Integrating Experiential Learning in the Teaching of Cross- Cultural Communication

Conceptualisation In CCCN the Learning Cycle (Kolb, 1984) begins with the abstract conceptualisation phase. It is in this teacher-centred phase (Kolb, 1984) that students are introduced to new information about cultures, conceptualizing ideas, theories and examples which aid in the student’s cognitive learning process. This information incorporates both culture general and culture specific information. Gudykunst and Hammer (1983) argued that the culture-general information enables students to be prepared for dealing with a broader cross section of people from a range of cultures. The approach considers a range of general cultural characteristics in order to study difference. For example culture-general information involves among other topics the study of patterns of communication among cultures based on the concepts of context, time and space (Hall, 1959). The unit also includes the study of work by Hofstede (1980) and his seminal work on cultural dimensions explaining cultural differences on the basis of individualist/collectivist, power distance, uncertainty avoidance and masculinity /femininity orientations. Principles of negotiation, negotiation processes, forms of negotiation (collaborative and competitive) are taught, which help students understand the theoretical underpinnings of the experiential activity, a negotiation simulation exercise between an American and Chinese company that takes place the within the course. Culture-specific information helps students understand the socio-cultural and psycho-cultural behaviour of individuals in the country or culture they are studying (Milhouse, 1996). The benefit of this information is that understanding the culture-specific values of a country enables the student, cross-cultural traveler or sojourner to engage at a level that goes beyond the culture-general information. Culture-specific information helps provide an understanding of societal mores, professional situations, workplace behaviour, and government interaction. In preparing students for the experiential activity students are provided with culture specific information about China and the United States. Regarding China information includes an understanding of Confucianism, Taoism, interpersonal relationships and family, the concepts of guanxi and face and issues related to how the Chinese negotiate. Regarding the US the teaching incorporates a brief overview of American history, independence, the frontier ethos, American values and identity, the family and American workplace practices. Active Experimentation The information taught in the previous phase is used by the students to develop strategies and ideas about how they are going to approach the negotiation exercise. The new theoretical concepts, information and ideas introduced to students are clarified in class through an interactive process of asking questions and partaking in class discussions. This occurs among the students and instructor in an open discussion. In considering the information learned in the course about China and Chinese culture, a significant number of Chinese students in the class enables non-Chinese students to seek clarification from their colleagues, in trying to understand concepts and ideas raised in class. Among the Chinese students, discussion and ‘argument’ of concepts and ideas will take place as they reflect upon issues raised in the class in which they have practical experience but have rarely thought about from an academic theoretical perspective. For example, the notion of guanxi in Chinese culture loosely translates to connections (people you know in society that may help you in expediting matters of concern to you). Chinese students will