Cultural Difference and Perceived CIO Role Effectiveness in Higher Education in ASEAN

2012 ◽  
pp. 191-198 ◽  
Author(s):  
Atcharaporn Yokkhun ◽  
Khanittha Inthasaeng ◽  
Fudailah Duemong ◽  
Wichian Chutimasakul ◽  
Borworn Papasratorn
Keyword(s):  
Higher Education ◽  
Cultural Difference

Cultivating Global Citizens

2020 ◽  
pp. 492-506
Author(s):  
Jenna Andrews-Swann
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Cultural Differences ◽  
Cultural Difference ◽  
Standpoint Theory ◽  
Cultural Relativism ◽  
Knowledge And Skills ◽  
Global Citizens ◽  
Science Courses

This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.

scholarly journals Developing relationality and student belonging: The need for building cosmopolitan engagement in undergraduate communities

2018 ◽  
Author(s):  
Jan Bamford ◽  
Lucie Pollard
Keyword(s):  
Higher Education ◽  
Ethnic Groups ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Communication Patterns ◽  
Cultural Backgrounds ◽  
Circle Of Friends ◽  
Student Belonging ◽  
Different Cultures ◽  
The Impact

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar universities, has sought to develop a better understanding of how students in London engage with higher education, with their learning and with cultural others, and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students have identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation have suggested that students tend to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds.

scholarly journals Examining the Influence of Culture on Critical Thinking in Higher Education

2021 ◽  
Author(s):  
◽  
Vivian Miu-Chi Lun
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
New Zealand ◽  
Cultural Difference ◽  
Thinking Skills ◽  
Language Ability ◽  
Critical Thinking Skills ◽  
European Students ◽  
The Difference ◽  
Critical Thinking Instruction

<p>In the midst of an increasingly changing world, the ability to think critically has become a crucial attribute expected of university graduates. However, the endorsement of critical thinking in higher education has been challenged by the growing cultural diversity in university classrooms. Concerns about Asian students' lack of critical thinking and the appropriateness of critical thinking instruction in international education have been raised by teaching professionals. The present dissertation sought to understand the influence of culture on the teaching and learning of critical thinking in higher education. Chapter 2 presented a study examining the instructional contexts of Hong Kong and New Zealand. It was found that similar assessment methods were employed in the university courses in both cultures, but university courses in Hong Kong placed more emphasis on knowledge development whereas those in New Zealand explicitly described critical thinking in the course objectives. Chinese international and New Zealand European postgraduate students were individually interviewed to investigate the exact influence of cultural-educational contexts in Asia and New Zealand on university students' conception and practice of critical thinking (Chapter 3). Both samples of students held similar conceptions of critical thinking, but reported differences in their socialization experiences regarding the practice of critical thinking in their respective cultures. Specifically, stronger inhibition on students' practice of critical thinking was noted in Asia than in New Zealand. In Chapter 4, two studies that investigated the differences in critical thinking skills between Asian and New Zealand European students are presented. In both studies, New Zealand European students were found to perform better than their Asian counterparts on an objective measure of critical thinking skills. The difference was explained by students English language ability but not cultural factors such as cultural differences in cognitive styles or behavioral adoption of New Zealand culture. It was suggested that observed cross-cultural difference in critical thinking skills is related more to language ability rather than cultural variables. A significantly positive relationship between critical thinking skills and academic performance was found, and the relationship was not significantly different between Asian and New Zealand European student samples (Chapter 5). The relationship was also not different as a function of students' adoption of New Zealand culture, indicating that pedagogy with an emphasis on critical thinking is similarly applicable to both Asian and New Zealand European students. Overall, the present findings indicated that culture has an important influence on students' practice of critical thinking. Although there is cross-cultural difference in critical thinking skills between Asian and Western student samples, the difference appears to be related more to language ability rather than cultural factors. The present thesis provided empirical evidence to show that culture influences the educational practice of critical thinking, but the influence of culture does not necessarily impede the application of critical thinking instruction in international classrooms. With appropriate adaptation, critical thinking instruction can be beneficial to the intellectual development of students regardless of their cultural backgrounds.</p>

scholarly journals The socio-cultural and learning experiences of music students in a British university

2006 ◽  
Vol 23 (1) ◽  
pp. 91-116 ◽  
Author(s):  
Nicola Dibben
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Cultural Difference ◽  
Teaching And Learning ◽  
Student Experience ◽  
Interesting Case ◽  
Formal Context ◽  
Western Art ◽  
Music Department ◽  
Economic Background

Research into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the music department of a British red-brick university. Music presents a particularly interesting case study given the presence of extra-curricular musical activities, the opportunity for social interaction between staff and students outside the formal context of the lecture or seminar room, and perceptions of Western art music as a form of ‘middle-class’ culture. Analysis of survey and interview data reveals the centrality of musical performance activities, and in particular the development of a performer identity, to students' experience of belonging and achievement. The influence of students' socio-economic background is also considered: social class was largely invisible to respondents within the departmental context, possibly because it is an invisible norm, within larger contemporary discourses in which social class is equated with financial difference rather than cultural difference. However, the research revealed an association between socio-economic background, term-time employment and academic achievement. The implications of these findings for teaching and learning in music in Higher Education are considered.

scholarly journals Areas Of Cross-Cultural Difference In The Workplace

2013 ◽  
Vol 9 (2) ◽  
pp. 165-170
Author(s):  
Mario E. Castaneda ◽  
Justin Bateh ◽  
Wilton Heyliger
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Cultural Values ◽  
Cultural Difference ◽  
Management Strategies ◽  
Cross Cultural ◽  
Skill Sets ◽  
Multicultural Management ◽  
National Organizations ◽  
Multicultural Workforce

In the last 30 years, there has been a shift towards using multicultural management strategies. The constant shifts taking place in multi-ethnic, multicultural, and multinational workforces indicate that both administrators of these organizations and higher education practices must evolve to adapt to needs for changing skill sets. A multicultural workforce offers advantages in that businesses may reach out effectively to various stakeholders. Leaders do well to cultivate an organizational culture that incorporates flexibility, understanding, and acceptance of alternate values, especially when working in foreign locations or multi-national organizations. Understanding of differences in cultural values and customs may reduce conflict and increase collaboration. To meet these challenges, leaders must be trained and educated to develop flexibility, understanding, and acceptance of alternate values when working in foreign locations or multi-national organizations. This article points out important areas of difference for organizations to address.

Culturally Responsive Pathway Pedagogues

2016 ◽  
pp. 18-38 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
Higher Education ◽  
Cultural Difference ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
South Australia ◽  
Cultural Background ◽  
Reflective Process ◽  
Diverse Classrooms ◽  
Body Of Knowledge ◽  
The University

The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to The University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of effective communication across culturally diverse classrooms. As evidenced in the qualitative data collected from a small number of EIBT educators, in order to become a culturally relevant pedagogue, one must be prepared to engage in a reflective process about what it means to teach students and communicate with those who come from a different cultural background. Pedagogical preferences must be (re)conceptualised in a manner that recognises and respects the intricacies of cultural difference. As a pathway institution, EIBT is a unique educational setting and this work presents ‘authentic' educator-practitioner narratives that contribute to a rather shallow body of knowledge pertaining to this increasingly important sector of Higher Education (HE).

The Ideology of Performative Pedagogies: A Cultural Symptomology

2005 ◽  
Vol 2 (4) ◽  
pp. 327-340 ◽  
Author(s):  
Shaun Hides
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
International Students ◽  
Cultural Difference ◽  
Cultural Engagement ◽  
E Learning

This article examines the interplay of power, identity and culture within online learning in higher education. Specifically it addresses the relation between online learning, or e-learning, and the apparent disappearance of ideology within postmodernity, in the context of teaching highly diverse cohorts of students. This conjunction is theorised through Slavoj Žižek's 1990s critique of multiculturalism and ideas of the symptom and interpassivity. The engagement with the ‘cultural difference’ of ‘international students’ problematises one current orthodoxy of online learning, enabling the re-conceptualisation of the ideological confrontation in this context as one between perfomativity-informationalisation and friction, difference and cultural engagement.

scholarly journals Examining the Influence of Culture on Critical Thinking in Higher Education

2021 ◽  
Author(s):  
◽  
Vivian Miu-Chi Lun
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
New Zealand ◽  
Cultural Difference ◽  
Thinking Skills ◽  
Language Ability ◽  
Critical Thinking Skills ◽  
European Students ◽  
The Difference ◽  
Critical Thinking Instruction

<p>In the midst of an increasingly changing world, the ability to think critically has become a crucial attribute expected of university graduates. However, the endorsement of critical thinking in higher education has been challenged by the growing cultural diversity in university classrooms. Concerns about Asian students' lack of critical thinking and the appropriateness of critical thinking instruction in international education have been raised by teaching professionals. The present dissertation sought to understand the influence of culture on the teaching and learning of critical thinking in higher education. Chapter 2 presented a study examining the instructional contexts of Hong Kong and New Zealand. It was found that similar assessment methods were employed in the university courses in both cultures, but university courses in Hong Kong placed more emphasis on knowledge development whereas those in New Zealand explicitly described critical thinking in the course objectives. Chinese international and New Zealand European postgraduate students were individually interviewed to investigate the exact influence of cultural-educational contexts in Asia and New Zealand on university students' conception and practice of critical thinking (Chapter 3). Both samples of students held similar conceptions of critical thinking, but reported differences in their socialization experiences regarding the practice of critical thinking in their respective cultures. Specifically, stronger inhibition on students' practice of critical thinking was noted in Asia than in New Zealand. In Chapter 4, two studies that investigated the differences in critical thinking skills between Asian and New Zealand European students are presented. In both studies, New Zealand European students were found to perform better than their Asian counterparts on an objective measure of critical thinking skills. The difference was explained by students English language ability but not cultural factors such as cultural differences in cognitive styles or behavioral adoption of New Zealand culture. It was suggested that observed cross-cultural difference in critical thinking skills is related more to language ability rather than cultural variables. A significantly positive relationship between critical thinking skills and academic performance was found, and the relationship was not significantly different between Asian and New Zealand European student samples (Chapter 5). The relationship was also not different as a function of students' adoption of New Zealand culture, indicating that pedagogy with an emphasis on critical thinking is similarly applicable to both Asian and New Zealand European students. Overall, the present findings indicated that culture has an important influence on students' practice of critical thinking. Although there is cross-cultural difference in critical thinking skills between Asian and Western student samples, the difference appears to be related more to language ability rather than cultural factors. The present thesis provided empirical evidence to show that culture influences the educational practice of critical thinking, but the influence of culture does not necessarily impede the application of critical thinking instruction in international classrooms. With appropriate adaptation, critical thinking instruction can be beneficial to the intellectual development of students regardless of their cultural backgrounds.</p>

Cultivating Global Citizens

2018 ◽  
pp. 119-133
Author(s):  
Jenna Andrews-Swann
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Cultural Differences ◽  
Cultural Difference ◽  
Standpoint Theory ◽  
Cultural Relativism ◽  
Knowledge And Skills ◽  
Global Citizens ◽  
Science Courses

This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.

Dear White People

2020 ◽  
pp. 283-306
Author(s):  
Tina M. Harris ◽  
Anna M. Dudney Deeb ◽  
Alysen Wade
Keyword(s):  
Higher Education ◽  
Cultural Difference ◽  
The United States ◽  
Colleges And Universities ◽  
White People ◽  
Institutionalized Racism ◽  
Student Reaction ◽  
White Institution ◽  
Biracial Students ◽  
The University

The film Dear White People takes place at the fictional primarily white institution Winchester University. The cast of Caucasian American, African American, and biracial students reflect the increasing racial tensions plaguing colleges and universities throughout the United States. Incidents such as the racist chants of Ohio University’s Sigma Alpha Epsilon fraternity members and the assault of Martese Johnson at the University of Virginia are blatant exemplars of the pervasive nature of institutionalized racism that is present in higher education yet remains rarely discussed. This chapter involves a critique of student reaction papers to the film and its efforts to promote awareness and understanding of race in the context of higher education. Colleges and universities are environments where students are encouraged to deliberate more critically about abstract thoughts and ideas, which oftentimes is assumed to result in a more liberal and open-minded way of thinking. Unfortunately, the myth that increased education naturally translates into acceptance of racial, ethnic, and cultural difference is a fallacy for many people.

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