Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education

2021 ◽  
pp. 1292-1316
Author(s):  
James E. Phelan
Keyword(s):  
Business Education ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Business Practices ◽  
Business Outcomes ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.

Research, Theories, and Pedagogical Practices of Cultural Metacognition in Cross-Cultural Business Education

2018 ◽  
pp. 115-139
Author(s):  
James E. Phelan
Keyword(s):  
Business Education ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Business Practices ◽  
Business Outcomes ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.

Teaching and Learning Cultural Metacognition in Marketing and Sales Education

2021 ◽  
pp. 819-831
Author(s):  
James E. Phelan
Keyword(s):  
Knowledge Base ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Thinking about cultural assumptions, referred to as cultural metacognition, can help increase awareness, build trust, and create successful marketing and sales outcomes. The role of cultural metacognition in marketing and sales education helps students build a cultural metacognition knowledge base and promotes appreciation of its importance and effect on business enhancement. The context of this article will help amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition. This article will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on marketing and sales. The ultimate goal is to help elevate teaching, learning, and assessment practices related to the topic of cultural metacognition in marketing and sales education.

Teaching and Learning Cultural Metacognition in Marketing and Sales Education

2019 ◽  
Vol 2 (2) ◽  
pp. 18-29
Author(s):  
James E. Phelan
Keyword(s):  
Knowledge Base ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Cultural Assumptions ◽  
Business Educators ◽  
Teaching Learning

Thinking about cultural assumptions, referred to as cultural metacognition, can help increase awareness, build trust, and create successful marketing and sales outcomes. The role of cultural metacognition in marketing and sales education helps students build a cultural metacognition knowledge base and promotes appreciation of its importance and effect on business enhancement. The context of this article will help amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition. This article will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on marketing and sales. The ultimate goal is to help elevate teaching, learning, and assessment practices related to the topic of cultural metacognition in marketing and sales education.

Learning Critical Qualitative Research

2018 ◽  
Vol 11 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Ping-Chun Hsiung
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Special Issue ◽  
Emotional Aspect ◽  
Critical Qualitative Research ◽  
Teaching Learning

This Special Issue focuses on the learning of qualitative research as a legitimate and productive site of inquiry with the potential to illuminate and advance pedagogical practices. Its three objectives were (1) empowering and giving voice to new generations of qualitative research practitioners, (2) facilitating dialogue across the divide between the teaching and learning of critical qualitative research, and (3) mapping out a space of knowledge production and accumulation in critical qualitative research. The Issue includes five articles written by junior scholars or graduate students with or under the supervision of their mentors/supervisors. From different angle and to varying degrees, they touch on the role of teacher in the teaching/learning, the emotional aspect of learning, and the institutional context within which the learning takes place.

scholarly journals O Olhar da Didática e o Ensino-Aprendizagem no Contexto Pedagógico / Didactics View and Teaching-Learning in the Pedagogical Context

2021 ◽  
Vol 15 (58) ◽  
pp. 698-716
Author(s):  
Giselle Pupim Jorge Back
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Social Changes ◽  
Didactic Training ◽  
Teachers And Students ◽  
Bibliographic Search ◽  
Teaching Learning

Resumo: Alguns educadores e educandos estão descontentes com o atual sistema de ensino. Com as inúmeras transformações sociais a maneira de ensinar e aprender também foram modificando ao longo dos anos, assim tanto professores quanto alunos percebem algumas práticas pedagógicas como desatualizadas. Sabemos que as transformações são inevitáveis e necessárias, todavia o desafio fica estabelecido para os professores que necessitam adequar ensino, aprendizagem, tecnologias e sociedade às suas práticas diárias mudando ou reformulando sua didática. Dessa forma o presente artigo objetiva enfatizar a importância da didática, através de discussões acerca das linhas pedagógicas, da formação do professor e do papel da didática proporcionando reflexões que permitam novos olhares sobre o ensino-aprendizagem.  Mediante a esse contexto para lecionar é necessária formação didática? O domínio do conteúdo é mais importante para o desempenho do professor do que a didática? Apresenta-se um estudo de abordagem qualitativa através de uma pesquisa bibliográfica. Conclui-se, dessa forma, que como disciplina importante e fundamental a didática conduz o trabalho, unindo teoria e prática permitindo um processo de aprendizagem significativa.Palavras-chave: Didática; prática; formaçãoAbstrat: Some educators and students are unhappy with the current education system. With the countless social changes, the way of teaching and learning have also changed over the years, so that both teachers and students perceive some pedagogical practices as outdated. We know that transformations are inevitable and necessary, however the challenge is established for teachers who need to adapt teaching, learning, technologies and society to their daily practices by changing or reformulating their didactics. Thus, this article aims to emphasize the importance of didactics, through discussions about pedagogical lines, teacher training and the role of didactics providing reflections that allow new perspectives on teaching-learning. Through this context, to teach is didactic training necessary? Is the mastery of content more important for teacher performance than didactics? A study with a qualitative approach is presented through a bibliographic search. It is concluded, therefore, that as an important and fundamental discipline, didactics conduct the work, uniting theory and practice allowing a meaningful learning process.Keyword: Didactics - practice - training

scholarly journals Sustainability and Business Outcomes in the Context of SMEs: Comparing Family Firms vs. Non-Family Firms

2018 ◽  
Vol 10 (11) ◽  
pp. 4080 ◽  
Author(s):  
María López-Pérez ◽  
Iguácel Melero-Polo ◽  
Rosario Vázquez-Carrasco ◽  
Jesús Cambra-Fierro
Keyword(s):  
Business Models ◽  
Family Firms ◽  
Medium Size ◽  
Stewardship Theory ◽  
Business Practices ◽  
Socially Responsible ◽  
Business Outcomes ◽  
Proposed Model ◽  
Moderator Role

Society is demanding more sustainable and socially responsible business models. Therefore, the concept of sustainability has become a cornerstone to help understand the success of many firms in the current competitive context. However, the context of SMEs has received little attention thus far. In order to solve this gap this article analyses the links between sustainability practices and business outcomes—both financial and non-financial (i.e., image and reputation)—for small and medium-size enterprises (SMEs). In addition, the study strives to analyze the potential differences between family firms and non-family firms. To this end, a quantitative study is carried out using PLS techniques to analyze a sample of SME owners and managers with a view to testing the proposed model based on the Stewardship Theory and Socioemotional Wealth Theory. In this sense, our study is pioneering in that it aims to assess—from a quantitative viewpoint—the moderator role of family firms on a series of relevant sustainability-driven outcomes. The data suggest that, in SME contexts, sustainability influences the corporate reputation, brand image, and financial value of the company. Importantly, we find that the profile (family vs. non-family) of the firm moderates the links between sustainability and business outcomes. Hence, our findings have important implications for sustainability implementation in SME contexts. Finally, we provide a series of guidelines aimed at maximizing the effectiveness of sustainability-based business practices.

scholarly journals Data in Schools: (Changing) Practices and Blind Spots at a Glance

2021 ◽  
Vol 6 ◽  
Author(s):  
Ulrike Krein ◽  
Mandy Schiefner-Rohs
Keyword(s):  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Digital Data ◽  
Learning Assessment ◽  
Data Practices ◽  
Changing Practices ◽  
The Impact ◽  
Improving Teaching And Learning ◽  
Blind Spots

This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Enacting Care-Ful Engagement in the (Post)Pandemic Care-Less University

2021 ◽  
pp. 169-190
Author(s):  
Deanna Grant-Smith ◽  
Ryan Payne
Keyword(s):  
Student Engagement ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
Care Ethics ◽  
Pedagogical Practices ◽  
Emotion Work ◽  
Strong Link ◽  
Strongly Connected ◽  
Learner Needs

There is a strong link between student engagement and successful educational outcomes which is driven by the actions of and interactions with educators. In the context of pandemic pedagogies, many educators have taken on additional responsibility for the wellbeing and engagement of their students. The performance of this emotion work is strongly connected to an educator's professional and philosophical stance about the role of caring in teaching and learning. Building on the principles of care ethics with autoethnographic reflection of emergency remote teaching, this chapter presents a model of student engagement which reflects the additional needs and demands of care-based education on both educators and students. This model outlines for the enactment of deliberate, sustainable, and care-ful engagement based on an assessment of learner needs as well as educator investment and contributes insights for shaping (post pandemic) pedagogical practices.

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