Developing management student cultural fluency for the real world: a situated cultural learning approach

Zhu, Yunxia, Okimoto, Tyler G., Roan, Amanda and Xu, Henry (2017) Developing management student cultural fluency for the real world: a situated cultural learning approach. Education and Training, 59 4: 353-373. doi:10.1108/ET-03-2016-0059

Author Zhu, Yunxia
Okimoto, Tyler G.
Roan, Amanda
Xu, Henry
Title Developing management student cultural fluency for the real world: a situated cultural learning approach
Journal name Education and Training   Check publisher's open access policy
ISSN 0040-0912
Publication date 2017-04-01
Sub-type Article (original research)
DOI 10.1108/ET-03-2016-0059
Open Access Status Not yet assessed
Volume 59
Issue 4
Start page 353
End page 373
Total pages 21
Place of publication Bingley, United Kingdom
Publisher Emerald Publishing Limited
Language eng
Formatted abstract
Purpose: To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections, facilitation, and the construction of a collaborative learning community.

Design/methodology/approach: To investigate the complex processes and principles of cultural learning, a multi-method approach is applied to an extensive comparative study of default and intervened cases within three management classes. Evidence is drawn from multiple sources of qualitative data including class observations, meeting minutes, focus groups, and group interviews with students and instructors.

Findings: Results indicated that in default cases, little explicit attention was given to a situated perspective of culture, or to the rich sources of cultural knowledge available among members of the classroom community. In contrast, following the intervention cases where SiCuLA was applied, there was strong evidence that much more attention was given to enhancing student contextual knowledge. Nonetheless, there were some challenges in applying these processes within the classroom context.

Originality/value: This is the first study to extend and operationalize SiCuLA in a classroom setting. More importantly, the evidence forms the empirical basis for deriving theoretical principles for cross-cultural management (CCM) education and training. It contributes to studying cultural contexts as sources of knowledge for learning through active co-participation. It also contributes to positive CCM learning with an emphasis on human agency that encourages students to take more responsibility and ownership of their cultural learning.
Keyword Community of practice
Cultural contexts
Cultural fluency
Emic-etic perspective
Situated cultural learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
UQ Business School Publications
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Created: Tue, 04 Apr 2017, 00:24:09 EST by System User on behalf of Learning and Research Services (UQ Library)