Classroom Response Systems and Student Performance Improvement: Local Versus International Students

The clicker is one of the most popular mobile classroom response systems. A number of studies reported that clickers could effectively encourage students to participate in class. However, most of them are not talking about Chinese students and their finding seldom reported the difference in perception between Chinese and international students on using the mobile classroom response system in learning. They seldom examine the issue of cultural differences on the application of these learning management systems. The study can fill in the gap to collect their perception on using clickers in Hong Kong. The result shows that both Chinese and international students are keen on using clickers in class. The clicker is found to be able to advance learning efficacy and raise student participation in class.     

Reconceptualizing cultural distance: The role of cultural experience reserve in cross-border acquisitions

Cultural distance is one of the most widely used distance construct in international business. However, scholars have long questioned the notion that cultural distance has a homogenous impact on organizational actions and performance. We redress this by examining how the relationship between cultural differences and deal abandonment in cross-border acquisitions is contingent on firm-level cultural experience reserve and industry affiliation. Drawing on the organizational learning theory and cultural friction perspective, we first propose that the cultural experience reserve of a focal firm mitigates the positive impact of cultural differences on cross-border deal abandonment. We then hypothesize that the firm's industry context affects the uncertainties associated with cultural differences. Our findings based on a sample of 197 Indian services sector firms support our theoretical predictions.     

The relationship between cultural values and learning preference: the impact of acculturation experiences upon East Asians

Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship between cultural values and learning preference of 292 Far East Asians (from Confucian‐influenced societies) and Asian Americans. Different preferences for learning methods and different levels of traditional cultural values were found between these two groups of adult learners. Acculturation experience was identified as the influential factor for the differences. However, they all still retain their traditional cultural values in various degrees regardless of the length of time the individual had been exposed to the acculturation experience. The impact of cultural values on an adult's learning preference is an area of concern in cross‐cultural training and development.     

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.     

Business students’ experiences of technology tools and applications in higher education

There has been much debate about the increasing use of technology in all learning, training and development contexts. In the case of higher education, although technology may not have fundamentally changed teaching practices, students report how several technologies and applications help with their learning, research and collaborative activities. Through a survey of business students at an Irish university, this paper examines their expectations and experiences of faculty usage of technology tools and applications. Although, on the surface, the findings provide some degree of confidence that students’ expectations of technology usage are being met, students would, nonetheless, like to see faculty make even greater, and more effective, use of technology in the classroom. The study provides faculty with examples from students of technology usage that supports their learning and these examples may be useful for faculty when designing and delivering their courses. Beyond the higher education context, the research highlights some broader practical implications for training and development in a corporate setting.     

Educating the Global Manager

Abstract

The culturally diverse classroom would seem to be the ideal resource that educators can tap to develop their students' cross-cultural competence and bridge different cultures. However, evidence from the education literature suggests that students typically do not benefit from classroom diversity and that, in general, there is a lack of cross-cultural interactions between different cultural groups on campus. In this paper, we provide an integrated framework for developing students' cross-cultural competence by drawing on the cultural diversity in the classroom. The framework incorporates established and frequently used strategies for developing cross-cultural competence, as well as additional strategies that we have devised (such as diversity audits, self-awareness and ‘other’-awareness tools, student-generated cases and virtual linkages). We explain how this approach uses cultural diversity inherent in the classroom as a basis for students' awareness and understanding of cultural differences, knowledge of other cultures and the application of skills.     

Exploring the Differences of Undergraduate Students' Perceptual Learning Styles in International Business Study

More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students' learning styles and their academic achievements in international business (IB) study. One hundred and seventy-two students from a Dutch university participated in the survey research. Western European students significantly outperformed Asian students in academic performances. Significant differences in learning styles were also found between Western Europeans and Asian students in English, second language, business subjects, and group project learning. Besides, in comparison with Asian students, Western European students preferred to learn from hearing words, taking notes of lectures, and getting involved in some classroom experiences such as role-playing. They may benefit more from lecture-based subjects than Asian students. Based on the findings, practical recommendations are offered for instructors in international higher education.     

Let's reach all of the market for health administration education: design, development, and delivery issues in distance delivery

Web-based distance learning is an up and coming form of education. Web-based education delivered via a Web browser through the Internet has been found to be less expensive, more efficient, and sometimes more effective than classroom training. In the distance learning environment, the traditional "lecture and chalkboard" classroom pedagogy is completely absent. The virtual classroom becomes an "active learning" environment in which students, while utilizing technology, are able to discuss health administration concepts, analyze cases, work exercises, and discuss and share these interactively with both the instructor and fellow classmates. This method of Health Administration Education encourages students to learn from each other and promotes the open exchange of ideas and experiences. It does not require working students to put their careers on hold while they continue their studies. In this paper, we explore the opportunities and challenges of delivering web-based Health Administration courses via the Internet. Included is a discussion of the design, development, and delivery of a distance learning, web-based Health Administration Education system.     

Constructing Image-Based Culture Definitions Using Metaphors: Impact of a Cross-Cultural Immersive Experience

This study provides an approach to teaching and learning in the international business (IB) classroom about cultural values, beliefs, attitudes, and norms through the study of cultural metaphor. The methodology is based on established qualitative methods by using participants’ visual pictures and written explanations—representative of their initial perspectives of another culture—as units of analysis. Prior to and after a cross-cultural immersion experience in China, students are asked to contribute a tangible visual image of their impression of Chinese culture and briefly write about it. Upon their return, students are once again asked to submit another image of culture along with an additional written explanation in order to explicate their further understanding of culture’s role in cross-border interactions. Findings point to the increased capacity to construct redefinitions of culture based upon their experiences. They also reveal a glimpse into the ideas, imaginings, and attitudes of students as they attempt to make sense of unfamiliar world views, practices, and norms in light of the increasing interconnection in our world.     

Different Locks Must Be Opened with Different Keys

Abstract

This paper suggests the use of Chinese proverbs in the teaching of finance to Chinese-speaking students. Familiar proverbs facilitate teaching to Chinese students by appealing to students' prior knowledge, improving retention of new material, and creating a friendlier classroom environment. Using Chinese proverbs in finance instruction also benefits North American students by promoting the understanding of Chinese culture. This paper presents thirty-six financial concepts accompanied by related Chinese proverbs. Strategies for the effective use of Chinese proverbs in the classroom are suggested as well.     

城镇化背景下中国文化产品贸易的影响因素研究

文化建设是城镇化的重要内容,城镇化进程会从供给、需求、交流等方面促进中国文化产品贸易。结合贸易双方城镇化进程、文化产业投入等因素,基于扩展引力模型分析中国文化产品贸易的影响因素,结果表明:对象国城镇化进程、人口数量、人均GDP和信息技术水平对中国文化产品贸易有显著的正向影响,双方的地理距离则对其呈现显著的负向影响,同时,中国的信息技术水平对中国文化产品贸易也具有显著的正向促进作用。     

Assessment of Chinese Students' Experience With Foreign Faculty: A Case Study From a Chinese University

This article compares Chinese students' responses to local Chinese versus American professors, and the effectiveness of the professors' respective teaching techniques. A case study made at a single university in China, which had a joint academic program with the United States, found that Chinese students preferred local Chinese professors to American professors in spite of the students' perception that the American professors' were more highly qualified, and despite the American professors' student-centered teaching styles. The Chinese students consider local Chinese professors to be more effective in teaching and they have higher expectation of the Chinese students than the U.S. professors. This article explores the differences between Chinese and Western teaching styles and proposes approaches needed to guide Chinese students from their familiar teacher-centered classrooms toward accepting a student-centered classroom approach. Recommendations are offered for improving Western ways of educating Chinese students in China.     

Ethical behavior perceptions in Russia: Do ethics-related programs and individual characteristics matter?

This paper aims to analyze how individual differences and ethics-related programs predict Russian business students and working adults' perception of personal business ethics. This research evaluates the business ethics perceptions based on surveys of 1,207 managers, employees, and business students in Russia. This study finds the significant correlations between individual differences (gender, age, education level, and management experience), ethics-related programs (business ethics courses taught in universities, ethics and diversity professional development training), and personal business ethics' perceptions of Russian business students and working adults. We also find that individual differences moderate the relationship between ethics-related programs and how the personal business ethics of Russian business students and working adults are perceived. These findings advance current literature by revealing that age moderates the relationship between ethics-related programs (formal ethic courses, ethics, and diversity trainings) and personal ethical behavior perceptions of working adults and business students in Russia. Our study found that gender had a significant positive moderating effect on relationship of organizational code of ethics, formal ethic courses, and diversity professional development with personal ethical behavior perceptions. The relation between personal ethical behavior perceptions and the presence of an organizational code of ethics was negative and marginally moderated by age and managerial experience. This study contributes to business ethics research by deepening the understanding of the impact of individual differences on the relationship between ethics-related programs and personal business ethics' perceptions.     

Online consumer behavior: Comparing Canadian and Chinese website visitors

Zajonc's (1980) theory of emotions and Mehrabian and Russell's (1974) stimulus-organism-response (SOR) framework inform the development of a model of online customer behavior. The model examines the impacts of the three types of emotions (pleasure, arousal, and dominance) on perceptions of site atmospherics (informativeness, effectiveness, and entertainment). In turn, the associations of site atmospherics on site attitudes, site involvement, service attitudes, and purchase intentions are investigated. The model is compared between Canadian and Chinese customers based on Hofstede's (1991) cultural value dimensions. The findings supported the model and revealed several non-invariant paths between the groups. Particularly, the impact of pleasure (dominance) on the other behavioral variables was higher for Canadian (Chinese) compared to Chinese (Canadian) customers. Moreover, the impacts of low (high) task relevant cues were stronger for Chinese (Canadian) customers compared to their Canadian (Chinese) counterparts. Discussion centers on the theoretical and practical implications of the findings.     

Convergence and divergence in consumer behavior: implications for international retailing

Converging technology and disappearing income differences across countries will not lead to homogenization of consumer behavior. Rather, consumer behavior will become more heterogeneous because of cultural differences. As consumer incomes converge across countries, the manifestation of value differences will become stronger. This phenomenon makes it increasingly important to understand values of national cultures and their impact on consumer behavior. Retailing strategies for one country cannot be extended to other countries without adaptation. Hofstede’s model of national culture is applied to understand differences in consumer behavior across countries. Examples are provided of consumption differences, their relationships with culture discussed, and selected implications for international retailing management detailed.     

中国企业的学习型组织文化:基于人口统计变量、企业属性、工作满意度和组织绩效的实证分析

By using a Western concept—the instrument called dimensions of learning organization questionnaire (DLOQ), and the data collected from 919 employees in nine companies located in Guangdong Province, China, the present empirical study explores the culture of learning organizations in Chinese business settings. Findings suggest that the DLOQ is applicable to the context of China as well, and those demographic variables, such as age and educational level, together with the types of ownership of Chinese companies, such as state-owned enterprises (SOEs) and privately-owned enterprises (POEs), suggest differences in the culture of learning organizations. Results also indicate that the learning organization culture of a firm has strongly positive impact on employees’ job satisfaction and perceived organizational performance. Two implications should be noted. First, as employees in middle age and with college education show the strongest sense of improving the learning culture, it can be inferred that demographic characters and groups may influence the organization’s learning culture differently. Second, as POEs have a better learning atmosphere than SOEs, it can be inferred that POEs have a stronger competitiveness than SOEs in terms of learning ability and organizational performance. To indigenize the Western construct and instrument of learning organizations, the present study, as an exploratory research, gives substantial knowledge on the subject and seeks to fill the gap in the literature, despite the limitations of cultural nuances and a narrowly-concentrated sample.     

Perceived Effectiveness of Simulations in International Business Pedagogy

Abstract

This paper examines the perceived effectiveness of simulations in teaching international business. A survey of third and fourth year Canadian students who participated in a web-based international business simulation was conducted using a structured questionnaire. Factor analysis was used to understand the underlying relationships in the resulting data. The study finds that, compared to traditional approaches, e.g., textbooks and cases, students viewed the simulation as a more effective learning tool. The game stimulated interest and participation among students and was effective in fostering teamwork. The simulation was also viewed as being effective in providing students with an appreciation of the international context and complexity of cross-national decision-making.     

Isolating Cultural and National Influence on Value and Ethics: A Test of Competing Hypotheses

We live in an increasingly globalizing world, in which countries are closely linked by international trade and investment ties. Cross-cultural comparative studies of national values and ethics have attracted growing research interest in recent years, because shared practices, values and ethical standards depend on shared beliefs. However, the findings of such studies have been unable to reach a consensus on the impact of culture on ethics-related attitudes and behavior. Empirically, many “cross-cultural” differences reported by previous studies might actually stem from cross-national differences. In order to partially fill this gap, this study advocates an analytical framework that isolates the role of cultural and national differences in order to test their relationship to individual level variables. Within this framework, we test␣competing hypotheses based on both cultural and national contexts by comparing groups of Chinese and American respondents together with a “bridging group” of Chinese Chinese-Americans. Theoretically, this contextual approach helps resolve the debate on the role of␣culture, by showing that culture plays a far more important role in shaping value orientations than the national background. Specifically, the two ethnic Chinese groups had many cultural values in common, and differed significantly from the Caucasian group. Implications are discussed.     

E-Based Solutions to Support Intercultural Business Ethics Instruction: An Exploratory Approach in Course Design and Delivery

This paper reports on the experiences of international MBA students following a hybrid design for a business ethics course, which combined class-based lectures with "out-of-class" discussion supported by asynchronous communication tools. The e-learning component of the course was intended to generate discussion on the ethical assumptions of course participants, with each individual required to post a mini case study reflecting an ethical dilemma which s/he had faced at work. Using questionnaire and interview data, we report on the learning experiences of participants following this experimental course. The results reveal a high level of intercultural dialogue between participants, with adopters showing greater awareness of their individual cultural biases in their case writing, a direct consequence of the on-line feedback and case discussion. These findings indicate that asynchronous tools have much to offer business ethics students, supporting ideas sharing and the exchange of cultural perspectives outside the physical boundaries of the classroom.     

EDITORIAL

ABSTRACT

The presence of Chinese companies in international markets has increased, and one of their main challenges is to overcome the negative image that Chinese products have in many countries. This study aims to shed light on how sociopsychological determinants affect the perceived attractiveness of Chinese products in Germany, using a sociopsychological approach based on social identity theory and social learning theory. The results indicate that the individual's age, level of education, occupational status, and international experience have significant effects on the perceived attractiveness of Chinese products, whereas the individual's international experience in China does not show such effects. Significant differences between different product categories are revealed.