scholarly journals Infusing Cultural Differences into Complex Real Estate Student Projects: An Exploratory Learning Experience

2021 ◽  
Vol 23 (1) ◽  
pp. 38-51
Author(s):  
Kelly Jameson ◽  
Lalita Subrahmanyan
Keyword(s):  
Real Estate ◽  
Cultural Differences ◽  
Learning Experience ◽  
Exploratory Learning ◽  
Student Projects

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 494-539
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

scholarly journals In the Shadow of the Ivory Tower: How Universities are Plundering our Cities: by Davarian L. Baldwin

2021 ◽  
Vol 121 ◽  
pp. 102-104
Author(s):  
Betsy J Bannier
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Cultural Differences ◽  
Urban Areas ◽  
Urban Community ◽  
Ivory Tower ◽  
Economic Disparities ◽  
American Universities ◽  
Physical Presence ◽  
Community Organizer

In today’s politically charged, anti-education climate, In the Shadow of the Ivory Tower should be required reading for every urban community organizer and higher education stakeholder. Davarian L. Baldwin blends captivating interview excerpts and thoroughly researched data to tell the stories of the winners and losers in and around well-known universities in urban areas from coast to coast. Cultural differences, policing problems, economic disparities, real estate transactions, taxes, and subsidies are all addressed. In the Shadow of the Ivory Tower is a powerful conversation starter about who really benefits from the physical presence of American universities, and how universities might change their tactics to expand those benefits to communities at large.

Online Learning

2018 ◽  
pp. 83-98
Author(s):  
Barbara K. Searight ◽  
Timothy Spannaus
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Learning Experience ◽  
Common Knowledge ◽  
Social Process ◽  
Construction Of Knowledge ◽  
Successful Group ◽  
E Learning ◽  
Group Construction ◽  
Collaborative Efforts

The purpose of this chapter is to provide an integrative essay of collaborative learning variables that enhance as well as detract from an e-learning and information technology (IT)-mediated environment. It is common knowledge that a group is only as strong as the individuals who make up the group. Yet in online education there is the assumption that individuals have the skills they need to work within the group successfully. Although there are multiple opportunities for individuals to learn how to interact in a one-on-one setting, there is little formal training on how to work within a group. How to identify, address, and accommodate cultural differences, motivation levels, conflict resolution, expectations, critical thinking, self-organization, and group construction of knowledge are some of the areas that are not typically addressed formally in an academic setting. Successful group projects require that everyone be skilled in these and additional areas to have the potential for an equal and meaningful learning experience as a member of the group. Learning online is a social process involving collaborative efforts which can be mediated by the applications being used.

Cultural Orientation Differences and their Implications for Online Learning Satisfaction

2014 ◽  
pp. 20-61
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 116-161
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Leading Virtual Teams

2016 ◽  
pp. 196-209 ◽  
Author(s):  
Daniel Cochece Davis ◽  
Nancy M. Scaffidi-Clarke
Keyword(s):  
Real Estate ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Geographic Distance ◽  
Building Relationships ◽  
Team Members ◽  
Face To Face ◽  
Effective Relationships

Virtual teams are increasingly common as marketplaces become more global. They offer advantages to employers, including increased time and travel savings, decreased real estate costs, and larger applicant pools. Yet, conflict is inherent in virtual teams, and leaders within virtual teams must confront debilitating conflicts due to technological issues, cultural miscommunication, and restructuring their communication. Though some elements are similar to handling conflict in any team situation, five group factors are especially subject to conflict and manifest differently in effective virtual teams: strategically selecting team members, building effective relationships, fostering trust, facilitating communication, and achieving team goals. Managing any team presents leaders with challenges regarding building relationships, facilitating communication, overcoming barriers and achieving team goals. However, adding geographic distance, cultural differences, and a lack of continuous face-to-face interaction exacerbates these challenges.

scholarly journals Building An Experiential Learning Model For A Project Management Course

2009 ◽  
Vol 2 (4) ◽  
pp. 87-92
Author(s):  
Kuan C. Chen ◽  
Keh-Wen “Carin” Chuang
Keyword(s):  
Project Management ◽  
Experiential Learning ◽  
Learning Experience ◽  
Learning Model ◽  
Final Project ◽  
Project Life Cycle ◽  
Project Management Professionals ◽  
Student Projects ◽  
Project Life

Teaching students to become project management professionals requires a real world experience. Incorporating live clients into student projects, instead of using case studies or mock companies, adds a dimension that exposes students to the realities of project management. This paper will describe a structured methodology used in a project management course to learn a completed project life cycle. Based upon the written evaluations included with the final project documentation, students feel this project is the most valuable learning experience of the course. Furthermore, the positive relationship established with the clients allows this project to serve as a bridge between business and academe. This paper will discuss a variety of approaches to build an experiential learning model and provide a case study of a project management course using experiential learning to evolve a learning opportunity.

Competing values in Asian business: evidence from India and Dubai

2019 ◽  
Vol 13 (1) ◽  
pp. 97-107 ◽  
Author(s):  
Indu Rao
Keyword(s):  
Real Estate ◽  
Cultural Differences ◽  
Cultural Factors ◽  
Assessment Instrument ◽  
Future Research ◽  
Competing Values ◽  
Content Type ◽  
The Real ◽  
The Real Estate ◽  
Workplace Cultures

Purpose The purpose of this paper is to highlight the fact that investors in the Asian region are shifting their investments from one country to another, in this case, from India to Dubai, in the real estate and infrastructure industry. While countries compete to get investments, competing “values” at the workplace may also influence in attracting the investments. This paper makes use of competing values framework (CVF) to understand this phenomenon and to provide research evidence about differences in workplace cultures in India and Dubai. It is proposed that differences in workplace cultures, besides other non-cultural factors, may influence this phenomenon of shifting of investments between the two countries. Design/methodology/approach It is an inductive study to investigate why investors are shifting investments from India to Dubai in the real estate and infrastructure industry. This paper further explores literature to support our claim that workplace cultural differences may be responsible for the shifting investments. Next, this paper identifies the instrument called organizational culture assessment instrument using CVF to collect data and plot the cultural profiles at the two country sites. Findings The findings suggest that workplace cultures in the two country locations are different and could be a reason for Indians to shift their investments to Dubai in the real estate and infrastructure sector. There are both cultural and non-cultural factors, which are responsible for the shift in global investments. Research limitations/implications The study has several research implications. It highlights the possibility of a shift in global investments because of cultural and non-cultural differences at the workplace. Specifically, it provides evidence that workplace cultures are different in the two countries and could play a role in the competitiveness of firm and countries. This finding has implications for research in the fields of both strategy and international business.However, this is a preliminary study to explore a recent phenomenon and uses data from only one organization in two countries. Therefore, this paper accepts this as a limitation; however, it creates a potential for further exploration in many directions for future research. Practical implications Managers in multinational firms have to deal with subsidiaries in different countries with different cultures. While culture is not traditionally considered an important factor, the study highlights that it may have far-reaching influences on financial decisions. Therefore, managers need to understand cultures and create strategies to deal with diverse cultures. Originality/value It is perhaps the first attempt to investigate the workplace culture across India and Dubai in the real estate and infrastructure industry through empirical evidence. Further, in the context of shifting global investments across the two countries, it highlights the importance of workplace cultures towards economic and financial implications for countries in the Asian subcontinent.

Cultural Orientation Differences and their Implications for Online Learning Satisfaction

2018 ◽  
pp. 951-996
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Cognitive gadgets: A provocative but flawed manifesto

2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice
Keyword(s):  
Theory Of Mind ◽  
Cultural Differences ◽  
Twin Studies ◽  
Cross Cultural ◽  
Evolutionary Approach ◽  
Genetic Inheritance ◽  
Double Standards ◽  
Cross Cultural Differences ◽  
Cherry Picking ◽  
Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

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