang, J. (2016). The challenge of Multicultural Management in global projects. Procedia – Social and Behavioral Sciences, 226, 75–81. https://doi.org/10.1016/j.sbspro.2016.06.164
Poeppelman, T., & Blacksmith, N. (2015). Virtual workplaces: Technological functions can address common challenges. The Industrial-Organizational Psychologist, 52(3), 108–112.
Alonso, A., & Wang, M. (2014). International practice forum. The Industrial-Organizational Psychologist, 51(4), 103–106.
American Society for Quality (ASQ). (2015). Preparing for the future. Journal for Quality and Participation, 38(3), 30–33.
Celebrating teamwork. (2014). Journal for Quality and Participation, 37(3), 4–7.
Hurst, S., Arulogun, O. S., Owolabi, M. O., Akinyemi, R., Uvere, E., Warth, S., & Ovbiagele, B. (2015). Pretesting qualitative data collection procedures to facilitate methodological adherence and team building in Nigeria. International Journal of Qualitative Methods, 14(1), 53–64. https://doi.org/10.1177/160940691501400106
Morgan, L., Paucar-Caceres, A., & Wright, G. (2014). Leading effective global virtual teams: The consequences of methods of communication. Systemic Practice and Action Research, 27(6), 607–624. https://doi.org/10.1007/s11213-014-9315-2
Nelson, B. (2014). The data on diversity. Communications of the ACM, 57(11), 86–95. https://doi.org/10.1145/2597886
Whillans, A., Perlow, L., & Turek, A. (2021). Experimenting during the shift to virtual team work: Learnings from how teams adapted their activities during the COVID-19 pandemic. Information and Organization, 31(1). https://doi.org/10.1016/j.infoandorg.2021.100343
Presbitero, A. (2021). Communication accommodation within global virtual team: The influence of cultural intelligence and the impact on interpersonal process effectiveness. Journal of International Management, 27(1). https://doi-org/10.1016/j.intman.2020.1
Week 2 Presentation (Due in 2 Days) Urgent/Presentation Format.pdf
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Presentation Format During one set of paired weeks in this course, you will be appointed as a Presenter. When you are the Presenter, you will prepare an individual academic presentation, much like a poster session. Your presentation should include an analysis and synthesis of prior research, and your presentation begins the interaction with your colleagues. You will prepare a PowerPoint presentation of 7–10 slides to demonstrate your understanding of the research. Outline for Presentations The following PowerPoint presentation outline is suggested: Slide Number
Contents of Slide should include:
Slide 1 Title Slide—Weeks X–X/Week Title/Presenter Name Slides 2–3 An incorporation and analysis of the Required Resources from this pair of weeks,
including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature)
Slides 4–6 An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
Slides 7–8 An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
Slides 9–10 APA-formatted References slide(s) (to include a minimum of 10 peer-reviewed, scholarly new references)
Guidelines for Presentations You must use APA formatting throughout your presentation and incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs in the Notes section with appropriate citation of peer-reviewed, scholarly references. Please refer to the Presentation Rubric for specific grading elements and criteria. Note: If you choose to include graphics of any kind in your presentation, be prepared to accommodate participants with vision loss. Know that you may have to provide a written description of graphic or pictorial material for a fellow student who is visually impaired.
o It is the responsibility of any participant with a disability that limits access to the PowerPoint presentations to contact the Instructor and/or Disability Services to make a specific request regarding this assignment.
Week 2 Presentation (Due in 2 Days) Urgent/Week 2 Presentation (Required Assignment).docx
Check above Your Past work ppt, This is same but research topic different
Selected Topic: Opportunities for New Multicultural Management Research
My Note: (Presentation with notes/paragraphs) PPT Format attached, Need 7 Slides without References Slides. Total 9-10 Slides
(100% Original Plagiarism free work ) Due in 2 Days
Must be include all presentation requirement and follow Rubric Superior Criteria and Follow presentation Format
Course Name : Seminar in Multicultural Management
Selected Topic: Opportunities for New Multicultural Management Research
Discussion: Opportunities for New Multicultural Management Research
As you know from the Week 1 readings, there is ongoing discourse concerning the topic of multiculturalism. Although many theories complement effective multicultural management practices, problems continue to manifest that require the appropriate application of multicultural models, theories, frameworks, and strategies to improve business practices. Many researchers offer suggestions for future research, and their suggestions are indicative that the multicultural management issues continue to require attention. This week, your Discussion serves as the beginning of your groundwork for your final paper in this course. This groundwork, among other methodological steps, will ultimately help you with the completion of your final paper, and your future research findings may apply to the enhancement of business practices and social change and multicultural management initiatives.
Over the next 2 weeks, you will analyze your readings from last week and this week and analyze prior research relevant to multiculturalism to discover opportunities for research. You will evaluate the applicability of the multicultural research literature to business practices and social change initiatives and will begin a systematic way of capturing invaluable literature through the construction of an annotated bibliography. Focus on the main messages presented in the readings, as well as on the research designs and on any apparent gaps in the literature that may merit further investigation.
After reading this week’s literature, what research questions or apparent gaps come to mind?
Keeping in mind what you have learned about research design and threats to validity, complete the following:
By Day 7 of Week 2
This week’s assigned Presenters should post a PowerPoint presentation with a detailed notes section that contains the following:
· Incorporation and analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature
· An original research topic related to the week’s literature (Note: The proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week.)
· Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
· Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
· A minimum of 10 peer-reviewed, scholarly new references
Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.
Refer to the Presentation Format document for more information about the expected contents of your Presentation. For suggestions on creating an effective PowerPoint presentation, see the Learning Resources for Weeks 2–3.
Refer to the Presentation Rubric for specific grading elements and criteria.
Outline for Presentations
| Slide Number | Contents of Slide should include: |
| Slide 1 | Title Slide—Weeks X–X/Week Title/Presenter Name |
| Slides 2–3 | An incorporation and analysis of the Required Resources from this pair of weeks, including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature) |
| Slides 4–6 | An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic |
| Slides 7–8 | An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change |
| Slides 9–10 | APAformatted References slide(s) (to include a minimum of 10 peerreviewed, scholarly new references) |
Rubric Detail
| Superior Criteria | Excellent Criteria | Satisfactory Criteria | Marginal Criteria | Unsatisfactory Criteria | Not Submitted | |
| Element 1: Incorporation and Analysis of Required Readings | 15 (15%) Student’s presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. | 14.25 (14.25%) Student’s presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. There are one or two minor errors in analysis. | 12.75 (12.75%) Student’s presentation incorporates an analysis of most of the Required Resources from this 2-week unit and/or some key information is lacking or not fully developed, and may include identification of any apparent gaps in the literature as well as detailed notes may be incomplete under each slide (except the Title and Reference slides). Some sources and examples support thinking. | 11.25 (11.25%) Student’s presentation provides a cursory or incomplete analysis of the Required Resources from this 2-week unit and/or does not include detailed notes under each slide (except the Title and Reference slides). Few sources or examples support thinking. | 7.5 (7.5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 2: Original Research Topic & Background Information | 15 (15%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. | 14.25 (14.25%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. There are one or two minor errors in analysis. | 12.75 (12.75%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides an analysis with some details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Some sources and examples support thinking. | 11.25 (11.25%) Student’s presentation incorporates an original research topic related to the week’s literature, but provides a cursory or incomplete analysis with vague or missing details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Few sources or examples support thinking. | 7.5 (7.5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 3: Evaluation of Main Concepts & Impact on Positive Social Change | 15 (15%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking. | 14.25 (14.25%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking. There are one or two minor errors in evaluation. | 12.75 (12.75%) Student presents an evaluation of the main concepts with some details on their application to business/management practice and their impact on positive social change. Some sources and examples support thinking. | 11.25 (11.25%) Student presents a cursory or incomplete evaluation of the main concepts with vague or missing details on their application to business/management practice and/or their impact on positive social change. Few sources and examples support thinking. | 7.5 (7.5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 4: Minimum of 10 Peer-Reviewed, Scholarly New References | 10 (10%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. | 9.5 (9.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. There are one or two minor errors in the reference citations and/or References slide. | 8.5 (8.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references; however, some citations and/or References slide entries are incorrectly cited and/or are loosely connect to proposed research topic. | 7.5 (7.5%) Student includes fewer than 10 peer-reviewed, scholarly new references and/or many citations are not peer-reviewed, scholarly references and/or do not relate to the proposed research topic. | 5 (5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 5: Critical Analysis in Presentation | 15 (15%) Student demonstrates an excellent ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a clear understanding of the weekly topic in the assigned 2-week span. | 14.25 (14.25%) Student demonstrates a very good ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a very good understanding of the weekly topic in the assigned 2-week span. | 12.75 (12.75%) Student demonstrates some ability to engage in scholarly thinking, and presents a critical analysis of the materials for the 2-week unit. Student demonstrates some understanding of the weekly topic in the assigned 2-week span. | 11.25 (11.25%) Student does not demonstrate the ability to engage in scholarly thinking, and presents a weak critical analysis of the materials for the 2-week unit. Student demonstrates a vague understanding of the weekly topic in the assigned 2-week span. | 7.5 (7.5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 6: Response to Colleague’s Posting | 10 (10%) Student responds to at least two colleagues, thoroughly addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps. | 9.5 (9.5%) Student responds to at least two colleagues, mostly addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps. | 8.5 (8.5%) Student responds to two colleagues, somewhat addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps. | 7.5 (7.5%) Student responds to two colleagues, vaguely addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps. | 5 (5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 7: Written Delivery Style & Grammar | 10 (10%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. | 9.5 (9.5%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. | 8.5 (8.5%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. | 7.5 (7.5%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. | 5 (5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
| Element 8: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 10 (10%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. | 9.5 (9.5%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. | 8.5 (8.5%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. | 7.5 (7.5%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. | 5 (5%) Does not meet minimal standards. | 0 (0%) Did not submit element. |
Learning Resources
Required Readings
Levitt, S. R. (2013). Cultural factors affecting international teamwork dynamics and effectiveness. The International Journal of Knowledge, Culture, and Change Management: Annual Review, 13, 9–23.
Vora, D., Martin, L., Fitzsimmons, S. R., Pekerti, A. A., Lakshman, C., & Raheem, S. (2019). Multiculturalism within individuals: A review, critique, and agenda for future research. Journal of International Business Studies, 50(4), 499–524. https://doi.org/10.1057/s41267-018-0191-3
Huang, J. (2016). The challenge of Multicultural Management in global projects. Procedia – Social and Behavioral Sciences, 226, 75–81. https://doi.org/10.1016/j.sbspro.2016.06.164
Poeppelman, T., & Blacksmith, N. (2015). Virtual workplaces: Technological functions can address common challenges. The Industrial-Organizational Psychologist, 52(3), 108–112.
Alonso, A., & Wang, M. (2014). International practice forum. The Industrial-Organizational Psychologist, 51(4), 103–106.
American Society for Quality (ASQ). (2015). Preparing for the future. Journal for Quality and Participation, 38(3), 30–33.
Celebrating teamwork. (2014). Journal for Quality and Participation, 37(3), 4–7.
Hurst, S., Arulogun, O. S., Owolabi, M. O., Akinyemi, R., Uvere, E., Warth, S., & Ovbiagele, B. (2015). Pretesting qualitative data collection procedures to facilitate methodological adherence and team building in Nigeria. International Journal of Qualitative Methods, 14(1), 53–64. https://doi.org/10.1177/160940691501400106
Morgan, L., Paucar-Caceres, A., & Wright, G. (2014). Leading effective global virtual teams: The consequences of methods of communication. Systemic Practice and Action Research, 27(6), 607–624. https://doi.org/10.1007/s11213-014-9315-2
Nelson, B. (2014). The data on diversity. Communications of the ACM, 57(11), 86–95. https://doi.org/10.1145/2597886
Whillans, A., Perlow, L., & Turek, A. (2021). Experimenting during the shift to virtual team work: Learnings from how teams adapted their activities during the COVID-19 pandemic. Information and Organization, 31(1). https://doi.org/10.1016/j.infoandorg.2021.100343
Presbitero, A. (2021). Communication accommodation within global virtual team: The influence of cultural intelligence and the impact on interpersonal process effectiveness. Journal of International Management, 27(1). https://doi-org/10.1016/j.intman.2020.1
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