Adapting American-Based Management and Business Communication Courses to the Asian and Middle Eastern Environments

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)31A_Invited conference paper (refereed items)peer-review

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Detail(s)

Original languageEnglish
Publication statusPublished - 16 Sep 2017

Conference

Title4th Japan Association for Language Teaching CUE ESP Symposium 2017
LocationKeio University
PlaceJapan
CityYokohama
Period16 September 2017

Abstract

Western professors draw on theory and teaching material that were developed largely from observing US business practice in designing and delivering management, organizational behavior, and business communication courses to American business school students. These US delivered courses that are imbedded in the language (English), culture (individualistic), and content (geography, legal system, infrastructure) of the United States need to be adapted to fit the Asian or Middle Eastern classrooms in order to account for non- native English speaking students, collectivistic cultures, and contexts that are vastly different from the United States. To collect data, I identified and obtained the cooperation of ten expert Western professors who have taught in Hong Kong, Japan, Mainland China, India, United Arab Emirates, Egypt, and Singapore. The data for the presentation were gathered through a triangulation method including objectifying interviewing and the written responses to open-ended questions.

In this presentation, I first outline why Western professors need to adjust when teaching in Asia or the Middle East. I then describe and compare the adjustments in seven Asian and Middle Eastern countries. Areas of adaptation included course materials, in-class and out of class interaction with students and administrators, and personal adjustments. I conclude by filtering out universal adjustments that apply to all teaching situations and specific adjustment factors that apply in different countries, in short- term and long- term teaching assignments, and by course type. I also discuss how environmental factors influenced personal adjustment.

The findings of the study demonstrate that the instructional material and teaching style used in the United States could serve as the framework for Asian and middle east teaching but that adaptations needed to be made for language, culture, and context differences in and among Asian and middle eastern countries. The English competency of the students determine the quantity of teaching material that could be presented and language, culture, and context the overall nature of the adaptations.

Bibliographic Note

Bertha Du-Babcock is Associate Head and Associate Professor in the Department of English at City University of Hong Kong. She is a member of the Executive Committee for the Association for Business Communication. She served as President (October 2015 - December 2016), as a member of the Board of Directors-At-Large (2007 – 2009), and as the Vice President for the Asia and the Pacific Region (2009 – 2014). She was distinguished as Fellow of the Association (2016), and received the Distinguished Member (2010), the Kitty O Locker Outstanding Researcher (2008), the Meada Gibbs Outstanding Teaching Award (2004), and the Outstanding Article Award (2007 and 2001). She co-edited a special issue for the Journal of Business and Technical Communication, and is a co-author of the Asian Edition of Essentials of Business Communication.

Citation Format(s)

Adapting American-Based Management and Business Communication Courses to the Asian and Middle Eastern Environments. / Du-Babcock, Bertha.

2017. 4th Japan Association for Language Teaching CUE ESP Symposium 2017, Yokohama, Japan.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)31A_Invited conference paper (refereed items)peer-review