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 3: Culture Shock and Cultural Adjustment by David Killick

Carol Dalglish and Peter Evans

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


M1394 - DALGLISH TEXT.qxd 15/7/08 15:23 Page 20 Gary Graham:GRAHAM'S IMAC JOBS: GRAYUMS G4 3. Culture shock and cultural adjustment David Killick* If there’s nothing wrong with me . . . maybe there’s something wrong with the universe! Dr Crusher, Star Trek: The Next Generation. (Sheldon 1990) All individuals crossing cultures face some common challenges as they pioneer lives of uprootedness and gradually establish working relationships with the new milieus. (Kim 2001: 5) International students can become demoralised by early study experiences and even resentful of staff. They can lose confidence . . . [Some] may be mystified by new concepts and expectations such as independent study, ‘critical thinking’ and plagiarism. Most will become distressed if their attempts to master these new skills are unsuccessful. (Ryan 2000: 14) When an international student travels to a new country, the journey he or she embarks upon is not simply a physical one. Tied to it are complex aspirations coming from the student and from his or her parents, extended family, teachers, sponsors and peers, along with expectations with regard to the new host culture (often outdated, stereotypical and inflated), and deep psychological links between one’s own norms, values and established behaviours. As the familiar physical landscapes are replaced by those of the host culture, so are the familiar procedural schema (see Chapter 4) which guide us through every aspect of our daily routines from social contact to using public transport, from greeting our academic ‘mentors’ to opening a bank account. Of course, we...

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