Présentation : This course examines organizational and individual behaviours in organizations  as well as management practices in business situations
involving cross-national/cross cultural relations.  The objectives is to familiarize  students  with  issues and reflexions on multinational/multicultural interactions
in the workplace. Based on a number of theories and cases, it is based on group discussion and work to raise students awareness and problem solving skills.
Duration: 20 hours

I - National cultures and management
The classical Hofstede' model
The Societal Analysis model
The renewal d'Iribarne Model

II - Issues/debates  in cross-cultural management
Globalization and national cultures at work
Is there a cultural determination?
International business and ethics

from Locke's *Second Treatise of Government* (1690) to universal suffrage (1928)

Until fairly late into the nineteenth century, British rights of suffrage remained based on Aristotle's political theory of liberty and especially on the idea that only the propertied were capable of making long-term decisions for their nation. The aim of this course will be to analyse how the suffrage was based first on (landed) property qualifications to later embrace more humanist principles inherited from the eighteenth and nineteenth centuries. We shall see how John Locke's theories developed in *The Second Treatise of Government* in 1690 were taken up until well into the nineteenth century, but also how they were re-interpreted by Radicals from the French Revolution onwards to vindicate universal (male - more rarely male and female) suffrage. We shall pay particular attention to the nineteenth century: 7% of the population were entitled to vote before 1832, a figure that rose to almost 30% on the eve of the twentieth century.
This extension of the franchise is closely linked to the industrial revolution and to the pressing demands of first the industrial upper classes and then industrial labourers for the democratic right of taking part in elections - or in political institutions. The specific issue of women and property, and of women's voting rights, will also be addressed as it represented a major social feature of the nineteenth century, until they were granted the franchise on the same conditions as men in 1928. A session will focus on further twentieth-century developments with special attention to the lowering of the voting age from 21 to 18 years old, and to the real implementation of the "one-person-one-vote" principle in 1948. Eventually, we will focus on the contemporary questioning of universal suffrage.
Students will receive a booklet with key texts, chronologies and a detailed bibliography at the beginning of the course.

This class is designed as an introduction to the economic history of the Americas. It focuses on modern and contemporary history (from Independence to the present) and covers three broad topics :
- Economic Development
- Inter-American Relations
- Latin American trade Relations with Europe and China

Students will be introduced to recent scholarship on tourism, the informal sector, migration, globalization, etc. They will be expected to
1. read on their own
2. participate to classroom discussions on specific articles and book chapters

Recommended readings for the class include:

John W. Malsberger, James N. Marshall  (eds) The American Economic History Reader. Documents and Readings. Routledge, 2008
Michael J. Larosa and German R. Mejia An Atlas and Survey of  Latin American History. Armonk: ME Sharpe, 2007

This course will attempt to draw a record of  the emergence of the ‘Muslim community’ at the turn of the 1990s on both sides of the Channel (e.g. Rushdie Affair in Britain; first so-called ‘Islamic’ veil affairs in France and ensuing decision of the Conseil d’Etat on that matter in 1989 etc.)
 Special emphasis will be laid on what may be perceived as the essentially political dimension of that ‘community’, the relations of its representatives with the political power (whether local or national), as well as on the role that both the British and French States have played in the setting up of representative councils on either side of the Channel (i.e. the Muslim Council of Britain notably, and the Conseil Français du Culte Musulman). The influence (whether receding or not) of national models (differentialism and multiculturalism in the UK Vs universalism, Jacobinism and Republican integration in France) shall also be assessed.  
Despite diverging approaches towards diversity governance, one has witnessed the gradual ‘hijacking’ of the role initially assigned to both councils (justified by security or foreign affairs options, notably) as well as their paralysis, triggered off by internal feuds and rivalries, as well as, possibly more importantly, by the increasing reluctance of secular and / or non-practising Muslims to be represented by religiously and socially conservative ‘community’ leaders.
The positioning of both councils at key stages (Iraq and Afghanistan wars; 2004 law on the wearing of religious signs in schools; 2005 riots in Britain and France; 2010 law on the banning of the burqa in public spaces etc.) will be analysed.

The aim of this course is to provide students with knowledge and insight into the complex relationship between Britain and the European Union, generally portrayed as a “wait and see” attitude on the part of the UK. After a brief reminder of the history of the EU, the focus will be on the British position regarding European policies (CAP, Euro, expansion v. integration), on its legal system, and on its political landscape.
Course Outline
Introduction: A brief history of the institutions of the EU/ a brief history of the 1973 membership

1. The changing attitudes of political parties regarding the EU
2. Britain and the Common Agricultural Policy
3. Britain and the Euro
4. The impact of membership on the English legal system
5. The impact of membership on governing the UK: parliament, regional government, local government.

Conclusion: The debate on intergovernmentalism and supranationalism . Is Britain still an “awkward” partner?

Course materials
The official websites of the EU are to be visited, in particular europa.eu
The advantages of membership for the UK are described interactively on the website www.the-eu-and-me.org.uk/
A syllabus will be handed out on the first class.

N.C.

The course objectives in the English-speaking University Diploma are to pass along language tools that will allow students to communicate as quickly as possible in an everyday environment.
The course is in French-language medium using basic grammar as well as role-play for communicative competency, both of which are used in a progressive manner.
Diverse audio and visual aids will be used.