reinforce it during the trip, (4) emphasize and reinforce an open-minded and non-critical attitude, and (5) remember the purpose of the trip. Courses such as ...
REFLECTIONS ON FOREIGN FIELD-BASED EXPERIENTIAL LEARNING: TAKING THE CLASSROOM TO THE CULTURE Charles A. Rarick, Barry University G. Rod Erfani, Transylvania University Abstract This paper discusses the authors’ experience with a field-based course, which required students to travel to a foreign country as part of their coursework. The paper explores the difficulties and benefits of such an instructional methodology and provides a model, which highlights important elements of a successful field experience. Recommendations based on the authors’ many years of experience are also provided.
I. INTRODUCTION Experiential learning has been long recognized as an important aspect of business education (Dunbar & Bird, 1992; Fulmer & Keys, 1998; Hogan, 1992; Neal, Schor and Sabiers, 1998; Williams, 1983). Perhaps utilized mostly by behaviorally oriented management courses such as organizational behavior, experiential learning has taken the principal form of in-class exercises. The experiential approach can be incorporated into international business courses as well, and there are a number of exercises, which reinforce important concepts in the discipline. Some evidence indicates that the most effective means of training in cross-cultural management is a combined cognitive and experientially based approach (Harrison, 1992). A more extensive approach to cross-cultural experiential learning which is now utilized on many campuses is foreign field-based travel in which students are immersed for a short period of time in a foreign culture. The primary reason for the increased popularity of such courses is that the richness of such an experience is difficult to duplicate in the classroom. Students can experience culture shock first hand, see the pervasive influence of culture on business practices, and preview expatriate life. None of these outcomes are generally available in the traditional classroom setting. The foreign travel course also allows faculty to work in a living laboratory, and to reinforce important aspects of the course, which were discussed in class, or read in the textbook. Moving beyond books and lectures, case studies, and simulations, the experiential approach to learning has the potential to engage the learner at a higher level of awareness. Experiential learning (Allen & Young, 1997; Black & Mendenhall, 1991) involves an intensive and rigorous approach to learning. The intensity of the experience also affects faculty who teach such courses. There is a special bonding which can occur between faculty and students as they both learn in this more unique setting. This type of course can, however, be much more challenging for faculty in that concerns not normally found in the traditional classroom setting must be addressed such as student safety, money management, and student group conflicts. And unlike the traditional
responsibilities of the classroom teacher, this assignment is a twenty-four hour a day responsibility for the instructor.
II. THE COURSE As part of a course in international management we began requiring students enrolled to spend a week to ten days immersed in a culture different from their own. The course was taught at a small, private liberal arts college in the Midwest during a special one-month term. The course acted as an elective in the major and students spent about two and a half weeks in the traditional classroom setting, and the remaining time in the field. Time spent in the field was used for cultural activities, lectures by local experts and expatriates, and visits to business organizations. The points made in this article are based on our experiences leading these classes over a period of approximately ten years. The course was designed around the theoretical framework proposed by Kolb (1984) for experiential learning. This well respected model proposes that learning occurs through a “transformation of experience” and that learning is a wholistic, interactive, and adaptive process. The main purpose of the course was to improve understanding and heighten awareness of students to cultural differences and how those differences effect international business. By immersing students into a culture different from their own and providing guidelines along the way, certain affective processes occur which normally result in a better understanding and appreciation of foreign cultures. In order for this process to occur, the course must, however, be planned and well managed. Based upon our experiences we have developed what we call the Four C’s approach to a travel/study course. The approach can be used to plan such a course in that it highlights important considerations such as course content, developing curiosity and cohesion, and taking care to insure student welfare. III. THE FOUR C’S APPROACH Content: Although there are many topics which may be included in a course in international management, it is especially important that cross-cultural material be covered extensively in a field-based course. We discuss many approaches, but prefer to emphasize the typology provided by Hofstede (1983). It is important that students have a framework for understanding what they are about to experience and, therefore, much classroom time is devoted to Hofstede and others who provide good models for this purpose. Since all of our travel courses have involved Latin American countries, we also use specific material which is appropriate to Latin culture. In addition, students are required to read about the history of the country they are visiting, the social customs, the political system, and business practices unique to that country. The course necessitates additional reading to supplement the standard international management textbook. A number of authors (Dennehy, Sims, Collins, 1998; Greenblat & Duke, 1975; Lederman, 1992) have proposed that course content and experiences should involve a “debriefing” period when experiential learning occurs. Our course allocated time at the conclusion of the experience for such a process to occur. Debriefing also occurs in a limited form throughout the field experience as faculty and students share experiences and comment on observations. A formal
period of review is useful after the course to bring closure to the experience and to reinforce important aspects of the course. Curiosity: In order for students to enjoy the experience and to be motivated to learn, it is important that they take a certain curiosity about the culture with them. The required reading mentioned previously helps generate interest in the selected country and is supplemented with videos produced for travel purposes. We also require students to learn some of the language of the country they are visiting, and we devote classroom time making sure students can at least greet people and engage in minimal conversation. Learning language helps generate curiosity about the country, makes their short visit more meaningful, and emphasizes the point that it is important to show respect for another culture. The attitude of the instructor is also important in creating curiosity. It is important that the instructor himself/herself have a true curiosity about the target country as well, and that he/she infects students with this curiosity. Cohesion: To facilitate effective learning in this environment it is necessary to keep the traveling party size small. We have taken between seven to twenty students and these numbers are manageable, however, when approaching the upper limit of that range cohesion become increasingly difficult. Large numbers of students, especially undergraduate students, can increase risks associated with this type of experience. Although rules (which we discuss later in the paper) can help maintain order, they are no substitute for small class size. Care: The responsibilities of a faculty member conducting a foreign travel course are quite significant. You act as a surrogate parent in many cases and you are the one responsible for managing the cultural shock inherent in such an experience. A detached, impersonal approach to teaching is not appropriate in this setting. The students will need you available for not only organizing learning activities, but also to provide emotional support. A group with good cohesiveness can perform some of this affective function, however, the figurehead role of the faculty cannot be delegated. Success in this endeavor really requires a teacher who cares very much about the student’s learning and takes a more directive role in providing a meaningful experience. All activities should be focused on the benefit of the student group. We must remind ourselves that the motive for the course is to introduce students to a culture other than their own, and to begin to think critically about cross-cultural issues. Students will experience much stress in this course and they need our attention and genuine concern. Foreign travel courses which are viewed as expense paid vacations for faculty will not produce a meaningful learning experience for students. Taking care also requires control. We hand out to students before we leave the United States a list of rules which must be followed during the trip. Part of the student’s grade is determined by their adherence to these rules and we emphasize their importance. Some of the rules deal with safety issues such as not going out at night alone or keeping faculty informed as to whereabouts, however, most deal with interpersonal issues. Students are expected to treat everyone, including fellow students, with dignity and respect and are not allowed to pass critical judgment on cultural practices simply because they may be different from their own. Students are instructed not to “verbalize every thought” and to remember that things will be different in the foreign environment and that this is, in fact, why they are there. It is expected that all students will attempt to speak the language and that they will be good representatives of their country. The rules are created and instituted in a spirit of concern for student safety and to maximize the learning experience.
IV. CONCLUSION AND RECOMMENDATIONS An experientially-based course which allows students to learn about international business/management in a foreign environment can be a very enriching experience for the faculty as well as students. As international business activity continues to grow, and as many countries continue to become more culturally diverse, it is even more important that such courses be offered. It is recommended that faculty who teach, or those who are planning to teach such courses consider the following five recommendations: (1) keep the class size manageable, (2) generate interest in, and respect for, other cultures, (3) make sure the course content is relevant and reinforce it during the trip, (4) emphasize and reinforce an open-minded and non-critical attitude, and (5) remember the purpose of the trip. Courses such as these will be long remembered by students and we should plan the course so that such remembrances and learning are very positive. V. REFERENCES Allan, D. and Young, M. (1997). “Globalizing the Executive MBA Program: Linking Class and Field Experiences.” Journal of Teaching in International Business, 9(2), 49-67. Black, J. and Mendenhall, M. (1991). “A Practical but Theory-Based Framework for Selecting Cross-Cultural Training Methods.” In International Human Resource Management, eds. Mendenhall and Oddou. Boston: PWS-Kent. Dennehy, R., Sims, R., and Collins, H. “Debriefing Experiential Learning Exercises. A Theoretical and Practical Guide for Success.” Journal of Management Education, 22(1), 9-25. Dunbar, R. and Bird, A. (1992). “Preparing Managers for Foreign Assignments: The Expatriate Profile.” The Journal of Management Development, 11(7), 58-66. Fulmer, R. and Keys, B. (1998). “A Conversation with Peter Senge: New developments in Organizational Learning.” Organizational Dynamics, 27, 56-78. Greenblat, C. and Duke, R. (1975). Simulation Gaming: Rationale, Design, and Application. New York: Wiley. Harrison, J. (1992). “Individual and Combined effects of Behavior Modeling and Cultural Assimilation in Cross-cultural Management Training. Journal of Applied Psychology, 77(6), 952-963. Hofstede, G. (1983). “National Culture in Four Dimensions.” International Studies of Organization and Management, Spring-Summer, 46-74. Hogan, C. (1992). “You are not Studying Alone.” Education and Training, 34(4), 14-19. Kolb, D. (1984). Experiential Learning. Englewood Cliff, NJ: Prentice-Hall. Lederman, L. (1992).”Debriefing: Towards a Systematic Assessment of Theory and Practice.” Simulation and Gaming, 23(2), 145-159. Neal, J., Schor, S., and Sabiers, M. (1998). “This is Your Life: A Lifetime Exercise to Promote Discussion of Differences.” Journal of Management Education, 22(6), 745-752. Vince, R. (1998). “Behind and Beyond Kolb’s Learning Cycle.” Journal of Management Education, 22(3), 304-319. Williams, G. (1983). “Managing Diverse Work Groups: The Implications for Management
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