Teaching in the Global Business Classroom
Show Less

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.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 3: Culture Shock and Cultural Adjustment by David Killick

Carol Dalglish and Peter Evans


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extended family, teachers, sponsors and peers, along with expectations with regard to the new host culture (often outdated, stereotypical and inflated), and deep psychological links between one’s own norms, values and established behaviours.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...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.