The Cross-Cultural Project: The Cross-Cultural Project: Developing International Developing International

Managerial Skills Managerial Skills through Experiential Learningthrough Experiential Learning

  Sangcheol Song Sangcheol Song Alfredo Mauri Alfredo Mauri

João Neiva de FigueiredoJoão Neiva de Figueiredo

Haub School of BusinessHaub School of BusinessSaint Joseph’s UniversitySaint Joseph’s University

PA USAPA USA1

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Contents of this PresentationContents of this PresentationContents of this PresentationContents of this Presentation

Introduction to the Cross-cultural Project

Motivation: The Cross-cultural Project as a New Teaching Pedagogy

Five-steps of the Project

Benefits of the Project

Actual End-products the Project

Additional applications of the Project

Introduction of the Cross-cultural ProjectIntroduction of the Cross-cultural ProjectIntroduction of the Cross-cultural ProjectIntroduction of the Cross-cultural Project

Courses: International Business Courses at SJU

Goals: Increasing awareness of and enhancing contact with other cultures.

Cross-cultural project

Each team formed

 

Expanded teams of six members are required to conduct two group projects

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• 3 ELS students do not have extensive knowledge of English as foreigners• 3 SJU students do not come from the same country to their ELS partners.

• Sustainability issue analysis• Cultural analysis

MotivationMotivationMotivationMotivation

Increased demand of “soft” skills in academic and practical areas in the globalization era

Process of trying to get a task accomplished with someone who is not of the same background and culture develops soft skills relating to dealing with diversity

Acquiring tacit knowledge by “Learning by doing”

“Soft” skills: The ability to acquire less codified knowledge, e.g. understanding

how to effectively manage and interact with people from other cultures.

“Soft” skills call for new pedagogies for “experiential” learning The Cross-cultural assignment as a vehicle for experiential learning

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1st step: Assignment with ELS students

Team formation: Three U.S. based students (who are enrolled in the course and who are mostly native English speakers) are paired up three ELS students (who are enrolled in a nearby ELS program, and therefore lack fluency in the English language.)

Examples of home countries of ELS students: Turkey, Ukraine, Russia, Brazil, Colombia, Venezuela, Mexico, China, Japan, South Korea, Saudi Arabia, Libya, Iran, and Cameroon, among others.

Description of the Cross-cultural ProjectDescription of the Cross-cultural ProjectDescription of the Cross-cultural ProjectDescription of the Cross-cultural Project

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http://www.youtube.com/watch?v=rSaV7MnXCFE

2nd step: Kick-off and Acquaintance

kick-off day

On and off-campus social gathering

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SJU students have usually helped foreign students learn more about America including taking them to national constitutional center and tourist attractions ELS students have often invited SJU students to home-cooked typical meals.

SJU and ELS students meet at the ELS building lounge The instructor presents the chosen assignment topics Each group introduces, discusses their roles, exchanges contact

information, and arranges at least three all-hands augmented group meetings.

3rd step-1: Engagement-Conducting Two Group Projects

Project I: Host country sustainability issue analysis

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(1)Locating a critical sustainability issue that affects the “day to day” life of local people

at each target country (e.g. water/air pollution, low literacy, deforestation, etc.)

(2) Describing the problem(s)

(3) Proposing a solution

(4) Describing financing options and economic feasibility

Project 2: Host country cultural analysis

(1) Identifying ‘less-known but important’ cultural facts in the foreign country based upon the Hofstede’s five cultural dimensions.

(2) Identifying how people from the foreign country view Americans and American companies operating in their countries

4th step: Delivery of end-products of the two group assignments

The act of producing various end-products together with people of a different culture with limited knowledge of each other’s languages and customs exposes students to unexpected situations because cultures have different cognitive structures and the assignment requires common understanding and joint teamwork for successful delivery.

Two graded end-products

Group oral presentation and written report Digital video recordings of the group presentations are provided to the students.

Giving students an opportunity to work on their presentation skills Providing them with an additional window through which to reflect on their cross-cultural experience.

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5th step: Self- Reflection Assignment & Debriefing Session

Each student must identify, examine, integrate the lessons learned from the experience of other students and teams.

Delving into one’s reactions to and impressions from working with individuals of another culture through examination of the process and of its impact on oneself.

Debriefing session with all students. Sharing /disseminating lessons learned so each student can benefit from others’ experiences.

Direct + Indirect experience (vicarious/collective learning) Students are center of learning Awareness of difference promotes learning

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Project BenefitsProject BenefitsProject BenefitsProject Benefits

Instructor side

ELS side

Students’ side

Bringing real cultural understanding in class. Designing their courses in int’l contexts in diverse/real ways Utilizing current school resources

Advertising additional learning opportunity to other ELS students and centers Offering foreign students a great chance to work with American students

ELS students have additional chances to learn English, American culture, and build network American students have an experiential learning chance to know target countries better and build network

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OutcomesOutcomesOutcomesOutcomes

Students’ testimonial: Anthony / Alexis

Which country did you study? What did you do with your ELS partners? What did you learn about your target country and people newly? What was new and interesting in this project?

Students’ common evaluation comments (selected)

“Very exciting” “More real experiences with people from other cultures” “Very useful for them to eliminate stereotypical opinions they had about a culture.” “Helpful in overcoming communications difficulties, developing a deeper understanding and implicit acceptance of different cultural characteristics and customs, and increasing one’s capacity for empathy or for “putting oneself in others’ shoes.” “Making lasting friendships with someone from a completely different culture.”

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https://www.youtube.com/watch?v=XvDpVh2Mozg

High Power Distance

High Uncertainty avoidance

High Collectivism

High Masculinity

Long-term orientation

o Obedience

o Show respect to elders

o Social order

o Gender gap

o Generation gap

o Political polarization

o Trend-fashion sensitive

o Other people’s perception / reputation

o Quick-Quick-Quick

o Unionization

o Group-based decision

o Relationship/affiliation

o Kid education

o Employment stability

HR practices -Benefits -labor unions -Female workers -Performance measures

Online business/ Internet contents

Product design

Promotion to target group /opinion leaders

Parent/kid-targetting advs/commercials

Implication forInt’l Businessat Korea

Example of Example of Cross-cultural Cross-cultural

ProjectProjectThe case of S. The case of S.

Korea Korea

Example of Example of Cross-cultural Cross-cultural

ProjectProjectThe case of S. The case of S.

Korea Korea

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Additional applicationsAdditional applicationsAdditional applicationsAdditional applications

Other areas in int’l contexts: Int’l studies, Int’l marketing, Int’l HRM, language programs, area studies, communication, etc.

Other ELS programs affiliated to neighboring universities http://www.chongroyuhak.com/English_School/ELS_Philadelphia/?SchoolName=ELS_Philadelphia

Other non-affiliated ESL (English-as-second language) programs within bigger universities (e.g. ESL at Temple)

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Appendum

Verbal Presentation          

Name              Case              Date              Materials (8 points)            Posted material on time 4 3 2 1  Outline very good 4 3 2 1

Content (20) points          Sustainability issue covered is important 4 3 2 1

  Proposed solution is feasible and realistic 4 3 2 1

  Analysis of sust issue was comprehensive 4 3 2 1

  Tradeoff examination involved ethics factors 4 3 2 1

Organization Strong organization with clear main ideas and transitions 4 3 2 1

Presentation (12 points)        Eye Contact Presenter makes eye contact with everyone/ no nervous

behaviors 4 3 2 1

Style Speaks in a clear voice and displays ability for communicating with the audience

4 3 2 1

Visuals Good visual aids used to make presentation interesting and meaningful

4 3 2 1

Total            

Host Country Sustainability Presentation Evaluation Template

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Verbal Presentation          

Name              Case              Date            Materials (8 points)          Posted material on time 4 3 2 1  Outline very good 4 3 2 1

Content (20) points          Deep understanding of cultural issues 4 3 2 1

  Showed little-known cultural differences 4 3 2 1

  Strong reference and use of ELS experience 4 3 2 1

  Linked culture study with current events 4 3 2 1

Organization Strong organization with clear main ideas and transitions 4 3 2 1

Presentation (12 points)        Eye Contact Presenter makes eye contact with everyone/ no nervous

behaviors 4 3 2 1

Style Speaks in a clear voice and displays ability for communicating with the audience

4 3 2 1

Visuals Good visual aids used to make presentation interesting and meaningful

4 3 2 1

Total            

Host Country Cultural Analysis Presentation Evaluation Template

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Important but less known social/cultural traits of S. Korea

• Family/group-oriented

• Confucius/human relationship

• Masculine/male-dominated -Polarization among genders

• Quick, quick, quick attitude

• Trend/fashion-sensitive

• Other people’s perception

• Pro-Americanism

• Anti-Japanism

• Student/women targeted crimes

• Try to find materials related to “cultural diversity” of your target country

e.g.) PSY “Kangnam Style” : http://www.youtube.com/watch?v=sbf4y3yn7xY

e.g) Differences b/w Korea and America http://www.youtube.com/watch?v=6KKKFkar9aM&feature=fvwrel

“Gangnam style” refers to a lifestyle associated with the Gangnam district of Seoul—people are trendy and hip in this area

오빤 강남 스타일 (Oppan Gangnam style), translated as "Big brother is Gangnam style", with Psy referring to himself

“People who are actually from Gangnam never proclaim that they are—it's only the posers and wannabes that say that they are “Gangnam Style”- so this song is actually poking fun at those kinds of people who are trying so hard to be something they’re not.” -Psy 17