Combining Multicultural Management and Diversity Into One Course on Cultural Competence

Egan, Mary Lou; Bendick, Marc

doi:10.5465/amle.2008.34251675

Cited by 86 publications

(41 citation statements)

References 20 publications

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“…Many recommendations made are based on a critical review of best practices reported in secondary sources and personal experience (Witte, 2010). The proposal does not fully address culture-specific educational models that may preclude one or another institution from implementing this type of learning strategy, nor does it deal Bhawuk, 1998;Brislin, 1995;Earley and Ang, 2003;Egan & Bendick, 2008;Gardner, 1983;Gudykunst, 1992;Hall & Hall, 1990a, 1990bHampden-Turner & Trompenaars, 2006;Hofstede, 1980Hofstede, , 1991House et al 2004;Inglehart et al, 2004;Leung et al, 2002;Leung & Bond, 2004;Leung & Li, 2008;Mallinger & Rossy, 2003;Schwartz, 2003;Triandis, 1994Triandis, , 1995Trompenaars, 1993;Tung, 2008. • Attention to routines, assumptions, and stereotypes Black & Mendenhall, 1990;Black et al, 1991;Brislin...…”

Section: Resultsmentioning

confidence: 97%

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Witte

2010

Journal of Teaching in International Business

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Designing educational sequences that enhance the cognitive, behavioral, and critical skills of a diverse learning community seeking global competencies, requires mindfulness of different international educational models, a tailored curriculum designed to build different types of awareness learning, and clarity in targeted outputs keeping in mind a range of potential occupations and life situations in which such skills will be used. This article outlines conceptual frameworks for global awareness sequences in international management programs, building on existing crosscultural research, training literature, and comparative analysis of different higher education models. It updates global competence learning frameworks to include recent advances in cultural intelligence, critical reflexivity, and post-colonial perspectives on management education. It calls attention to changing student demographics as a catalyst for moderate curriculum reform, especially a rehabilitation of core global awareness knowledge components eclipsed by cross-cultural courses and humanities requirements. A curriculum for business students with a sequential and/or simultaneous implementation of three pedagogical dispositions (knowledge, behavior, and critical acculturation) is discussed.

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Section: Resultsmentioning

confidence: 97%

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Witte

2010

Journal of Teaching in International Business

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“…A key point is not to overstate or over generalise difference, as not all of overseas graduates' experience is different from UK graduates', but also not to ignore it. Equality and diversity and cultural competency initiatives may already be laying the groundwork for this (Cowan & Norman 2006;Chavez & Weisinger 2008;Egan & Bendick 2008).…”

Section: Discussionmentioning

confidence: 99%

Cultural dimensions in the transition of overseas medical graduates to the UK workplace

et al. 2013

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Background: Historically, overseas-qualified doctors have been essential for meeting service needs in the UK National Health Service (NHS). However, these doctors encounter many cultural differences, in relation to training, the healthcare system and the doctor-patient relationship and training. Aim: To examine whether Hofstede's cultural model may help us understand the changes doctors from other countries experience on coming to work in the UK, and to identify implications for supervisors and clinical teams. Method: Telephone interviews were conducted with overseas medical graduates before starting work as a Foundation Year One (F1) doctor, followed up after four months and 12 months; and with educational supervisors. Data were analysed using a confirmatory thematic approach. Results: Sixty-four initial interviews were conducted with overseas doctors, 56 after four months, and 32 after 12 months. Twelve interviews were conducted with educational supervisors. The changes doctors experienced related particularly to Hofstede's dimensions of power distance (e.g. in relation to workplace hierarchies and inter-professional relationships), uncertainty avoidance (e.g. regarding ways of interacting) and individualism-collectivism (e.g., regarding doctor-patient/family relationship; assertiveness of individuals). Conclusion: Hofstede's cultural dimensions may help us understand the adaptations some doctors have to make in adjusting to working in the UK NHS. This may promote awareness and understanding and greater 'cultural competence' amongst those working with them or supervising them in their training.

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“…Curriculum encountered in business schools can reinforce existing stereotypes about business and businesspersons (Egan & Bendick, 2008). Exposure to the curriculum may have an effect on students over time; viewing depictions of business professionals has been shown to affect readers' attitudes towards the people portrayed (Covert & Dixon, 2008).…”

Section: Future Directionsmentioning

confidence: 97%

Student Perceptions of Hawaiian Values in Business Communication

Pillis

Kim

Thomas³

et al. 2014

Journal of Education for Business

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Students attending a Native Hawaiian-serving institution read statements from two hypothetical job candidates. The passages had equivalent meaning, but one incorporated Hawaiian leadership values (HLV) without identifying them as such. Participants judged the HLV candidate to have lower credibility, rationality, and effectiveness, and preferred the non-HLV candidate for a leadership role. Participants' ancestry, gender, and collectivism were unrelated to candidate preference. Business majors showed the strongest preference for the non-HLV candidate. Within majors, higher grade point average predicted preference for the non-HLV candidate. The results have implications for how educators may confront implicit assumptions about leadership.Business schools have begun to recognize the importance of cross-cultural literacy and inclusiveness. The Association to Advance Collegiate Schools of Business (AACSB, 2008) has formulated standards for undergraduate curriculum describing diversity as "a complex, culturally embedded concept rooted within historical and cultural traditions, legislative and regulatory concepts, economic conditions, ethnicity, gender, and opinion" (p. 9).At the same time that the two AACSB-accredited business schools within the University of Hawaii System are preparing to adopt the new standards, the University of Hawaii system as part of its strategic plan aims to become "a model indigenous serving institution" (University of Hawaii Office of the President, 2014, p. 4). A model indigenous serving institution, according to the university president's website, includes Native Hawaiian values in its decision making and practices, as well as fostering and promoting Hawaiian culture and language at all its campuses.Integrating Native Hawaiian values into the business curriculum appears to be a positive step toward fulfilling both the goals of the AACSB and the university system.The present study is an initial step toward overhauling parts of the business curriculum to incorporate Hawaiian values by investigating students' impressions of, and assumptions about, a hypothetical individual who invokes Hawaiian values and practices in business communication. REVIEW OF THE LITERATURE Hawai'iWith between 20% and 25% of Hawaiʻi residents tracing their ancestry to the indigenous inhabitants of the Hawaiian

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Combining Multicultural Management and Diversity Into One Course on Cultural Competence

Cited by 86 publications

References 20 publications

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Cultural dimensions in the transition of overseas medical graduates to the UK workplace

Student Perceptions of Hawaiian Values in Business Communication

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