Cultivating Cultural Self-Awareness

2020 ◽  
pp. 65-93
Author(s):  
Juan-Maria Gallego
Keyword(s):  
Critical Thinking ◽  
International Business ◽  
Knowledge Bases ◽  
Basic Knowledge ◽  
Self Awareness ◽  
Factors Affecting ◽  
Business Executives ◽  
Implicit Biases ◽  
Cultural Self ◽  
Cultural Profiling

This chapter analyzes the importance of using appropriate pedagogic and practical tools to develop cultural self-awareness in international business (IB) students in a classroom setting, establishing the foundations for future international business executives. Based on recent research, the author posits that IB students need to develop three basic knowledge bases: (1) their cultural intelligence level, (2) their potential implicit biases, and (3) the use of critical thinking to avoid certain psychological traps or hijackers. Using cultural self-assessments, developing the understanding of psychological factors affecting decision-making processes, and incorporating the use of critical thinking should reduce the negative role of unconscious biases during cross-cultural interactions. The author posits about the effectiveness of cultural profiling tools in predicting and identifying potential cultural pitfalls and challenges. Finally, the author recommends incorporating the practical use of cultural profiling tools in simulation or case studies.

scholarly journals Learning Laboratory: An Integrative Learning Design for International Business in a Complex Dynamic World

2021 ◽  
pp. 105256292110296
Author(s):  
Peter Zettinig ◽  
Majid Aleem ◽  
Danijela Majdenic ◽  
Michael Berry
Keyword(s):  
Virtual Teams ◽  
International Business ◽  
Conceptual Knowledge ◽  
Organizational Structures ◽  
Self Awareness ◽  
Integrative Learning ◽  
Complex Dynamic ◽  
Social Competencies ◽  
Multinational Organizations ◽  
Personal Competencies

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills

2021 ◽  
Author(s):  
Maia Popova ◽  
Tamera Jones
Keyword(s):  
Professional Development ◽  
Coding Theory ◽  
Assessment Practices ◽  
Self Awareness ◽  
Scientific Practices ◽  
Information Processing Model ◽  
Representational Competence ◽  
Evidence Based Practices ◽  
Factors Affecting ◽  
The Us

Representational competence is one's ability to use disciplinary representations for learning, communicating, and problem-solving. These skills are at the heart of engagement in scientific practices and were recognized by the ACS Examinations Institute as one of ten anchoring concepts. Despite the important role that representational competence plays in student success in chemistry and the considerable number of investigations into students’ ability to reason with representations, very few studies have examined chemistry instructors’ approaches toward developing student representational competence. This study interviewed thirteen chemistry instructors from eleven different universities across the US about their intentions to develop, teach, and assess student representational competence skills. We found that most instructors do not aim to help students develop any representational competence skills. At the same time, participants’ descriptions of their instructional and assessment practices revealed that, without realizing it, most are likely to teach and assess several representational competence skills in their courses. A closer examination of these skills revealed a focus on lower-level representational competence skills (e.g., the ability to interpret and generate representations) and a lack of a focus on higher-level meta-representational competence skills (e.g., the ability to describe affordances and limitations of representations). Finally, some instructors reported self-awareness about their lack of knowledge about effective teaching about representations and the majority expressed a desire for professional development opportunities to learn about differences in how experts and novices conceptualize representations, about evidence-based practices for teaching about representations, and about how to assess student mastery of representational competence skills. This study holds clear implications for informing chemistry instructors’ professional development initiatives. Such training needs to help instructors take cognizance of relevant theories of learning (e.g., constructivism, dual-coding theory, information processing model, Johnstone's triangle), and the key factors affecting students’ ability to reason with representations, as well as foster awareness of representational competence skills and how to support students in learning with representations.

scholarly journals Riddle and secret: Laza Kostic and Branko Miljkovic around Heraclitus’ fire

Balcanica ◽  
2019 ◽  
pp. 437-452
Author(s):  
Bogoljub Sijakovic
Keyword(s):  
Ancient Greece ◽  
Entire Body ◽  
Self Awareness ◽  
European Culture ◽  
Science Philosophy ◽  
Cultural Self ◽  
The Subject ◽  
Self Knowledge ◽  
Entire Cosmos ◽  
Creative Self

The culture of ancient Greece, and particularly its philosophy, contains paradigms that are predetermining, binding and eternally valid for the entire body of European culture. European culture and, in its distinctive way, Serbian culture, as an important dynamic motif has the need to constantly revisit Hellenic culture. This is in fact a productive (re) interpretation as a way of acquiring cultural self-awareness and self-knowledge. The entire cosmos and human fate in it are revealed in Hellenic thought as both a riddle and a secret. Both of these relationships to reality, in the model form found already in the work of Heraclitus, still characterize human thought and creation. The world seen as a riddle to be solved is the subject of many a discipline, and the secret that reveals itself to us provides the basis of faith and all arts. Two Serbian poets (although there are more) acquired their creative self-awareness around Heraclitus? concept of fire. In his scholarly and philosophical treatises Laza Kostic (1841-1910) turned to Heraclitus in a bid to solve the riddle of reality. In his contemplative-poetic works Branko Miljkovic (1934-1961) turned to Heraclitus seeking to uncover the secret of nothingness in the latter?s fire and to learn from the Ephesian?s foretokening that poetry is hermetic and loves to hide. Is there a deeper logic linking riddle and secret? Do science, philosophy, art and faith have a deeper unity? The answers are to be sought in Laza?s and Branko?s understanding of Heraclitus? fire.

scholarly journals [Factors Affecting Motivation on Learning Arabic] Faktor-Faktor yang Mempengaruhi Motivasi terhadap Pembelajaran Bahasa Arab

2015 ◽  
Vol 10 ◽  
pp. 82-97 ◽  
Author(s):  
Abdul Hakim Bin Abdullah ◽  
Ab. Aziz Bin Sulaiman ◽  
Wan Ismail Bin Wan Abdullah
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Secondary Level ◽  
Good Interest ◽  
Self Awareness ◽  
Validity And Reliability ◽  
Factors Affecting ◽  
And Performance ◽  
High Level

The purpose of this study is identify factors that affect students motivation in  learning Arabic among lower secondary level students at Naim Lilbanat National Religious Secondary School (SMKA), Kota Bharu, Kelantan. To achieve this purpose, four objectives have been outlined; to identify the level of students performance in Arabic, to identify the level of students interest towards Arabic, to identify factors that affect students motivation towards Arabic and to evaluate the relationship between motivation and students performance in Arabic. This quantitative research used questionnaires for collecting data. 93 students at lower secondary level at SMKA Naim Lilbanat were selected by simple random technique as the sample that represent 40% of the research population. A pilot study was conducted to ensure the quality of feasibility, validity and reliability of the instrument. The validity of items was obtained by referring to 10 experts of the subject matter. Coefficient of reliability value was obtained at a high level that is 0.86 through Cronbach Alpha test using SPSS version 19. The study found that 88 (94.6%) respondents have a good performance in Arabic and 78 (83.9%) respondents have a good interest towards Arabic. According to this study, five factors that affect students motivation in descending order are: attitude toward Arabic as they consider it as important, Arabic environment, attitude toward Arabic as they consider it as easy to learn and understand, self-awareness and the effectiveness of teaching and learning in the classroom. The Pearson correlation test showed that there is a positive significant relationship at a moderate level between level of interest and performance of Arabic among lower secondary level students at SMKA Naim Lilbanat.   Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang membentuk motivasi terhadap pembelajaran bahasa Arab dalam kalangan pelajar peringkat menengah rendah di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat, Kota Bharu, Kelantan. Bagi mencapai tujuan tersebut, empat objektif telah digariskan iaitu mengenal pasti tahap pencapaian pelajar bagi mata pelajaran Bahasa Arab, mengenal pasti tahap minat pelajar terhadap mata pelajaran Bahasa Arab, mengenal pasti faktor-faktor yang mempengaruhi motivasi pelajar terhadap mata pelajaran Bahasa Arab dan menguji hubungan tahap motivasi pelajar dengan pencapaian Bahasa Arab. Kajian ini berbentuk kuantitatif dan menggunakan soal selidik sebagai alat pengumpulan data. Seramai 93 orang pelajar peringkat menengah rendah di SMKA Naim Lilbanat telah dipilih secara rawak mudah sebagai sampel yang merupakan 40% daripada jumlah populasi kajian. Satu kajian rintis telah dijalankan bagi menjamin kualiti kebolehlaksanaan, kesahan dan kebolehpercayaan instrumen. Kesahan instrumen diperoleh secara merujuk kepada 10 orang pakar bidang. Nilai keefisienan kebolehpercayaan item diperoleh pada tahap tinggi iaitu 0.86 daripada ujian Alpha Cronbach menggunakan perisian SPSS versi 19. Kajian ini mendapati 88 orang (94.6%) responden mempunyai pencapaian yang baik dalam mata pelajaran Bahasa Arab. Kajian ini juga mendapati 78 orang (83.9%) responden mempunyai tahap minat yang baik terhadap mata pelajaran Bahasa Arab. Lima faktor yang paling mempengaruhi motivasi pelajar secara turutan menurun ialah: sikap terhadap mata pelajaran Bahasa Arab yang dianggap penting, persekitaran bahasa Arab, sikap terhadap mata pelajaran Bahasa Arab yang dianggap mudah dipelajari dan difahami, kesedaran diri dan keberkesanan pengajaran dan pembelajaran dalam bilik darjah. Ujian korelasi Pearson memperlihatkan wujud hubungan positif yang signifikan pada kadar sederhana antara tahap motivasi dan pencapaian Bahasa Arab dalam kalangan pelajar peringkat menengah rendah di SMKA Naim Lilbanat.

scholarly journals Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face

2020 ◽  
Vol 8 (2) ◽  
pp. 114-127
Author(s):  
Shalyse I. Iseminger ◽  
Horane A. Diatta-Holgate ◽  
Pamala V. Morris
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Online Version ◽  
Self Awareness ◽  
Diversity Courses ◽  
Diversity Course ◽  
Face To Face ◽  
The Face ◽  
Cultural Self ◽  
Lack Of Knowledge

This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.

"The Lunch Date": A Video for Developing Cultural Self-Awareness

2005 ◽  
Vol 7 (2) ◽  
pp. 33-39 ◽  
Author(s):  
Nancy P. Gallavan ◽  
María G. Ramírez
Keyword(s):  
Self Awareness ◽  
Cultural Self

Culture as a Multidimensional Construct

2019 ◽  
pp. 13-36
Author(s):  
Anne Emmerich ◽  
Leslie Tarver
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Health Care Workers ◽  
Life Experience ◽  
Cultural Influences ◽  
Clinical Work ◽  
Self Awareness ◽  
Clinical Encounters ◽  
Implicit Biases ◽  
Care Workers

Despite years of training about how to care for others, many health care providers know little about themselves. This is nowhere more relevant than when caring for patients who come from cultures other than our own because in these clinical encounters, we may not recognize our own implicit biases. Our cultural identity as health care workers is multifaceted, including attitudes shaped by our life experience and those shaped by the culture of our health care system. This chapter discusses the concepts of culture and cultural self-awareness and introduces strategies that health care workers can use to understand their own cultural influences and consider how these may be impacting their clinical work. We present a case example that exemplifies the principles outlined in the chapter.

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