Emerald | Multicultural Education & Technology Journal | Table of Contents

Cultural intelligence (CQ) in MBA curricula

literatinetwork@emeraldinsight.com (Mark J. Ahn, Larry Ettner) — Fri, 05 Apr 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to investigate the role of cultural intelligence in MBA curricula. Shaping global corporate culture that manifests itself in powerful-shared values, group behavior, and persists despite changes in-group membership is decisive to organizational performance. In turn, cultural intelligence (CQ), defined, as an individual's capability to function and manage effectively in culturally diverse settings, has recently emerged as a likely indicator of management ability and leadership potential. Design/methodology/approach – The authors utilized the Cultural Intelligence Scale (CQS) – metacognitive, cognitive, motivational, and behavioral – to capture data from MBA students attending three universities in the USA. Findings – These results, coupled with the open-ended survey responses, suggest that in general the students have a firm understanding on why CQ is essential in an increasingly globalized business world, as well as a strong desire to interact with other cultures. However, although students appear highly motivated to study about other cultures, the results indicate that many of the MBA students lack an in-depth knowledge of the values, beliefs, and practices of other cultures. Further, the data suggest that the most important attributes that increase an individual's CQ are international work experience, learning an additional language other than English, and/or obtaining an undergraduate degree from a foreign country. Originality/value – This is the first empirical study to examine the role of cultural intelligence in MBA curricula.

Serving culturally diverse e-learners in business schools

literatinetwork@emeraldinsight.com (Sylvia van de Bunt-Kokhuis, David Weir) — Fri, 05 Apr 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e-learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy 24/7 access to information. Depending on the quality of the materials and the competences and cross-cultural sensibilities of the teachers and trainers, this information may support the progress of e-learning in business schools. At the same time, easy online access to knowledge and educational structures is not, in practice, equally available yet across cultures, and this will be documented with comparative cases from the Arab world and African learning communities. Design/methodology/approach – This article contributes to multicultural education by identifying various barriers in the online management classroom. It combines theories from educational and cross-cultural leadership studies, as well as e-learning studies. Findings – The outcomes of this analysis show how technical, language and cross-cultural barriers still hinder particular adult learners to benefit from the “24/7 business school”. It is concluded that by understanding and serving a wide range of culturally diverse e-learners in business schools, the stewardship role of the business school teacher is key. Originality/value – The interplay between technical, language and cultural barriers in the online business school is rarely reflected upon. It is the intention of the authors to trigger a broad discussion process by focusing on culturally diverse management learners and by connecting with innovative educational insights across histories and cultures.

Addressing indigenous (ICT) approaches in South-East Asian learning systems

literatinetwork@emeraldinsight.com (Silvia Amato) — Fri, 05 Apr 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to provide a structural overview about indigenous approaches to learning in South East Asian countries, with a particular reference to education initiatives that have been operating in this region; and especially to investigate information and communication technologies (ICT) systems, in combination with institutional approaches for enhanced knowledge. Design/methodology/approach – Discussed issues have been designed together, through a rights-based approach that can frame verified access to indigenous cultures under the changing methods concerning ICT, as well as, similarly compare collective challenges for applicable methodologies towards poverty reduction and sustainability. Findings – This research process has followed developmental options already in place from the recent spread of technologies in Asia. A lack of equal distribution patterns due to the presence of multiple actors has been advanced in this study, with the gradual reduction of opportunities in education in rural/remote settings. Research limitations/implications – Constraining factors about the compatibility of information systems and policy impacts need functional/operational data of information sources for further testing of explicative explorations. Practical implications – This research focus, oriented to changing implications of IT solutions in Asia, has increased a comparative analytical understanding about the direct transfer of IT methodologies to subjects for learning enhancement. Originality/value – This study activity has explored grassroots transition in terms of limiting factors for ICTs adaptability and empowerment.

Distance learning and skill acquisition in engineering sciences: Present state and prospects

Fri, 05 Apr 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to present an improved concept of software-based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES). Design/methodology/approach – The implementation of distance learning and e-learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind current practice in narrative disciplines (Economics, Management, etc.). This is because education in technical disciplines requires laboratory exercises, providing skill-acquisition and hands-on experience. In order to overcome this problem for distance-learning developers and practitioners, a new modular and hierarchically organized approach is needed. Findings – The concept involves simulation models to emulate system dynamics, full virtual reality to provide visualization, advanced social-clubbing to ensure proper communication, and an AI tutor to supervise the lab work. Its modularity and hierarchical organization offer the possibility of applying the concept to practically any engineering field: a higher level provides the general framework – it considers lab workplaces as objects regardless of the technical field they come from, and provides communication and supervision – while the lower level deals with particular workplaces. An improved student's motivation is expected. Originality/value – The proposed concept aims rather high, thus making the work truly challenging. With the current level of information and communication technologies, some of the required features can only be achieved with difficulty; however, the rapid growth of the relevant technologies supports the eventual practicality of the concept. This paper is not intended to present any final results, solutions, or experience. The idea is to promote the concept, identify problems, propose guidelines, and possibly open a discussion.

Other People's Children: Cultural Conflict in the Classroom

literatinetwork@emeraldinsight.com (Christina Rodriguez) — Fri, 05 Apr 2013 00:00:00 +0100