{"title":"Cross-Cultural Management Education: Core for Business Students in the 21st Century","authors":"Hadia Fakhreldin, Noha Youssef, M. Anis","doi":"10.1080/08975930.2021.1960242","DOIUrl":null,"url":null,"abstract":"ABSTRACT The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in International Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08975930.2021.1960242","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.
期刊介绍:
The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.