| Título: | Teaching across Cultures: Canada and Qatar |
| Autores: |
Prowse, Jacqueline; University of Victoria Goddard, J. Tim; University of Prince Edward Island |
| Fecha: | 2010-05-24 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | 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 modifi ed 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 Dimmock et de Walker (2005). L’analyse repose sur six dimensions culturelles : i) l’orientation temporelle monochronique/polychronique, ii) la distanciation par rapport au pouvoir, iii) l’échelle d’individualisme/de collectivisme, iv) l’évitement de l’incertitude, v) l’échelle de génération/ de reproduction, et vi) l’échelle d’agression/de considération.Après avoir traité des facteurs pouvant contribuer aux traits culturels observés pour chacune des dimensions, les auteurs concluent en examinant l’effi cacité général du cadre, et présentent des recommandations pour la pratique et les recherches futures. |
| Idioma: | Inglés |
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