Developing Management Student Cultural Fluency for the Real World: A Situated Cultural Learning Approach

Autor/inn/en	Zhu, Yunxia; Okimoto, Tyler G.; Roan, Amanda; Xu, Henry
Titel	Developing Management Student Cultural Fluency for the Real World: A Situated Cultural Learning Approach
Quelle	In: Education & Training, 59 (2017) 4, S.353-373 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-03-2016-0059
Schlagwörter	Cultural Education; Cross Cultural Training; Cultural Differences; Cultural Pluralism; Culturally Relevant Education; Learning Processes; Cultural Context; Cooperative Learning; Comparative Analysis; Qualitative Research; Communities of Practice; Curriculum Design; Foreign Countries; Observation; Case Studies; Focus Groups; Intervention; Semi Structured Interviews; Graduate Students; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Interkulturelle Orientierung; Kultureller Unterschied; Kulturpluralismus; Learning process; Lernprozess; Kooperatives Lernen; Qualitative Forschung; Community; Lehrplangestaltung; Ausland; Beobachtung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Australien
Abstract	Purpose: To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections, facilitation, and the construction of a collaborative learning community. Design/methodology/approach: To investigate the complex processes and principles of cultural learning, a multi-method approach is applied to an extensive comparative study of default and intervened cases within three management classes. Evidence is drawn from multiple sources of qualitative data including class observations, meeting minutes, focus groups, and group interviews with students and instructors. Findings: Results indicated that in default cases, little explicit attention was given to a situated perspective of culture, or to the rich sources of cultural knowledge available among members of the classroom community. In contrast, following the intervention cases where SiCuLA was applied, there was strong evidence that much more attention was given to enhancing student contextual knowledge. Nonetheless, there were some challenges in applying these processes within the classroom context. Originality/value: This is the first study to extend and operationalize SiCuLA in a classroom setting. More importantly, the evidence forms the empirical basis for deriving theoretical principles for cross-cultural management (CCM) education and training. It contributes to studying cultural contexts as sources of knowledge for learning through active co-participation. It also contributes to positive CCM learning with an emphasis on human agency that encourages students to take more responsibility and ownership of their cultural learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01