How Relevant Is Cultural Dimensions Theory? An Empirical Study of Sri Lankan Undergraduate Business and Management Students

Autor/in	Stoten, David William
Titel	How Relevant Is Cultural Dimensions Theory? An Empirical Study of Sri Lankan Undergraduate Business and Management Students
Quelle	In: Higher Education for the Future, 9 (2022) 2, S.132-149 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoten, David William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/23476311211052117
Schlagwörter	Undergraduate Students; Management Development; Business Administration Education; Classification; Foreign Countries; Cultural Differences; Study Habits; Teaching Methods; Learning Processes; Asian Culture; Western Civilization; Student Centered Learning; Generalization; Comparative Education; Cultural Influences; Stereotypes; Collectivism; Individualism; Sri Lanka + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Ausland; Kultureller Unterschied; Study behavior; Study behaviour; Studienverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vergleichende Erziehungswissenschaft; Cultural influence; Kultureinfluss; Klischee; Individualismus; Ceylon
Abstract	Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. 'Asian' practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students? The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01