Academia & Global Issues
“Over the past quarter-century, U.S. education has seen tremendous demographic changes that have created a student population more racially, ethnically, and culturally diverse than ever before. Such diversity presents a great challenge for educators in designing curricula that are sensitive to cultural differences” (Armstrong, 2000).
Along with drastic change in student population, business and management styles have also changed in recent years and become increasingly international. The US historically played an important and dominant role in global business, but that has changed. Today, the US is competing with other countries, which have risen to the status of global players in recent times, according to Nostrand (1974). Globalization has had a tremendous impact on civiliation during the past decades.
Technology and technology advancements have significantly aided in this process. Historically, countries and societies have existed independently and in isolation, but this is no longer acceptable for healthy and prosperous business expansion. Globalization, in idea and mindset, have aided in the disappearance of borders, countries forming unions and the “people of this world” coming together, which has reinforced the need for cooperation of individuals from various cultures and ethnic backgrounds. Robinson (1985) decribes this increase as a worthwhile reason for improving cross-cultural understanding through decreased ethnocentrism. She recommends a greater focus on commonalities in developing cross-cultural understanding. In addition, changes in teaching strategies, which employ all of the modes of perception, guarantee a more complete understanding. Seelye (1972) agrees with Robinson by describing the development through “a motivating reason for decreasing cross-cultural understanding through instruction.”
Future managers of international US corporations need to be aware of the similarities and differences that exist when conducting business with diverse countries. This is supported by Collins and Davidson (2002), who conclude, “we realize that our higher education system has not sufficiently equipped the present generation of Americans for the new global context. If, in 1957, we were astonished at the gap we uncovered between Soviet and American students' math, science, and foreign language skills, then we are now startled at the chilling vision of another no less serious lapse in U.S. national capacity.”
Only through quality multicultural education, utilizing this new skill and knowledge, can the difference be closed. Hett (1993) stated, “The leaders of the twenty-first century will need remarkable insight into other cultures and peoples and unprecedented concern for the well-being of the world community.” Pugh (2001) supports Hett’s statement, adding, “globally competent managers are desperately needed for the economic welfare of the US in the future.” Clark and Pugh (1999) reinforce this: “Managers need to be able to distinguish between those of their activities and practices that can be successfully transferred across national boundaries and those that will require modification in view of divergence between national settings.” As a consequence, the US needs to build and maintain partnerships worldwide, cooperating with other governments with shared interests to achieve the kind of security and quality of life citizens expect, to summarize Collins and Davidson (2002).
Saghafi (2001) agrees with Clark and Pugh by stating: “Cross cultural competence is the critical new human resource requirement created by globalism.” Bikson and Law (1994) support that statement by explaining this new human resource requirement “involves some domain knowledge (in relation to other cultures) as well as social skills and personal traits that enhance cross-cultural communication and cooperation.”
Much has happened in recent years to prepare for the challenges mentioned. Foreign language courses and exchange programs between American and foreign universities for students and the faculty have successfully promoted bilingualism and cultural pluralism with the aim to foster international understanding.
International travel has also steadily increased in the 1980’s and 1990’s, allowing individuals to immerse in a different culture, even though it might just be on the surface and only for a very short period of time. Therefore, Kramsch (1983) advocated an increase in cross-cultural understanding and “learning beyond the tourist level” is necessary and desired.
In addition, studies have proven that foreign languages can aide in promoting cultural pluralism, as pointed out by Lewis (1976), Shane and Silvernail (1977), and Garrott (1985). However, the majority of studies related to the development of a global perspective in students were mainly focused on study abroad programs. The effects on students immersed in another culture through an exchange program were documented as early as the 1950's. Many authors have reinforced this, including Smith (1955), Coelho (1962), Nash (1976), Baty and Dold (1977), Lamet and Lamet (1981), Carlson and Widaman (1988), and Goodwin and Nacht (1988). While exchange programs overseas are beneficial in promoting bilingualisms and multicultural understanding they are also costly and time consuming.
An alternative to traveling, in order to reduce ethnocentrism, is to offer courses at home universities, which utilize curricula that are specifically internationalized to meet those needs. However, adequate courses to meet those demands are still a minority in many academic programs.
In the opinion of Saghafi (2001), a serious shortcoming of the American educational system is its inadequate training of cross-culturally competent workers for this turly global era ahead. This has caused a significant shortage of internationally competent managers. International business classes provide students with the needed knowlege on how international markets function and what procedures are applied abroad. Hett (1993) supports that opinion by saying that “the generally stated goal of global education in the United States is to foster a sense of global belonging through lessening ethnocentrism, increasing knowledge of other cultures, and promoting a concern for the global ecosystem.”
Bonfiglio (1995) correctly states, “Students need the time and space to learn how to derive meaning about the world, its problems and dynamics.” It is difficult to address cross-cultural awareness and open-mindedness during a traditional class because courses focus on the learning culture and academic requirements. Furthermore, traditional college courses are usually content and/or skill focused, not culture focused. Educational technology tools, such as online learning modules, have successfully transferred traditional course content to online learning platforms in recent years. Hybrid learning structures, a combination of traditional and online instruction, offers even greater benefits, as the next segment explains.
