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ENHANCING THE UNIVERSITY STUDENT CROSS-CULTURAL EXPERIENCE PhDr. Dominika KOVÁŘOVÁ, Ph.D., MBA Department of Romance Languages.

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Presentation on theme: "ENHANCING THE UNIVERSITY STUDENT CROSS-CULTURAL EXPERIENCE PhDr. Dominika KOVÁŘOVÁ, Ph.D., MBA Department of Romance Languages."— Presentation transcript:

1 ENHANCING THE UNIVERSITY STUDENT CROSS-CULTURAL EXPERIENCE PhDr. Dominika KOVÁŘOVÁ, Ph.D., MBA Department of Romance Languages Faculty of International Relations University of Economics

2 CONTENTS Prague and University of Economics Theoretical Framework Teaching Methods Project Presentation Conclusion

3 THE CZECH REPUBLIC Capital: Prague Official language: Czech Area: km 2 Population: 10,5 million President: Miloš Zeman

4 PRAGUE Population: 1,8 million

5 UNIVERSITY OF ECONOMICS The biggest public economics univerzity in the CR Bachelor´s, master´s and doctoral study programs Six faculties: –Faculty of Finance and Accounting –Faculty of International Relations –Faculty of Business Administration –Faculty of Informatics and Statistics –Faculty of Economics –Faculty of Management

6 UNIVERSITY OF ECONOMICS students Highly competitive entrance „ECTS Label“ and „DS Label“ Ranked by the Finantial Times annually Eduniversal awards 200 partner universities 700 outgoing students/year CEMS – The Global Alliance in Management Education PIM – Partnership in International Management

7 FACULTY OF INTERNATIONAL RELATIONS Founded in 1991 Branches: –International Trade –Tourism –Business and Law –International Politics and Diplomacy –European Integration and Political Sciences

8 FACULTY OF INTERNATIONAL RELATIONS 170 pedagogues students EPAS accreditation (European Foundation of Management Development

9 DEPARTMENT OF ROMANCE LANGUAGES 20 pedagogues; 3 native speakers 4 foreign languages: –French –Spanish –Italian –Portuguese Cca 1800 students/semester Courses A0-C2 Certificates Paris/Madrid Chamber of Commerce (business language)

10 DEPARTMENT OF ROMANCE LANGUAGES Economics French/Spanish/Italian – 4 semesters (B1-C1) Business French/Spanish/Italian – 2 semesters (C1) LSP – Language for Specific Purposes –Business, Economics topics (Banking, Money, European Union, International Trade, Macro/Micro Economics etc.) CLIL – Content and Language Integrated Learning –Any dual focused type of provision in which a second language, foreign or other, is used for the teaching and learning of a non- language subject matter, with language and content having a joined and mutually beneficial role (Marsh 2002)

11 TERMINOLOGY Foreign language = native language + 1 st foreign language, 2 nd, 3 rd,… Language = L1 (native language), L2 (1 st foreign language), L3, L4 Our students: –L1 = Czech (Slovak, Russian,..) –L2 = English –L3 = French, Spanish, Italian (German, Russian) –L4 = French, Spanish, Italian, Portuguese (German, Russian, Chinese, Swedish etc)

12 CULTURE ICEBERG concept – surface, shallow, deep culture Business context – negotiation strategies, organizational styles, key negotiating pointers, nonverbal communication, stereotypes … (Hofstede, Trompenaars, Hampden-Turner, …)

13 CROSS-CULTURAL AWARENESS new interdisciplinary discipline –cross-cultural capability –cross-cultural skills –cross-cultural competence –cross-cultural awareness –inter-cultural studies –intercultural communication –intercultural effectiveness –intercultural awareness –intercultural communicative competence

14 CROSS-CULTURAL AWARENESS “language learning should lead to insight and increased understanding of the society and culture of speakers of other languages, but also of learners´ own society and culture and the relationship between the two, a cognitive learning process (…) Language learning should lead to positive attitudes towards speakers of other languages, an affective change.” Byram and Fleming (1998),

15 LANGUAGE STUDY x LANGUAGE AND CULTURE STUDY L1/C1 L2 L3 L4 L1/C1 L2/C2 L3/C3 L4/C4 L = language C= culture

16 METHODS ENHANCING CROSS-CULTURAL AWARENESS Study abroad Role-plays Simulations Case study Native lecturers / businesspersons Our Project

17 STUDY ABROAD + Linguistic change Cultural change Personal change - Not accessible for all students Expensive Time taking

18 ROLE-PLAYS and SIMULATIONS + Linguistic change Knowledge application Presentation skills Negociation skills Independent work Team work Accessible for all students - Cross-cultural interaction

19 CASE STUDY + Knowledge application Linguistic change L3/C3 context Accessible for all students - Cross-cultural interaction

20 NATIVE LECTURERS / BUSINESSPERSONS + L3/C3 context Accessible for all students - Time limited Insufficient interaction

21 OUR PROJECT „Intercultural Dimensions of Organizational Culture in MNCs – Comparative Study in Romance Cultures“ 2 years project 20 students (master´s program) 4 pedagogues (French, Spanish, Italian) Quantitative and qualitative research project

22 OUR PROJECT - HYPOTHESES Cultural differences and cultural stereotypes enter into business relationships, influence and directly affect management and corporate communication. Perception of these differences is rather intuitive, but there are procedures to effectively enhance intercultural communication and awareness. There is a link between the cultural characteristics of a nation and the style of management. Cultural paradigms enter into the organizational structure of the company and affect the manner and style of management, depending on where the company is located. Romance cultures (French, Spanish, Italian) are specific and differ from the Czech culture. Cultures that meet within an organisation create a new culture with patterns of both (more) cultures.

23 OUR PROJECT - QUESTIONS What are the specific features of negotiation and persuasion in negotiation meetings of each studied culture, what are the differences between the Romance cultures and a Czech speaker (e.g., the relationship to authority, time, emotions, individualism, collectivism, nonverbal communication,...)? Which forms of intercultural communication training organizations offer to their employees (courses, seminars, trainings, intercultural coaching, counselling etc.)? What are the most important differences between the Czech mentality and the mentality of given Romance culture (negotiation behaviour, stereotypes, customs, rituals etc.)? What are the roles of the Czech and Romance languages in the Romance MNCs in the CR?

24 OUR PROJECT - METHODOLOGY Theoretical part = excerpts, synthesis and analysis of the theoretical data (Czech and French/Spanish/Italian/English bibliography) Quantitative research = questionnaire survey –80 items questionnaire = basic rules for questionnaire item construction; different question types – dichotomous, nominal- polytomous, ordinal-polytomous, continuous etc. –predefined organizations in the Czech Republic and abroad; Qualitative research – interview –aims to gather an in-depth understanding of business behaviour, and the reasons that govern such behavior. –MNC´s and other Romance organizations in the Czech Republic and abroad (Erasmus)

25 BENEFITS FOR STUDENTS Direct contact with target culture (C3) Theoretical knowledge acquirement Research methods Language competences –Lexical, gramatical, pragmatic and intercultural Professional communication within the business environment, especially in international companies Direct contact with practice, practical application Independent work; team work

26 STUDY IN OWN COUNTRY x STUDY ABROAD L1/C1 L2/C2 L1/C1 L2/C2 L = language C= culture

27 TAXONOMY

28 STUDY ABROAD

29 STUDY IN L1 COUNTRY

30 OUR PROJECT

31 CONCLUSION „If the mountain will not come to Muhammad, then Muhammad must go to the mountain“ „If the student will not come to L3/C3, then L3/C3 must go to the student (with teachers´ contribution)“

32 THANK YOU FOR YOUR ATTENTION! MERCI POUR VOTRE ATTENTION! DĚKUJI ZA VAŠI POZORNOST!


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