scholarly journals A Threshold Concept and Capability Approach to the Cross-Cultural Contextualization of Western Management Education

2019 ◽  
Vol 44 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Peter Lamb ◽  
Shih-Wei Hsu ◽  
Michal Lemanski
Keyword(s):  
Capability Approach ◽  
Management Education ◽  
Business Schools ◽  
Management Practice ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
Threshold Concepts ◽  
Threshold Concept ◽  
The Cross ◽  
Future Management

This article presents contextualization as a pedagogic response to the issues of cross-cultural relevance associated with Western management education in non-Western contexts, and with regard to the needs and expectations of non-Western students. Building on a synthesis of threshold concepts and threshold capabilities, this article demonstrates in principle how contextualization is a threshold concept that can help educators and students address the issue of relevance. Translation intelligence is introduced as a distinct threshold capability, which can enable the development of the knowledge handling skills necessary for students’ future management practice. This article posits that contextualization and translation intelligence are valuable to business schools and management educators because they address issues of cross-cultural relevance and by facilitating learning beyond content they equip students with skills which can be employed in their future management practice.

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Geri Mason ◽  
Al Rosenbloom
Keyword(s):  
Student Learning ◽  
Management Education ◽  
Future Research ◽  
Threshold Concepts ◽  
Content Type ◽  
Business Context ◽  
Threshold Concept ◽  
Cognitive Frames ◽  
Constructive Alignment ◽  
Responsible Management

Purpose This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built. Design/methodology/approach This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability. Findings Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes. Research limitations/implications Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues. Originality/value This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

Eysenck's Extraversion, Neuroticism, and Psychoticism Inventory in Turkey

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1231-1234 ◽  
Author(s):  
Suroosh Irfani
Keyword(s):  
University Students ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
English Version ◽  
Turkish University Students ◽  
The Cross

128 Turkish university students were given the English version of Eysenck's Extraversion, Neuroticism, and Psychoticism (PEN) Inventory. Results showed the Turkish students scored higher on the Lie and Psychoticism scales than comparable subjects in other national groups. The cross-cultural relevance of these findings was discussed.

scholarly journals Play What, Like What! The Application of Psychodrama in the Business Management Education in Universities-Marketing Management as an Example

2019 ◽  
pp. 1-7
Author(s):  
Chih-Huang Lin
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Management Practice ◽  
Learning Experience ◽  
Business Management ◽  
Marketing Management ◽  
Business Managers ◽  
Business Decision ◽  
Key Issues

The higher education is facing challenges and the learning is flipping. The teaching as a whole-person is one of the major mission of higher education. Psychodrama was developed for psychotherapy and it is used as a psychotherapy technique in group counseling, consultation, and even education in recent years. In business schools, psychodrama offers a creative and more experiential way for students to explore and solve the key issues in business and management practice. This study uses psychodrama in teaching in the real Business-Management course Marketing Management 」as the research context. This study is an action research in Business-Management education. This study is bringing a new learning experience to Business education. Moreover, it also adds humanistic quality and social consideration to students. With the qualitative and quantitative data, the results demonstrates that psychodrama can improve learning outcomes, enhance learning satisfaction, and even enhance the ability of students to business decision-making. Furthermore, this study also provides managerial and practical implications for both higher education in business schools and real world business managers.

scholarly journals 'Multisensory Holistic Immersion': The Method of Insider Inquiry Skills as a Threshold Concept

2013 ◽  
Author(s):  
David Coghlan ◽  
Anne Graham Cagney
Keyword(s):  
Undergraduate Education ◽  
Management Education ◽  
Future Research ◽  
Threshold Concepts ◽  
Direct Experience ◽  
Inquiry Skills ◽  
Threshold Concept ◽  
Embedded Knowledge ◽  
Observable Data ◽  
Troublesome Knowledge

Insider inquiry involves being immersed in local situations and generating contextually embedded knowledge which emerges from direct experience. Insider inquiry requires a method that facilitates attending to observable data, envisaging possible explanations of that data and selecting as probable or certain the explanations which provide the best account for the data. This article explores how such an approach in undergraduate education constitutes a threshold concept and troublesome knowledge. Drawing on the notion of threshold concepts, the aim of the article is to contribute insights from how a course in insider inquiry which focused on a method of attending to cognitional processes was conducted and to contribute to future research in the field of undergraduate management education.

The Cross-Cultural Equivalence of Parental Rearing Measure: EMBU-C

2006 ◽  
Vol 22 (2) ◽  
pp. 85-91 ◽  
Author(s):  
Maja Deković ◽  
Margreet ten Have ◽  
Wilma A.M. Vollebergh ◽  
Trees Pels ◽  
Annerieke Oosterwegel ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Cultural Differences ◽  
Cross Cultural ◽  
Child Rearing ◽  
Latent Factors ◽  
Immigrant Adolescents ◽  
Confirmatory Factor ◽  
Parental Rearing ◽  
The Cross ◽  
Multigroup Confirmatory Factor Analysis

We examined the cross-cultural equivalence of a widely used instrument that assesses perceived parental rearing, the EMBU-C, among native Dutch and immigrant adolescents living in The Netherlands. The results of a multigroup confirmatory factor analysis indicated that the factor structure of the EMBU-C, consisting of three latent factors (Warmth, Rejection, and Overprotection), and reliabilities of these scales are similar in both samples. These findings lend further support for the factorial and construct validity of this instrument. The comparison of perceived child rearing between native Dutch and immigrant adolescents showed cultural differences in only one of the assessed dimensions: Immigrant adolescents perceive their parents as more overprotective than do Dutch adolescents.

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