Developing cross‐cultural capability in undergraduate business education: implications for the student experience

Laughton, David; Ottewill, Roger

doi:10.1108/00400910010378467

Cited by 19 publications

(27 citation statements)

References 8 publications

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“…However, curriculum internationalization is a multidimensional concept that can be defined and, therefore, approached in several ways. Some universities adopt a pragmatic approach, seeking to gain or entrench advantage in a competitive environment through offering a curriculum relevant to a larger number of students worldwide, or developing competencies that allow graduates to operate in an international environment (Laughton & Ottewill, 2000;Whalley, 1997). An ideological approach may prevail where it is important to prepare graduates with lifelong learning skills for the largely unknown but increasingly inter-related future world.…”

Section: Introductionmentioning

confidence: 99%

Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Crosling

Edwards

Schroder

2008

Journal of Higher Education Policy and Management

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attempts to implement curriculum internationalization in the foundation subjects in the six core business disciplines. The Faculty of Business and Economics at Monash, in encompassing five Australian and two offshore campuses and three families of degrees, presents both an opportunity and a challenge in implementing curricula change. The multicampus structure provides the opportunity, while the challenge is the number and geographic dispersion of the teaching staff, along with differing academic cultures. In this paper, we discuss organizational change as it accompanies the curriculum internationalization process, and the responses of the discipline-based teams to the curriculum internationalization objective. We identify significant staff and faculty issues requiring consideration in the change that accompanies curriculum development, such as the powerful effect of the traditional notion of academic autonomy, and the need for continued resources to support the changes.

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Section: Introductionmentioning

confidence: 99%

Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Crosling

Edwards

Schroder

2008

Journal of Higher Education Policy and Management

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“…The field is well-grounded in theoretical literature. Authors such as Hall (1959Hall ( , 1966, Hall and Hall, (1990), Hofstede (1980Hofstede ( , 1991, Trompenaars (1993, with Hampden-Turner, 2000, Holden (2004), and Spencer-Oatey and Franklin (2009), among others, have developed considerably our understanding of crosscultural issues in international marketing and business as has the Globe study by House et al, 2004. Research and findings from these and other authors have been synthesized in articles on how to enhance the IB/marketing curriculum and in international marketing textbooks and classroom resources (Witte, 2010;Clark, Flaherty, Wright, & McMillen, 2009;Prestwich & Ho-Kim, 2007;Ramburuth & Welch, 2005;Cant, 2004;Jones, 2003;Laughton & Ottewill, 2000;Moran, Braaten, & Walsh, 1994;Serrie, 1992). Consequently, unlike the political environment as we will see below, there is a rich source of material for both curriculum designers and for students on international marketing and business programs to draw from (e.g., Penaloza, Toulouse & Visconti, 2011;de Mooij, 2009;Nakata, 2009;Usunier & Lee, 2009;Burton, 2008;Trompenaars & Woolliams;Gesteland, 2002;Rugimbana & Nwanko, 2002).…”

Section: Embedding Culture and Cross-cultural Understanding Into The mentioning

confidence: 97%

Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints

Vos

2013

Journal of Teaching in International Business

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This article looks at the curriculum redesign of a master's-level program in international marketing from a UK perspective. In order to ensure that the program would be more fit-for-purpose for future managers working under conditions of complexity, uncertainty, and within regimes often very different from the home market, the team began the curriculum redesign process with the view that international programs need to have a more broad and cross-disciplinary curriculum. Both drivers and constraints for the curriculum redesign are considered as well as the rationale for including a 30-week module on political and economic risk in the program.

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“…Cultural distance has received a great deal of attention in international business literature (Dow, 2000;Evans and Malvando, 2002;Kogut and Singh, 1988;O'Grady and Henry, 1996). When applied to marketing education, the premise is that different countries can be grouped according to the homogeneity and heterogeneity in their teaching and learning culture (Wierstra et al, 2003), with Hofstede's cultural dimensions providing a relevant framework for cross-cultural research in marketing education (Hofstede, 1986;Hofstede and Bond, 1988;Laughton and Ottewill, 2000;Maehr et al, 1999;Zhang et al, 2008). Of Hofstede's (1986) four cultural dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity), two distinct teaching culture dimensions can be distinguished -power distance and uncertainty avoidance.…”

Section: Cultural Distancementioning

confidence: 99%

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

Ringer

Volkov

Brïdson

2014

Education + Training

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Purpose -The purpose of this paper is to investigate the role Australian University marketing students' cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach -The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings -Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.Research limitations/implications -The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications -The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value -This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

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Developing cross‐cultural capability in undergraduate business education: implications for the student experience

Cited by 19 publications

References 8 publications

Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

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