Gaming across cultures: experimenting with alternate pedagogies
- Pillay, Soma, James, Reynold
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
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- Reviewed:
- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
- Full Text:
- Reviewed:
- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
Examining intercultural competency through social exchange theory
- Pillay, Soma, James, Reynold
- Authors: Pillay, Soma , James, Reynold
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Teaching and Learning in Higher Education Vol. 27, no. 3 (2015), p. 320-329
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- Description: Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
- Authors: Pillay, Soma , James, Reynold
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Teaching and Learning in Higher Education Vol. 27, no. 3 (2015), p. 320-329
- Full Text:
- Reviewed:
- Description: Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
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