Teaching across Cultures: Canada and Qatar
Findings from a comparative case study conducted in Canada and Qatar are presented in this article. The study examined the cultural context of a transnational post-secondary program offered by the Faculty of Business at a Canadian college, with campuses located in both St. John’s and Doha. The instr...
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Canadian Society for the Study of Higher Education
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ftjcjhe:oai:test-cjhe.sfulib7.publicknowledgeproject.org:article/1568 2024-06-23T07:57:09+00:00 Teaching across Cultures: Canada and Qatar Prowse, Jacqueline Goddard, J. Tim 2010-04-30 application/pdf https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568 https://doi.org/10.47678/cjhe.v40i1.1568 eng eng Canadian Society for the Study of Higher Education https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568/1608 https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568 doi:10.47678/cjhe.v40i1.1568 Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur; Vol. 40 No. 1 (2010); 31-52 La Revue canadienne d'enseignement supérieur; Vol. 40 No. 1 (2010); 31-52 2293-6602 0316-1218 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2010 ftjcjhe https://doi.org/10.47678/cjhe.v40i1.1568 2024-06-11T03:02:42Z Findings from a comparative case study conducted in Canada and Qatar are presented in this article. The study examined the cultural context of a transnational post-secondary program offered by the Faculty of Business at a Canadian college, with campuses located in both St. John’s and Doha. The instructors’ perceptions of their students’ cultures are examined, and the resulting teaching strategies that appear to represent successful pedagogical adaptations to cultural context are discussed. The data are examined through the lens of a cultural dimensions framework developed for this case study. Drawing primarily on Hofstede (1980, 2001), the framework was modified with additions from Hall (2003) and Dimmock and Walker (2005). The analysis is built on six cultural dimensions: monochronic/polychronic time orientation; power distance; individualism/collectivism; uncertainty avoidance; generative/replicative; and aggression/consideration. Possible factors contributing to the reported cultural traits within each dimension are discussed; in addition, the overall effectiveness of the framework is reviewed and recommendations for future practice and research are offered. Cette communication présente les conclusions d’une étude de cas comparative menée au Qatar et au Canada. Dans l’étude, les auteurs examinent le contexte culturel d’un programme d’enseignement transnational et postsecondaire offert par la Faculté d’Administration d’un collège canadien ayant un campus à St-Jean à Terre-Neuve, et un autre à Doha. Aussi examinent-ils les perceptions des enseignants vis-à-vis la culture des étudiants. Par la suite, Prowse et Goddard traitent des stratégies d’enseignement résultant de ces perceptions et représentant possiblement une adaptation pédagogique réussie au contexte culturel. Les données sont étudiées par l’intermédiaire d’un cadre de dimensions culturelles conçu pour cette étude. Basé essentiellement sur le travail de Hofstede (1980, 2001), le cadre fut modifi é en incorporant le travail de Hall (2003) ainsi que de ... Article in Journal/Newspaper Terre-Neuve Canadian Journal of Higher Education Canada Canadian Journal of Higher Education 40 1 31 52 |
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Canadian Journal of Higher Education |
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ftjcjhe |
language |
English |
description |
Findings from a comparative case study conducted in Canada and Qatar are presented in this article. The study examined the cultural context of a transnational post-secondary program offered by the Faculty of Business at a Canadian college, with campuses located in both St. John’s and Doha. The instructors’ perceptions of their students’ cultures are examined, and the resulting teaching strategies that appear to represent successful pedagogical adaptations to cultural context are discussed. The data are examined through the lens of a cultural dimensions framework developed for this case study. Drawing primarily on Hofstede (1980, 2001), the framework was modified with additions from Hall (2003) and Dimmock and Walker (2005). The analysis is built on six cultural dimensions: monochronic/polychronic time orientation; power distance; individualism/collectivism; uncertainty avoidance; generative/replicative; and aggression/consideration. Possible factors contributing to the reported cultural traits within each dimension are discussed; in addition, the overall effectiveness of the framework is reviewed and recommendations for future practice and research are offered. Cette communication présente les conclusions d’une étude de cas comparative menée au Qatar et au Canada. Dans l’étude, les auteurs examinent le contexte culturel d’un programme d’enseignement transnational et postsecondaire offert par la Faculté d’Administration d’un collège canadien ayant un campus à St-Jean à Terre-Neuve, et un autre à Doha. Aussi examinent-ils les perceptions des enseignants vis-à-vis la culture des étudiants. Par la suite, Prowse et Goddard traitent des stratégies d’enseignement résultant de ces perceptions et représentant possiblement une adaptation pédagogique réussie au contexte culturel. Les données sont étudiées par l’intermédiaire d’un cadre de dimensions culturelles conçu pour cette étude. Basé essentiellement sur le travail de Hofstede (1980, 2001), le cadre fut modifi é en incorporant le travail de Hall (2003) ainsi que de ... |
format |
Article in Journal/Newspaper |
author |
Prowse, Jacqueline Goddard, J. Tim |
spellingShingle |
Prowse, Jacqueline Goddard, J. Tim Teaching across Cultures: Canada and Qatar |
author_facet |
Prowse, Jacqueline Goddard, J. Tim |
author_sort |
Prowse, Jacqueline |
title |
Teaching across Cultures: Canada and Qatar |
title_short |
Teaching across Cultures: Canada and Qatar |
title_full |
Teaching across Cultures: Canada and Qatar |
title_fullStr |
Teaching across Cultures: Canada and Qatar |
title_full_unstemmed |
Teaching across Cultures: Canada and Qatar |
title_sort |
teaching across cultures: canada and qatar |
publisher |
Canadian Society for the Study of Higher Education |
publishDate |
2010 |
url |
https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568 https://doi.org/10.47678/cjhe.v40i1.1568 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
Terre-Neuve |
genre_facet |
Terre-Neuve |
op_source |
Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur; Vol. 40 No. 1 (2010); 31-52 La Revue canadienne d'enseignement supérieur; Vol. 40 No. 1 (2010); 31-52 2293-6602 0316-1218 |
op_relation |
https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568/1608 https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/1568 doi:10.47678/cjhe.v40i1.1568 |
op_doi |
https://doi.org/10.47678/cjhe.v40i1.1568 |
container_title |
Canadian Journal of Higher Education |
container_volume |
40 |
container_issue |
1 |
container_start_page |
31 |
op_container_end_page |
52 |
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1802650638612430848 |