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 7: Lecturing

Carol Dalglish and Peter Evans

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


LECTURING: WHAT IS IT? Lecturing involves a presentation by a lecturer to a group of students, often large numbers of students. Lectures involve one-way communication – from the lecturer to groups of students that can vary in size from 20 to 2000, with the possibility of questions being raised at designated intervals. Whilst their effectiveness is often discussed, lectures are a part of almost every tertiary course (Smith 1994). The lecture is the standard method for teaching large classes, particularly at undergraduate level. Lectures are used to transfer information to the student in an efficient, well-structured way. They can also motivate the student to self-study (Barns and Belvin 2002). In the current climate of easy access to information through the internet and other electronic sources, value-adding is important. There is a need to reflect on whether what happens in the classroom can provide more assistance to the student than reading alone. For learners to get the most out of the lecture process it is important that they are supported to integrate socially and academically into their programme and for the cultural capital brought by these diverse learners to be accepted and valued (Zepke and Leach 2006). The learning environment needs to be comfortable and non-threatening (Anderson and Moore 1998). Often, the problems international students experience appear to stem from poor English language skills. It is just as likely that they are the result of students having to adapt rapidly to many factors in the new environment, of which...

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