Determination of Content for a Collegiate Course in Intercultural Business Communication by Three Delphi Panels

Martin, Jeanette S.; Chaney, Lillian H.

doi:10.1177/002194369202900305

Cited by 24 publications

(14 citation statements)

References 9 publications

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“…This might imply a belief among curriculum administrators that if a foreign language course is prescribed, it is unnecessary to prescribe cross-cultural communication. However, it is a moot point to what extent, or even whether a standard foreign language course can cover standard crosscultural communication topics such as chronemics, proxemics and oculesics, universal systems, cultural values, laws, and culture shock (Martin & Chaney, 1992); not to mention specialized business communication strategies such as those involved in cross-cultural negotiation. If some business schools are indeed assuming that foreign language courses can substitute for courses in cross-cultural communication, they may need to re-think this policy, particularly in view of reports in the literature of the effectiveness of various forms of cross-cultural training (Bean, 2006;Eschbach et al, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…However, Cant's (2004) study showed that such courses were, in his view, too fragmented, too unfocused, and lacked specific business-oriented content. Furthermore, IB students need not just to learn about culture; they also need to learn how to communicate in a multicultural business environment (Martin & Chaney, 1992). As Sizoo, Serrie, and Shapero's (2007) study demonstrated, intercultural expertise does not come through taking elementary culture courses or even living overseas, but ''requires specific cross-cultural skill training that addresses the intellectual, emotional, and experiential aspects of cultural differences'' (p. 93).…”

Section: Introductionmentioning

confidence: 99%

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Language and Culture Requirements in International Business Majors at AACSB‐Accredited Business Schools

Walker

2009

Journal of Teaching in International Business

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Nowadays, business managers are expected to be able to function effectively in a global context. In consequence, business schools in North America, Britain, and Australasia have been urged to internationalize their curricula. The Association to Advance Collegiate Schools of Business (AACSB) has been at the forefront of this imperative. To what extent undergraduate international business major programs in AACSB-accredited business schools have responded is the subject of this research. The findings show that 71% of schools in the sample prescribed foreign language study for their students, while 10% prescribed courses in crosscultural communication and 36% required overseas experience.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Language and Culture Requirements in International Business Majors at AACSB‐Accredited Business Schools

Walker

2009

Journal of Teaching in International Business

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“…In particular, small and medium-sized enterprises will gain, since they have less in-house cultural and linguistic resources than the large corporations. Martin and Chaney (1992) could determine the content of such an intercultural communication course by three Delphi panels which included 41 international business people and 22 educators in the US. They list the following 10 top priority elements:…”

Section: What Should the Individual Manager Know About Languages And mentioning

confidence: 99%

The Anglo-Germanic and Latin concepts of politeness and time in cross-atlantic business communication: from cultural misunderstanding to management success

Ulijn

2017

HJLCB

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Bond and Hofstede (1989) have demonstrated that culture has a large impact on international business success. In Western cultures it would relate to individualism and in Oriental cultures to Confucian dynamism. Their conception of politeness as a leading principle in human relations and their use of time seems unlike that of Western cultures. Within the Western hemisphere, however, Anglo-Germanic and Latin cultures do not share the same concepts of politeness and time. Spanish business letters seem to be overpolite compared to American ones. Whereas Dutch people stick to one topic at the same time in their negotiations, Italians tend to interrupt to tackle as many issues as possible. Anglo-Germanic and Latin cultures seem to differ in their means of expression of politeness in negotiating and writing. The main source seems to be the striking difference in power distance between Anglo-Germanic and Latin management cultures, a phenonomenon which was observed in Hofstede’s first study with IBM (1980). Irrespective of its origin, politeness or the presumed lack of it could easily lead to intercultural misunderstanding.Hofstede’s work can be used as a framework to analyse some of the potential sources of misunderstanding caused by such differences. The purpose of this paper is to summarize some data to illustrate the importance of the above cultures on both sides of the Atlantic Ocean, to evidence some politeness markers including the time concept, such as pausing and silencing in oral communication and courteous beginnings and endings of Latin business letters, and to retrace the perception of such behaviour by a person from the other culture. How can cultures respect each other and how can politeness be interpreted in a proper way without insulting the other party?How can cultures respect each other, learn from each other and cooperate effectively, for instance, in business and technology? What could be the consequences for the international practice of business management and communication in the Anglo-Germanic and Latin cultures of some EU and NAFTA countries? On the basis of those research findings we will present some guidelines for successful intercultural cooperation in the EU keeping an eye on new trade possibilities on the other side of the Atlantic.

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“…The expense and logistics of travel, precludes many students from exposure or understanding of many cross-cultural issues, including chronemics, proxemics, oculesics, cultural values, and laws (Martin & Chaney, 1992), as well as specialized fields including negotiation (Walker, 2009) and consumer behaviour. Equipped only with limited cultural knowledge, limited or absent exposure, and limited skills to communicate within other cultures (Walker, 2009), as well as the human tendency to consider their experiences as universal based on their own Self Reference Criterion (Pun, Lewis, & Chin, 2003;Cateora, Gilly, & Graham, 2009), students are not being prepared for understanding and engaging in the realities of international business.…”

Section: Introductionmentioning

confidence: 99%

A Tri-Country Marketing Project – Preparing Students for the Realities of a Global Marketplace

Freeman

Knight

Butt

2011

Journal of Teaching in International Business

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With rapidly increasing globalization, business students are required to understand complex global markets and adapt to the rapid changes in the global landscape. This paper discusses a project where students from International Marketing courses in Pakistan, the United States, and France used an interactive platform as a base to jointly explore the marketing of brand-name products across the three countries to better understand the realities of global marketing strategies. The results are discussed as are the difficulties and the recommendations for future projects.

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Determination of Content for a Collegiate Course in Intercultural Business Communication by Three Delphi Panels

Cited by 24 publications

References 9 publications

Language and Culture Requirements in International Business Majors at AACSB‐Accredited Business Schools

Language and Culture Requirements in International Business Majors at AACSB‐Accredited Business Schools

The Anglo-Germanic and Latin concepts of politeness and time in cross-atlantic business communication: from cultural misunderstanding to management success

A Tri-Country Marketing Project – Preparing Students for the Realities of a Global Marketplace

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