1 / 7

Teaching in Predominantly Muslim Countries Professor Günter K. Stahl, WU Vienna and INSEAD

Academy of Management Meeting, Chicago, August 7-11 2009 Professional Development Workshop: Teaching and Learning in Different Cultures. Teaching in Predominantly Muslim Countries Professor Günter K. Stahl, WU Vienna and INSEAD. Potential Barriers to Effective (Executive) Teaching.

jerrell
Download Presentation

Teaching in Predominantly Muslim Countries Professor Günter K. Stahl, WU Vienna and INSEAD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Academy of Management Meeting, Chicago, August 7-11 2009 Professional Development Workshop: Teaching and Learning in Different Cultures Teaching in Predominantly Muslim Countries Professor Günter K. Stahl, WU Vienna and INSEAD

  2. Potential Barriers to Effective (Executive) Teaching Religion Must be considered in the program design and the choice of instructors in predominantly Muslim countries Language and Communication Level of English language proficiency is unpredictable and inconsistent in many countries Differences in communication styles can be a source of irritation, mis-understandings and conflicts Culture Fundamental differences in philosophy, styles, and approaches to leadership development and teaching Deep seated cultural bias towards authoritarianism can pose obstacles to the successful implementation of leadership development initiatives and prevent trainees from applying new skills in their work environment Trainees respond well to various teaching methods but may have a preference for more structured over experiential learning methods

  3. High Context and Low Context Cultures Japanese High Arabs Latin Americans Italians/Spanish Context French English North Americans Scandinavian Germans Swiss Low Explicit Implicit Messages Source: Hall & Hall (1995)

  4. High Context and Low Context Cultures Circling round or getting straight to the point Diffuse, high context(from general to specific) Specific, low context (from specific to general)

  5. Example: Senior Manager Training Program for an Indonesian Bank

  6. Exercise: Cultural Analysis IndonesianNationalCulture BankQculture Assignment: Conduct a culture scan of your country, using the cultural analysis tool introduced in class. How is BankQ’s culture a reflection of Indonesian national values? How is it different? Why? We need a 10-point scale! Source: Adopted from Phillips & Boyacigiller (2003)

  7. UA 7 6 AO FO 5 AS IS 4 3 GE IC 2 1 SHOULD PD HO BE IGC PO GLOBE Project: South Asian Cluster South Asian ClusterIndonesiaIndiaThailandMalaysiaIran Philippines Power distance (PD) The degree to which members of a collective expect power to be distributed equally. Specific Questionnaire Item Followers are (should be) expected to obey their leaders without question. Source: Javidan, Stahl, Brodbeck & Wilderom (2005). Cross-border transfer of knowledge: Cultural lessons from project GLOBE. Academy of Management Executive, 19, 59-76.

More Related