Analysis of Cross Cultural Management Course Pedagogy Methods in Developing Students’ Cultural Intelligence (original) (raw)
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Analysis of Cross Cultural Management Course Pedagogy Methods in Developing Students’ Cultural Intel
Preparing students to able to face the globalization when they enter business world is one of business school responsibility. One way to do that is by increasing their cultural intelligence (CQ) so they can adapt and perform effectively in multi cultural environment. This experimental research tried to find how a business school course can improve students’ CQ. This research was done by measuring CQ of students who attend cross-cultural management course at the beginning and at the end of the course. In this course, the students got four treatments to improve their CQ (lecturing, reading literature, sharing session, and field trip). From those four treatments, field trip is the most effective method to learn and understanding about different culture based on students’ perception where lecturing is the least effective. Despite that, the combination of these four method in teaching cross-culture result in the improvement of students’ CQ and all of its components.
Teaching intercultural competence in undergraduate business and management studies: A case study
Training Language and Culture, 2018
In times of overwhelming globalization, fostering intercultural competence has become one of the most important missions of higher education institutions across the world. This competence has become one of the most desirable sets of competences for those who would like to see themselves working in international environments. Students need to be aware of cultural boundaries, and the role of instructors in this process is crucial: to provide cultural information is not enough anymore and they need to guide their students' learning so that learners can competently navigate the L2 culture, knowing which values and behavior patterns of the target culture will assist them in their future workplaces. This paper introduces a case study of how an international institution of higher education in Croatia teaches this competence in various courses. The paper presents qualitative survey data to measure college students' self-reported competences in four categories: motivation, strategy, knowledge and behavior. Results show that students report higher competences in the areas of motivation and strategy, compared to knowledge and behavior. Implications of these findings for future education in intercultural competence in institutions of higher education are discussed.
Cultural competence and CQ involve awareness of cultural similarities and differences, knowledge of differences in cultural values, and intercultural encounters. To assess college students' cultural competence and cultural intelligence gains, this experimental study evaluated the impact of two globalization projects on these two constructs. The control group conducted library research on aspects of cultural integration, whereas the treatment group participated in a community engagement experience. There was no increase in cultural competence and CQ as measured by the surveys for either of the two activities. Results also suggest that neither activity was more effective than the other. The study suggests the need for sustained infusion of activities that enhance students' cultural competence and CQ.
Unpacking Cultural Intelligence: Cultivating Ethnorelativism in International Business Education
Journal of Teaching in International Business, 2021
In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students' cultural intelligence as well as differentiates the effect of students' study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students' past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students' ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students' ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students' ethnorelativism and CQ.
ROLE OF CULTURAL INTELLIGENCE IN EDUCATING FUTURE BUSINESS MANAGERS
Acta Linguistica, 2013
Cultural intelligence as a relatively new phenomenon has been gaining popularity throughout the world. It has found its applications in education and business, mainly in societies or institutions which bear the attributes of being multicultural or multinational. The research into cultural intelligence opened up new horizons and perspectives by suggesting its close relation to emotional intelligence which has proved to be extremely important in doing business nowadays. This paper examines the awareness of the cultural intelligence and its role in educating the future business managers and leaders. It informs about the research that has been conducted in finding out the cultural quotient of the Slovak managers of SMEs and suggests steps that can be taken in preparing future managers and leaders for their successful career at an international level.
Developing intercultural skills for business students
2003
Intercultural skills have been increasingly important to business graduates operating in global economies. This paper evaluates the adaptation of the ExcelL Intercultural Skills Program to an international human resource management course, and examines the effectiveness of integrating case study methods with the skills-based ExcelL program. The primary purpose of the study was to assess the usefulness of ExcelL within a sample of third-year university business students. Four methodologies were used: (1) questionnaires, (2) case studies, (3) course evaluation surveys and (4) focus groups. The questionnaire and case study methods used pre-test and post-test designs to compare participants' knowledge and micro-skills before and after the ExcelL program. The post-course focus groups gathered participants' opinions about intercultural skill improvements gained through the ExcelL program, and advice on potential improvements to the program for use in business coursework contexts. After completing the program, participants demonstrated improvements in intercultural competencies required in business contexts. Additionally, participants demonstrated improved identification and articulation of cross-cultural business problems and formulation of appropriate intervention strategies to address these problems.
Cross-cultural management education rebooted
Cross Cultural & Strategic Management, 2017
Purpose Graduates of cross-cultural management (CCM) courses should be capable of both tackling international and cross-cultural situations and creating positive value from the diversity inherent in these situations. Such value creation is challenging because these situations are typically complex due to differences in cultural values, traditions, social practices, and institutions, such as legal rules, coupled with variation in, for example, wealth and civil rights among stakeholders. The paper aims to discuss these issues. Design/methodology/approach The authors argue that a scientific mindfulness approach to teaching CCM can help students identify and leverage positive aspects of differences and thereby contribute to positive change in cross-cultural situations. Findings Scientific mindfulness combines mindfulness and scientific thinking with the explicit goal to drive positive change in the world. Originality/value The authors explain how the action principles of scientific mind...
Osadcha T. Yu. The concept “differences in business cultures” in the process of future managers’ cross-cultural competence developing. The article justifies the need of teaching the concept “differences in business cultures across the world” in the process of foreign language for special purposes teaching in higher educational establishments. Differences in business cultures can interfere with communication, can cause confusion, misunderstanding, psychological distress, tension between partners. The concept "differences in business cultures" is widely used in international business environment where it is supposed to compare business values and business practices across the world. The article states that mastering a foreign language should go hand in hand with developing of interpersonal communication skills which should be based on respect for national traditions and mentality of foreign partners. In this regard, the study of different typologies of business cultures is of great importance. The author suggests using a teaching strategy of role-playing and simulations of business communication for developing future managers’ cross-cultural competence. Cross-cultural competence is a functional ability to understand the views and opinions of representatives of other cultures, to adjust one's behavior with those views, to overcome conflicts in the communication process. Suggested teaching strategy allows to form positive attitudes to foreign countries' cultural values, empathy to people from foreign countries. Role-playing and simulations of real situations of business communication allow to develop both language and professional skills, problem solving skills, to form students' strategic thinking. Key words: business culture, cross-cultural competence, cultural barrier in communication, teaching methods.
2016
This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & An...