MULTI-CULTURAL ADAPTABILITY USING EXPERIENTIAL LEARNING IN A GRADUATE COURSE Developments In Business Simulation & Experiential Exercises, Volume 20, 1993 34 MULTI-CULTURAL ADAPTABILITY USING EXPERIENTIAL LEARNING IN A GRADUATE COURSE Dennis M. Conley, University of Nebraska ABSTRACT A context is presented for understanding multi-cultural dimensions as they relate to experiential learning. A graduate class example illustrates how experiential learning is adaptive to the multi-cultural backgrounds of the students. INTRODUCTION Anyone who teaches both undergraduate and graduate classes very likely notices differences in motivation and maturity of the students. The supposition is that the graduate class will exhibit a higher level of maturity in taking responsibility for learning, and will seem to have greater intrinsic motivation to learn. But even at the graduate level, the teaching-learning discourse faces another challenge when confronted by students with diverse country and cultural backgrounds. The multi-cultural background becomes very apparent when a teacher first experiences a graduate course with a number of foreign students (Kilkenney, 1992). Most faculty in U.S. higher education are a product of European culture which was transmitted by nineteenth and twentieth century European immigrants to the U.S. (Adams, 1992). In contrast, most foreign student’s first encounter the Euro-American academic culture upon entering higher education in the U.S. Adams observes that: ‘those students who have not already been socialized into this [academic] culture by previous schooling or a congruent home or community culture often become painfully aware of it.” In addition, Adams suggests the diverse cultural background has implications for teaching. "For example, classroom engagement in competitive or assertive behavior, “talking up" in class, and acceptance of grading curves by which one’s gain is another’s loss are likely to be in conflict with cultures that do not endorse individual success at the expense of one’s peers or that value modesty over assertiveness and cross- age tutoring over competitive interpeer debate.” The teacher, in designing a course and conducting a class, must make decisions on how adaptive the teaching-learning discourse will be to the multi-cultural class. The more active discourse expected in using experiential learning versus the more passive lecture dominated mode sharpens the contrast in cultural backgrounds among students, and between students and teachers. While it can be argued that the foreign student’s adaptation to U.S. academic culture is a worthwhile learning outcome in itself, there are additional positive learning outcomes that come from using the experiential approach. The objectives of this paper are two-fold. First, a context is established for understanding multi-cultural dimensions as they relate to experiential learning. Second, a graduate class example illustrates how experiential learning is adaptive to the multi-cultural backgrounds of the students. Since the author comes from a college of agriculture instead of a business school, it is worth noting that a significant portion of the graduate program is populated by students from many different countries. The term “multicultural" is used here in a broad context that goes beyond the notion of minority and gender dimensions in the U.S., and includes cultural differences arising from different countries and regions of the world. Journal Series No. 92-8, College of Agricultural Sciences and Natural Resources, University of Nebraska. MULTI-CULTURAL TAXONOMY The comparison and contrasting of cultural differences across many countries, or even within a country, can not be done in a single paper or in a daylong discussion. With this in mind, the following taxonomy is presented as one perspective to better understand the cultural differences present in a graduate classroom with a significant foreign student enrollment. Hofstede (1986) described four dimensions of culture are described which contribute to differing expectations in teaching and learning.1 Individualism versus Collectivism. Individualistic cultures assume a person looks primarily after his or her own interest, and the interest of the immediate family. Collectivist (the word is used in an anthropological sense and not a political one) cultures assume that a person through birth, and possible later events, belongs to one or more tight “in-groups” from which the person cannot be detached. The in-group can be an extended family, clan, or organization, which protects the interest of its members, but in return expects their permanent loyalty. The collectivist society is tightly integrated, and an individualist society is loosely integrated. Table 1 gives descriptive characteristics of collectivist and individualist societies, and the differences in teacher/student and student/student interaction that would be expected. Small versus Large Power Distance. This describes the extent to which the less powerful people in a society accept inequality in power and consider it as normal. Inequality exists within any culture, but the degree tolerated varies between one culture an another. Table 2 describes the educational differences expected in small versus large power distance societies. Weak versus Strong Uncertainty Avoidance. This defines the extent to which people are made nervous by situations they perceive as unstructured, unclear, or unpredictable, and therefore should be avoided by maintaining strict codes of behavior and a belief in absolute truths. Cultures with strong uncertainty avoidance are active, aggressive, emotional, compulsive, security seeking, and intolerant. Cultures with weak uncertainty avoidance are contemplative, less aggressive, unemotional, relaxed, accepting personal risks, and relatively tolerant. Table 3 describes the differences in educational interaction related to uncertainty avoidance. Masculinity versus Femininity. The masculine cultures strive for maximal distinction between what men and women are expected to do. Men are expected to be assertive, ambitious and competitive, to strive for material success, and to respect whatever is big, strong, and fast. Women are expected to serve and to care for the non-material quality of life, for children and for the weak. Feminine cultures define relatively overlapping social roles for the sexes. Men may not need to be ambitious or competitive, but may pursue a different quality of life other than material success. Men may respect whatever is small, weak, and slow. In both masculine and feminine cultures, the dominant values within political and work organizations are those of men. In masculine cultures the political and organizational values stress material success and assertiveness, while in feminine cultures they stress other types of quality of life, interpersonal relationships and concern for the weak. Table 4 gives the differences in educational interaction related to masculinity versus femininity. 1. 1 Reprinted from the International Journal of Intercultural Relations, Vol. 10, Geert Hofstede, "Cultural Differences in Teaching and Learning,” pp. 301-320, Copyright (1986), with permission from Pergamon Press, Ltd., Headington Hill Hall, Oxford, 0X3 OBW, UK Developments In Business Simulation & Experiential Exercises, Volume 20, 1993 35 Developments In Business Simulation & Experiential Exercises, Volume 20, 1993 36 CULTURAL CONTEXT FOR EXPERIENTIAL LEARNING Given the four dimensions of culture which contribute to differing expectations in teaching and learning, the next step was to relate experiential learning to the multi-cultural dimensions recognizing that the relationship is not concrete and requires a certain amount of subjective interpretation. In reviewing the contrasting elements in each of the four cultural dimensions given in Tables I - 4, a judgement was made to classify the majority of cultural elements that seem to characterize U.S. and foreign societies, in general, and the experiential learning method. The purpose was to compare the cultural dimensions of the societies to experiential learning. The rcsults are shown in Table 5. Both U.S. and foreign societies were congruent on three out of the four broad cultural dimensions, although when individual elements of a particular dimension were identified, there were differences. Foreign societies were not summarily classified as either collectivist or individualist because of the wide range that exists across all countries. Instead, some were regarded as individualist while others were collectivist. Experiential learning matched up with the U.S. and foreign societies on the individualist and masculine dimensions of culture, but differed on the power and uncertainty dimensions. Experiential learning still has elements of large power distance societies such as: a teacher merits the respect of his/her students; students expect teacher to outline paths to follow, but it also has elements of small power distance such as: student-centered education (premium on initiative); teacher expects students to initiate communication; teacher expects students to find their own path. The majority of elements in the small power distance societies seemed consistent with experiential learning. Similarly for weak uncertainty avoidance societies where teachers are allowed to say “I don’t know," and students are rewarded for innovative approaches to problem solving, compared to the strong uncertainty avoidance society where teachers are expected to have all the answers, and students are rewarded for accuracy in problem solving. Developments In Business Simulation & Experiential Exercises, Volume 20, 1993 37 A partial answer to the question, "Why isn’t experiential learning used more extensively in higher education?” becomes apparent in Table 5. The teacher, in designing a course and conducting a class, is pre-disposed by cultural background into conforming with the dimensions of large power distance and strong uncertainty avoidance. This is characteristic of most undergradu- ate programs. When students enter graduate school they expect the cultural dimensions and momentum of past behavior to continue. Both U.S. and foreign students send signals to the classroom teacher and in individual discussions with their major professor indicating a willingness to be highly directed in their activities. Yet a distinctive feature of graduate school is the expectation that the student will take more independent responsibility for learning. An expanded range of literature beyond the textbook and into journals, along with some independent research activity, are component parts of this responsibility. So while experiential learning is partially contrary to the cultural dimensions of large power distance and strong uncertainty avoidance, it becomes a useful tool for encouraging graduate student responsibility. GRADUATE COURSE EXAMPLE Four years ago a Master’s level course titled, “Commodity Demand and Price Analysis,” needed a teacher and I accepted. Coming from industry into an academic position, I didn’t even think about the cultural diversity present with half the students coming from foreign countries. In developing the course, I reflected on my own graduate experiences and outlined the following general objectives. First, disciplinary knowledge should be integrated with real world observations through the student’s own empirical work. This sets up the experiential learning component. At the time, I had no insight that many foreign students had little or no experience in problem solving or laboratory work, and thus they would prefer theoretical work versus experimentation. On academic relevance, I did not realize that foreign students might be less cognizant of how theories studied in formal courses can be implemented for actual programs in society. What I did suspect though, for both U.S. and foreign students, was that many of their courses were purely formalistic and much of the learning was by rote. They therefore had little experience in solving comprehensive, ill-defined problems (Aigner, 199!). The second objective was that much of the responsibility for learning ought to rest with the student. The third objective was to require demonstration of both oral and written communication skills. The method used for achieving these objectives was to have each student be responsible for their own semester-long research project. The student selects an agricultural commodity and becomes familiar with the balance sheet components included in supply and disappearance, and how they are related to prices. In addition, an assessment is made on the competitive nature of the market, and how government and institutional factors affect it. The student is responsible for finding historical data, developing an econometric model for the commodity, estimating the model, evaluating adequacy, generating forecasts and communicating the results. The quantitative analysis is done using the Statistical Analysis System (SAS) software, and all students are expected to know SAS as needed for the course. Cooperative learning on SAS and computer use is encouraged. The lecture and discussion periods complement the project activity, and the subject matter increases in complexity to coincide with higher expectations on project development. The student is not allowed to procrastinate until the last two weeks of the semester and quickly throw together a paper. During a normal week there are two periods of lecture and one period of lab work. In the lab sessions the student shares results, techniques, and project progress. Both professor expectations and peer pressure, which I suggest is substantial in a multi-cultural class, keeps the student on task. Students have a number of learning experiences that result from the semester-long project. Many of those experiences could be presented here, but a representative sample of two serves to illustrate the multi-cultural adaptability that occurs. Once the students are oriented to the course, and have selected their own commodity for the project, then comes the first learning experience. It is the search for data. Rather than give the students a data set, they arc required to find, collect and prepare the data on their own. The experiential component of the assignment is reinforced by the difficulties they will have in finding all the data. The degree of difficulty depends on the commodity they select, with corn in the U.S. being relatively easy, and wheat in Pakistan more challenging. As part of the experience, they are taken to the departmental reference room and shown where data can be found in government periodicals and other publications. The next stop is the campus library where a librarian instructs them on finding information. As the teacher following the cultural dimension of weak uncertainty avoidance, I take the position that I don’t know how the data search will turn out, and the students will need to discover it on their own. Once the data search is underway, students frequently inform me they cannot find all they need. This exhibits the cultural dimension of strong uncertainty avoidance with the teacher expected to have all the answers. In addition, the students revert to the dimension of large power distance by expecting the teacher to outline the path to follow rather than taking initiative on their own. It is at this stage in the teaching-learning discourse where the response of the teacher is crucial. If the teacher tumbles too far in the direction of the student plea, then the necessary tension in the experiential exercise is broken. I usually do not answer the student’s question but rhetorically ask, What have you found?’ If considerable effort is evident and a clear roadblock exists, then I offer a few suggestions. On the other hand, a student reverting back to high dependency on the teacher will receive little guidance, and a reaffirmation to keep searching. For some students, it is the first time they encounter such an experience, and it is evident from their body language. Some consoling is needed at times. The student is counseled that they probably have never done an extensive search for data in previous academic exercises, but to keep trying. The encourage- ment is that if they can do ii now on their own, then they will be able to repeat it in their professional career with much more confidence. Most students have this experience, as is intended in the course design, and it highlights the cultural differences that result from experiential learning. Once they are started down the experiential path, it is encouraging to see the students adapt and persevere in their search for data. The trip continues. A second experiential learning outcome occurs when the students estimate their first empirical demand function. They have expended considerable effort in collecting the data, becoming proficient in using the computer, and developing the demand equation as a function of the variables unique to their chosen commodity. With all this careful effort at building a model, they have high expectations that the empirical results will confirm demand theory. They anxiously scan the SAS computer printout seeking to interpret the prolific output of statistical results. For most students the high expectations come crashing down when the results, which they believe should reflect reality, do not confirm the theory. In many cases, almost everything is insignificant and no causal relationships are evident. It is a sobering experience. The students regress back to the cultural dimensions of strong uncertainty avoidance and large power distance by seeking the teacher’s direction on how to deal with the disparity. A characteristic comment is, ‘Just tell us how to fix the model!” As teacher, the experiential learning process is compounded by having the students give in-class reports on progress and problems. Other class members are asked to offer suggestions that could assist the reporting student on their project. If viable suggestions are forthcoming, I remain silent. If not, I may provide a few leads. However, I again advertise that the students are to search for solutions themselves before they can expect any help. In monitoring progress, I usually wait one to two weeks before offering suggestions, if needed, so the students do not lose their motivation on the project. In all projects, students have overcome the initial problem of a dichotomy between theory and reality, and eventually they develop their own credible model. The planned exercises of searching for data, model development, and classroom reporting all combine to compound the effectiveness of the experiential learning process. These exercises continue through the semester and are nurtured with lecture material that increases in complexity. Higher expectations follow, and the students take more responsibility for learning because of the reinforcing motivation coming from the experiential project. CONCLUSIONS U.S. students quickly adapted to the experiential learning approach because they were in a familiar cultural setting. Foreign students were more reticent. Each was an individual case with some adapting more quickly than others depending on their academic cultural background. As they saw others participating in their own experiential project, they overcame the reticence. In all cases, the students moved closer to the cultural dimensions of small power distance and weak uncertainty avoidance. Developments In Business Simulation & Experiential Exercises, Volume 20, 1993 38 An unexpected outcome from using experiential learning, as applied in this course, was the opportunity for the students to work and learn at their own pace, to a certain degree. It reduced the tension generated by a lockstep schedule for completing assignments, and some of the inter-student competition. Although a schedule does exists, and the classroom reporting requirements helped maintain student progress, the non-threatening nature of setting one’s own pace facilitated the cultural adjustment. One of the enlightening outcomes for students was the realization they were connecting theory with reality through the experiential project. They departed the course confident of their ability to repeat this on their own during a professional career. An unsolicited comment was, “I now know how to do my own research on commodity demand and price analysis.” Experiential learning is contrary to some of the cultural dimensions of higher education in both U.S. and foreign societies, but it serves as a useful method for adapting to the multi-cultural backgrounds of students in this graduate course. REFERENCES Adams, Maurianne (1992), "Cultural Inclusion in the American College Classroom." In L.L B. Border and N. V. N. Chism (Eds.), Teaching for Diversity, 5-17, San Francisco, CA: Jossey-Bass Publishers. Aigner, Jean S (1991), Advising and Teaching International Students: A Guide for Faculty, 6-7, Lincoln, NE: Office of International Affairs, University of Nebraska. Hofstede, Geert (1986), "Cultural Differences in Teaching and Learning,” International Journal of Intercultural Relations, 10: 301-320. Kilkenney, Maureen (1992), "Teaching Foreign Graduate Students.” Paper presented at the American Agricultural Economics Association Teaching Workshop, Baltimore, MD. Table of Contents Volume 20, 1993 Dominant Personality Types and Total Enterprise Simulation Performance Shelf Wars: A Grocery Channel Simulation Shared Cultural Perspectives: An Experiential Exercise Utilizing International Students to Globalize the Classroom An Instrument for Investigating the Effectiveness of Teaching Methods in the Business Policy and Strategy Formulation Course Providing Better Trained Graduates for Accounting Employers The Ambition Gradient Approach to Evaluation of Computer Simulation Game Team Performance Alphatec: A Negotiation Exercise with Logrolling and Bridging Potential Using the Ideafisher Idea Generation System as a Decision Support System in Marketing Strategy Courses A Dynamic Market Share Allocation Model For Computerized Business Simulations Multi-Cultural Adaptability Using Experiential Learning in a Graduate Course Development of Experiential Applications in HRM: Practicing What Preach and Preaching for Practice Linking Students and Business Leaders Through Portfolios Debriefing International Experiential Learning Exercises: Road Signs for Effectiveness Sales Manager: A Simulation Modeling Interactive Effects in Mathematical Functions for Business Simulations: A Critique of Goosen's Interpolation Reducing the Complexity of Interactive Variable Modeling in Business Simulations Through Interpolation Antecedent Biases of Experiential Learners: Trainee Occupation and Subgroup Diversity Pax in Terra Sancta: Simulating the Middle East Peace Negotiations A Multiple Regression Case In Experiential Learning Changes in Ethnocentric/Geocentric Orientation by Business Students after Exposure to a One Summer Course in International Marketing's A Systematic Approach to the Development and Evaluation of Experiential Exercises Entrepreneurs Evaluate Experiential Education A Linear Programming Approach to Open System Total Enterprise Simulations Reflecting Leader Behavior from the Looking Glass, Inc. Simulation Linking Cognitive Styles, Teaching Methods, Educational Objectives and Assessment: A Decision Tree Approach Restructuring Management Education in Post-Communist Countries: How Western Experts Can Help Managerial and Cultural Pre-Conditions for Superior Performance in a Global Setting: An Experimental Study with the Aid of Business Games Multiple Industries in Computerized Business Gaming Simulations Content or Process? - Content and Process! Some Observations and Reflections About Management Education in Central Europe Out-of-Class Experiences to Promote Volunteerism Enacting the Linguistic Consciousness of the Modern Managerial Mind: Post-Modernism and Experiential Learning Intergrating Experiential Exercises into the College Curriculum: The Case of Internationalizing the Business Curriculum Simulation Marketing Oversights Incorporating Advertising Creative Strategy into Computer-Based Business Simulations The Dynamics of a Partnership Between Business and Education Collaborative Education Done Globally Experiential Systems Analysis CADPLAN: A Simulation for Comparative Advertising A Doctoral Symposium: Preparing Students for Conference Behavior Comparing the Simulation with the Case Approach: Again! Total Quality Management: A Model for Continuous Quality Improvement The Quality Audit: An Experiential Exercise for Business Students Extending the Reach of Simulations: DECIDE Heads for the Inner City Lessons Learned from a Customized Management Development Simulation The Foreign Exchange Spot Trading Simulation Using Lotus 1-2-3 to complete a Triple Play in a Simulated Competition International Business Education: Is Enough Being Done? Matching of Student-Teacher Cognitive Style as a Factor in Student Success in an Introduction to Information Systems Course Breathing (More) Life into the Case Approach Lord of the Flies: A Live Case Approach to Leadership Cooperative Case Studies: Experiential Tools for Teaching Business Problem Solving Tools Strategy Simulations in Context: An Evaluation of Key Dimensions The Distribution Channel Game Evaluation of a Simulation Game as an Education Tool for Utility Professionals The Relationship Between Total Enterprise Simulation Performance and Learning Total Quality Management does not Happen by Magic, but it can be Taught Using a Pedagogical Methodology that Utilizes Magic Effectively Preparing Students for Careers in a Global Environment by Integrating Total Quality Management Thoughout the Business Curriculum An Empirical Investigation of Cognitive and Performance Consistency in a Marketing Simulation Game Environment Using MARSGAP with LAPTOP: (A Marketing Simulation Game Analysis Program) with LAPTOP: A Marketing Simulation Adapting TQM Implementation to Organizational Level An MBA Business Simulation: Executive Interaction Experiential Exercises and Pedagogy Track Workshop: Experiencing Cultural Diversity in the Classroom (and the Hotel Meeting Room) Closing the Gap between Corporate and National Culture The Dynamic Manufacturing Company The Use of Experiential Techniques in Corporate Training The State of Simulation Gaming in Easter European Countries- Principally Russia An Experiential Exercise in Cross-Cultural Training Valuing Differences: A Conceptual Framework Demonstration of an Experiential Exercise Effectively Using Experiential Learning to Impart TQM Concepts in a High Technology Environment The Older Worker Questionnaire: An Exercise Concerning Older Worker Stereotypes and Behaviors The Crime Fighting Task Force: An Exercise in Organizational Politics Welcome to the Party! An Expression of Vocational Preference Experiential Exercise for Imparting Cross-Cultural Appreciation Six Swift Simulations on Globalization Overview of BASF Delegate Program