Conclusions & Recommendations
Based on the outcome of the experiment it can be concluded that the multicultural online supplement prototype provides a ‘student friendly’ online platform structure that can be adapted and attached to existing university courses.
Preliminary results showed a significant difference in global-mindedness of students that took the multicultural online supplement, compared to the student group that was instructed in a traditional classroom. The experiment group showed reduced levels of ethnocentricity and increased global-mindedness. This was the start of Multicultural Learning Solutions (MLS) at The University of Montana, which combines multicultural in-class learning modules and online learning supplements.
In general, the study indicated that educators, who are willing to teach multicultural awareness and global-mindedness, need to realize the potential new educational technology can offer. Educators should consider changes to established forms and traditional methods of teaching and embrace new teaching techniques, including a hybrid structure of traditional and online instruction. These progressive educators can help in preparing students to be successful contributors in a global society and environment to increase students’ sensitivity toward understanding of other people and cultures. Future managers of international US corporations need to be aware of the similarities and differences that exist when conducting business with diverse countries.
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.” Saghafi (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 (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.”
The availability and use of technology and online supplements have the potential to enhance student learning and provide for a richer, more rewarding learner environment. As the knowledge and understanding of this potential grows, we have the opportunity as educators to empower students to become more educated and enlightened global citizens. Given today’s uncertain global environment, any steps that move us forward toward greater understanding of other cultures and help bring us closer together as members of the global community need to be encouraged and supported in today’s higher education. A hybrid of traditional classroom instruction and online experiential module is an important step in the right direction.
For feedback or questions, please contact the author of the study, Udo Fluck.
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