Transcript Financial Management by Implementation of Pro

EUROPEAN UNION
Grant Contract No. 2.3.1.73963.333, MIS-ETC 2674
MANAGE.EDU:
Efficient Education Management Network for LLL in the Black Sea Basin
Communication in Multicultural
Environment in Education and
LLL Workshop
MANAGEMENT IN EDUCATION AND LLL
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Cultural diversity at IUC
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The Iceberg Model
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Culture and Globalisation
• Process of globalisation affects communication at all
levels of social structure – the market of education is
getting more and more international
• Lecturers and students travel to teach or study abroad
• Erasmus exchange students number is growing
• A foreign language of instruction is often used by
lecturers, students and researchers
• Multicultural diversity is becoming more and more
challenging
• “Culture is the collective programming of the mind
distinguishing the members of one group or category of
people from others”
Professor Geert Hofstede
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Number of Erasmus students per year 1987/88- 2011/12
Brussels, 8 July 2013
Source: Erasmus programme in 2011-12: the figures explained
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Intercultural
Communication Defined
Intercultural Communication is the management of
messages for the purpose of creating meaning across
cultures.
Culture, according to Philipsen, is defined as “A socially
constructed and historically transmitted pattern of
symbols, meanings, apprentices, and rules.” In other
words, culture is a code (Griffin, 3rd ed. 404).
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SUCCESSFUL COMMUNICATION
OUTCOMES
• Establishing trust
• Developing and maintaining good relationships
within the environment
• Developing intellectual, social and personal skills
of students
• Increase of students’ employability potential and
professional opportunities on the global market
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COMMUNICATION PROBLEMS IN
MULTICULTURAL EDUCATIONAL
ENVIRONMENT
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Difference of values and beliefs
Lack of trust
Different languages
Stereotyping
Different ways of expressing emotions
Social status
Ethnocentrism
Racism
Defensiveness
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CHALLENGES FACING TEACHERS
IN MULTICULTURAL
ENVIRONMENT
• To learn and develop broad knowledge about cultural differences,
affecting the process of communication
• To develop and apply new approaches to interact more effectively with
students from other cultures
• To learn new techniques to deal with conflicts and to improve
communication
• To create atmosphere of tolerance, respect for others and empathy in
the classroom
• To transform and upgrade adequately the curriculum
• To identify students’
preferred
learning
Common
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Solutions. styles
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TEACHING STRATEGIES TO ENCOURAGE
EFFECTIVE MULTICULTURAL COMMUNICATION
• Avoid stereotyping and assumptions about
students’ abilities
• Create teaching materials relevant to your
audience – invite students to share knowledge
• Clarify context – give clear examples
• Explain the benefits of sharing cultural experience
• Avoid local jargon, ideas and jokes
• Give clear instructions – explain tasks, process and
outcomes
• Encourage speaking, recognize language problems
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TEACHING STRATEGIES TO ENCOURAGE
EFFECTIVE MULTICULTURAL
COMMUNICATION
• Explain assessment procedures, use fixed
marking criteria
• Consider students’ age and experience
• Clarify unfamiliar vocabulary and terms
• Use activities encouraging integration
• Use students’ names
• Be enthusiastic and ENCOURAGING
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DO YOU TEACH YOUR STUDENTS OR DO YOU HELP
THEM LEARN AND GET READY FOR THE GLOBAL
WORLD?
• Focus on facilitating learning in
multicultural environment
• Encourage development of the individual
student
• Give students choice - we all learn in
different ways, and we all have our own
strengths and potential
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HERRMANN BRAIN DOMINANCE
INSTRUMENT
Learn about your own and your students’ thinking styles
of working and learning
http://www.hbdi.com/SolutionsFor/organizations.php
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HERRMANN BRAIN DOMINANCE
INSTRUMENT
Helps to develop
teacher’s
understanding of
students’ thinking,
learning,
communicating and
problem solving styles
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HERRMANN BRAIN DOMINANCE INSTRUMENT
BIG PICTURE
CREATIVE MIND
LOGICAL
THINKING
RATIONAL
FEELINGS
RELATIONSHIPS
PLANNING
ORGANISING
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THINKING STYLES ASSESSMENT FOR EDUCATORS
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EXPECTATIONS OF THE LEARNER
"A" Learner
Expects
•Precise, to the point, information
•Theory & logical rationales
•Proof of validity
•Research references
•Textbook reading
•Quantifiable numbers, data sets, problems
•Opportunity to ask challenging questions
•Subject matter expertise
Struggles with
•Expressing emotions
•Lack of logic
•Vague, imprecise concepts or ideas
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"B" Learner
Expects
•An organized consistent approach
•Staying on track, on time
•Complete subject chunks
•A beginning, middle, and end
•Opportunity to practice & evaluate
•Practical applications
•Examples
•Clear instructions/expectations
Struggles with
•Risk
•Ambiguity
•Unclear expectations/directions
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"C" Learner
Expects
•Group discussion & involvement
•To share & express feelings/ideas
•Kinesthetic, moving around
•Hands-on learning
•Personal connection with teacher/group
•Emotional involvement
•A user-friendly learning experience
•Use of all the senses
Struggles with
•Too much data and analysis
•Lack of personal feedback
•Pure lecture, lack of participation
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"D" Learner
Expects
•Fun and spontaneity
•Playful, surprising approaches
•Pictures, metaphors, overviews
•Discovery of the content
•Freedom to explore
•Quick pace and variety in format
•Opportunity to experiment
•New ideas & concepts
Struggles with
•Time management and deadlines
•Administration and details
•Lack of flexibility
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What is your preferred style of thinking?
Group task:
Use the following key
words as a guide to
invent a story:
•An elephant
•A railway
•A train
•Sun
•Clouds
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References
• Abeysekera, I, Preferred learning methods: a comparison between international and domestic accounting
students, Accounting Education, 17 (2), 2008, 187-198. Available at:http://ro.uow.edu.au/commpapers
• AdValue, Multicultural Skills Training Course, Lifelong Learning Programme publication, PROJECT N 510853-LLP-12010-1-BG-GRUNTVIG-GMP. Available at: http://advalue-project.eu/
• Anbari, F. T., et al. (2004) Cross cultural differences and their implications for managing international
projects.Journal of International Business and Economics 2.1 .
• Dalglish, C. (2002), Promoting Effective Learning in a Multicultural Classroom.
• EDINEB June 2002 Mexico Available at: http://eprints.qut.edu.au/6475/1/6475.pdf
• De Boer, A. L., and Bothma, T. (2003) , Thinking styles and their role in teaching and learning
• Hofstede, G. (1986), Cultural differences in teaching and learning. International Journal of intercultural relations
10.3, 301-320.
• Lewis, Ch. (2008), Successful Communication in Multicultural Environments. Intercultural Focus Available at:
www.Interculturalfocus.com
• De Boer, A., and Dorette Van den Berg (2001), The value of the Herrmann Brain Dominance Instrument (HBDI)
in facilitating effective teaching and learning of Criminology. Acta Criminologica 14.1, p-119.
• Lustig, Myron W., Jolene Koester, and Enping Zhuang, (2006) I ntercultural competence: Interpersonal
communication across cultures. Pearson/A and B
• McIntye, T. (1996), Education and Treatment of Children, Learning Style and Culture, volume 19, issue 3, pages
354-370. Available at: http://www.behavioradvisor.com/C-Learn.html
• Muzychenko, O. (2007) Learning style variations in a culturally diverse class: A case study, in Enhancing Higher
Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, Adelaide, 8-11 July 2007:
pp 409. Available at: www.herdsa.org.au
• Singh P. and Rampersad R.(2010), Communication challenges in a multicultural learning environment. Durban
University of Technology, Durban, South Africa
• Journal of Intercultural Communication, ISSN 1404-1634, issue 23, June 2010. URL:
http://www.immi.se/intercultural/
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