Teaching in the Global Business Classroom

Teaching in the Global Business Classroom

Carol Dalglish and Peter Evans

Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods.

Chapter 2: The Challenges of the International, Multicultural Business Classroom

Carol Dalglish and Peter Evans

Subjects: business and management, management education, management and universities, education, management and universities, management education, teaching and learning

Extract

The idea of a corporate global village where a common culture unifies the practices of business around the world is more dream than reality. (Rosabeth Moss Canter, cited in Schneider and Barsoux 1997) ISSUES RAISED BY THE PRESENCE OF INTERNATIONAL STUDENTS One of the primary advantages for students of studying abroad is to learn a new culture and adapt to a new learning environment with real-life experiences (Avirutha et al. 2005). International students also provide benefit to local students who may not be aware of international differences. This is particularly important in business education where graduates will eventually work across a range of countries and cultures. Cross-cultural understanding has an important impact on business effectiveness in an increasingly global environment, and what is taught in the classroom needs to be relevant to all the students wherever geographically they follow their careers. Students choose particular institutions because they believe that the curriculum and teaching and learning practices will assist them to get employment. They are looking for content knowledge that reflects the demands of the workplace and processes that equip them to transfer their learning to their employment. They are also looking for a ‘campus’ experience which is increasingly difficult to provide with so many students having to work part-time to support their studies. This has a range of implications for how internationalization is conceptualized and how an institution meets student learning needs (Dalglish 2005). An opportunity for intercultural learning, for a sharing of knowledge...

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