打开文化智慧的大门:在国际商务教育中培养民族宽容主义

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ru-Shiun Liou, Shaista Nisar, Kevin Lee, Deirdre P. Dixon, Julie L. Pennington
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引用次数: 3

摘要

针对国际商务(IB)课程的多样化设计,本研究探讨了要求学生主修某一功能领域的IB课程如何提高学生的文化智力,以及在各种功能IB课程之外区分学生留学经历的效果。通过在美国进行定性焦点小组和定量调查,我们发现,尽管学生过去的留学经历提高了他们的文化智力(CQ),但IB教育课程(即使没有留学成分)在提高学生的民族相对主义方面发挥了关键作用,从而提高了CQ。本次研究的结果支持了这样的观点:尽管由于新冠肺炎疫情等各种旅行限制,学生们缺乏出国留学的机会,但以提高学生的民族相对主义课程为重点的IB课程,将有助于培养学生的文化智商。此外,在当前对不同文化背景的少数民族日益不容忍的气氛中,民族相对主义本身已成为一个突出问题。我们在IB课程中提出了进一步培养学生的民族相对主义和文商的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unpacking Cultural Intelligence: Cultivating Ethnorelativism in International Business Education
ABSTRACT In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
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.
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