Fostering cultural inclusiveness and learning in culturally mixed business classes

Mak, Anita S.; Daly, Anne; Barker, Michelle

doi:10.1186/2193-1801-3-242

Cited by 14 publications

(6 citation statements)

References 27 publications

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“…This aim is aligned to the observation of Mak et al (2014) who stress that, in higher education, cultural diversity has become the norm. In addition, the projects meet the call for research by Scott (2015) who summarized the current situation as a need to develop new ways of learning or transform traditional learning methodologies to be able to cope with this learning complexity.…”

Section: Introductionmentioning

confidence: 67%

Shared experiences and awareness from learning in a student multicultural environment

Bengoa

Ganassali²,

Kaufmann

et al. 2018

JIEB

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Purpose This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.

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Section: Introductionmentioning

confidence: 67%

Shared experiences and awareness from learning in a student multicultural environment

Bengoa

Ganassali²,

Kaufmann

et al. 2018

JIEB

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“…Cultural mapping provides a schematic representation of a sequence of verbal and non-verbal behaviours that makes explicit the unwritten social rules for a commonly occurring scenario. Program evaluation research has found EXCELL to be beneficial for developing tertiary students’ development of social skills, cultural learning and intercultural social self-efficacy (Ho, Holmes, & Cooper, 2004; Mak & Buckingham, 2007; Mak, Daly, & Barker, 2014).…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

Mak

Shaw

2015

J. Psychol. Couns. Sch.

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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.

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“…The survey instrument contained items on the socio-demographic characteristics of the students; 13 items on self-reported intercultural competence and 7 items on satisfaction with the institutional approach to intercultural inclusiveness. The survey items were adapted from Mak et.al’s [31] study on cultural inclusiveness and students’ cultural learning. The instrument was initially used at the University of Tasmania and permission was sought for use at JCU.…”

Section: Methodsmentioning

confidence: 99%

Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study

2019

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Background This study sought to examine the awareness/perception of intercultural competence and institutional intercultural inclusiveness among first year students at an Australian medical school over four consecutive years (2014–2017); to identify existing gaps in the curriculum and proffer recommendations. Methods The study employed an adapted 20-item questionnaire for data collection. The reliability and interrelations of the survey items were examined. Descriptive statistics was used to examine students’ perceptions, while Mann-U Whitney and Kruskal-Wallis tests were used to assess items scores in relation to participant characteristics. Results Over the 4 years of study, there were 520 respondents with between 53 to 69% response rates per year. Cronbach’s alpha for the instrument was 0.88 and factor analysis showed all items loading strongly on two components. Participants’ mean score on self-reported intercultural competence levels ranged from 3.8–4.6 out of 5; indicating relatively high awareness, valuing and understanding of cultural differences among this group of students. However, their mean scores (3.4–4.2) for institutional intercultural inclusiveness were slightly lower. Conclusion The instrument used in this study is effective in assessing level of intercultural competence among medical students. However, the results highlight the need for increased institutional support and professional development for faculty members to foster institutional intercultural inclusiveness.

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Fostering cultural inclusiveness and learning in culturally mixed business classes

Cited by 14 publications

References 27 publications

Shared experiences and awareness from learning in a student multicultural environment

Shared experiences and awareness from learning in a student multicultural environment

Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study

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