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 4: Cross-Cultural Capability: Blocks to Effective Communication 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 37 Gary Graham:GRAHAM'S IMAC JOBS: GRAYUMS G4 4. Cross-cultural capability: blocks to effective communication David Killick* INTRODUCTION We see the world not as it is but as we are. (Variously attributed) Do not do unto others as you expect they should do unto you. Their tastes may not be the same. (George Bernard Shaw 1903) Diversity in our students, and across our colleagues, has the potential to transform the perspectives and capabilities of both ourselves and our students. It also has the potential to reinforce stereotypes and prejudices, and to make us more insular in our general outlook on the world. Within our classrooms and institutions it is the ‘quality of intercultural contacts rather than the quantity’ (Otten 2003) which we need to focus upon; our capacity and willingness to generate meaningful opportunities for genuine cross-cultural interaction1 in our teaching and learning strategies are key to transforming the student experience and the outcomes of that experience from the ‘naturally’ ethnocentric to the ‘enlightened’ ethnorelative. There are many dimensions to this, but one of the keys to unlock the door of insularity is effective communication, as any successful business strategy would affirm. Communication, as we know, is at the very least a two-way process, and all participants in the communication process need to take responsibility for its effectiveness, and to develop the personal skills, attitudes and attributes which help ensure communication is effective – in both directions. I...

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