Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

2012 ◽  
Vol 23 (3) ◽  
pp. 201-221 ◽  
Author(s):  
Mohamed Zainuba ◽  
Ahmad Rahal
Keyword(s):  
Learning Outcomes ◽  
International Business ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Business Courses

The Cultural Adaptation Process (CAP) Model

2011 ◽  
pp. 267-290 ◽  
Author(s):  
Andrea Edmundson
Keyword(s):  
Learning Outcomes ◽  
Cultural Adaptation ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Adaptation Process ◽  
Culturally Adapted ◽  
E Learning ◽  
Cap Model ◽  
The Cross

At the conclusion of the study, The Cross-Cultural Dimensions of Globalized E-Learning (Edmundson, 2004), the cultural adaptation process (CAP) model was introduced as a proposed guideline for evaluating existing e-learning courses and for matching them to the cultural profiles of targeted learners. In theory, the model could facilitate the development of culturally-adapted and accessible e-learning courses, which in turn provide opportunities for all learners to achieve equitable learning outcomes. In this chapter, the author illustrates, with a hypothetical example, how to use the CAP model. As a result of this mock exercise, modifications to the model are recommended. However, the CAP model would benefit from further exploration, use, and development by researchers and practitioners in the field.

The Cross-Cultural Dimensions of Globalized E-Learning

2008 ◽  
pp. 382-393
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Learning ◽  
The Two Cultures ◽  
E Learning ◽  
Level 1

This exploratory study examined the effects of cross-cultural learning dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mediate the effects of culture. In addition, while cross-cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results, the cultural adaptation process (CAP) model is presented as a preliminary guideline for adapting e-learning courses for other cultures. Accelerated dissemination of Level 1 courses could increase technological literacy . Education and technological innovation are strongly associated with advanced socio-economic development.

The Cross-Cultural Dimensions of Globalized E-Learning

2011 ◽  
pp. 2481-2493
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Learning ◽  
The Two Cultures ◽  
E Learning ◽  
Level 1

This exploratory study examined the effects of cross-cultural learning dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mediate the effects of culture. In addition, while cross-cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results, the cultural adaptation process (CAP) model is presented as a preliminary guideline for adapting e-learning courses for other cultures. Accelerated dissemination of Level 1 courses could increase technological literacy . Education and technological innovation are strongly associated with advanced socio-economic development.

Cross-cultural comparison of cultural mythologies and leadership patterns

2014 ◽  
Vol 3 (1) ◽  
pp. 79-101 ◽  
Author(s):  
Diana J. Wong-MingJi ◽  
Eric H. Kessler ◽  
Shaista E. Khilji ◽  
Shanthi Gopalakrishnan
Keyword(s):  
Comparative Analysis ◽  
Leadership Styles ◽  
International Business ◽  
Meaning Making ◽  
Global Leadership ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Content Type ◽  
The Usa ◽  
Cultural Mythologies

Purpose – The purpose of this paper is to explore leadership styles and patterns in India, Indonesia, Pakistan, and the USA in order to contribute to a greater understanding of global leadership. Design/methodology/approach – The paper uses cultural mythologies as a lens (Kessler and Wong-MingJi, 2009a) to extract the most favored leadership traits within selected countries. In doing so, the paper explores historical trajectories and core values of each country to identify their distinctive characteristics. Additionally, leadership styles of well-known business leaders in each culture are examined to develop a comparative discussion of global leadership patterns and styles. Findings – The paper finds that leaders may share same characteristics across countries, however, their behavioral expressions tend to unfold differently within each context. The paper argues that without context, meanings embedded in cultural mythologies and behaviors often become lost. The paper concludes that a comparative analysis of selected countries reveals a more complex and rich array of cultural meanings, thus offering support to a contextual view of leadership. Research limitations/implications – Examination of cultural mythologies on leadership makes important theoretical contributions by illustrating that cultural mythologies indeed shape the values, behaviors, and attitudes of global leaders, and provide three important functions that are identified as: cultural bridging, meaning making, and contextual nuancing. Practical implications – Understanding comparative leadership patterns is critical in international business. The paper offers cultural mythologies as a tool for leaders who seek to cross-cultural boundaries in developing long term and high-quality productive international business relationships. Originality/value – The value of the study lies in developing a comparative analysis of leadership patterns in three Southeast Asian countries and the USA with the help of cultural mythologies. The paper urges that scholars to move beyond quantification of cultural dimensions to a more contextualized understanding of leadership.

scholarly journals Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 727
Author(s):  
Moustafa M. Nasralla ◽  
Basiem Al-Shattarat ◽  
Dhafer J. Almakhles ◽  
Abdelhakim Abdelhadi ◽  
Eman S. Abowardah
Keyword(s):  
Learning Outcomes ◽  
Analytical Model ◽  
Rasch Model ◽  
Teaching Techniques ◽  
Business Courses ◽  
Learning And Teaching ◽  
Association Pattern ◽  
Engineering Education Research ◽  
Academic Year ◽  
The Rasch Model

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

Origins of the Taiping Vision: Cross-Cultural Dimensions of a Chinese Rebellion

1977 ◽  
Vol 19 (3) ◽  
pp. 350-366 ◽  
Author(s):  
Philip A. Kuhn
Keyword(s):  
Nineteenth Century ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Underlying Structure ◽  
Foreign Material ◽  
The West ◽  
Host Culture ◽  
Human Organization ◽  
Textual Material ◽  
Cultural Gaps

The transmission of systems of ideas across wide cultural gaps is hard enough to study on any scale of human organization. It is particularly hard when two large, complex cultures meet under traumatic circumstances, as did China and the West in the nineteenth century. The myriad variables in such a situation dictate special care in defining the specific terms and conditions under which ideas are transmitted. The present case suggests three points worth attention: first, the precise language of the textual material that impinges on the host culture; second, the underlying structure of the historical circumstances into which this material is introduced; third, the process whereby the foreign material becomes important to sectors of society outside the group that first appreciated and received it and thereby becomes a significant historical force.

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