Paper cultural country profiles Thomas Richter

Institut für Informatik und Wirtschaftsinformatik (ICB)

Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in

Higher Education

Thomas Richter & Heimo H. Adelsberger

Pictures: University of Duisburg-Essen

Picture right: Winding- tower, Essen


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ERP Course and Course Design

n  Course n  120 students (Bachelor IS) n  introductory study period

n  Course Design: Blended Learning n  introduction n  4 presentation sessions (through students) n  closing session with feedback exchange

n  Students’ Tasks: n  work in large “randomly” formed groups:

n do literature research on given ERP topic (group) n write a scientific-like paper in English language n present results to other students (per group in English) n write a self-reflection on their experiences (individually) n examination


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Course Design: Traditional vs. Constructivist

Traditional (since 1980s): •  frontal teaching (behaviourist

design) •  lecturing ERP contents •  low attendance in lecture What remains: Impressions •  of relevant ERP contents and

their relationships

Constructivist: •  moderated but student-

centered •  students teach students •  group work and presentation What remains: Competences

•  literature research •  English language skill •  presentation experiences •  scientific writing skills •  group organisation •  conflict solving strategies •  cultural awareness •  … and impressions of

relevant ERP contents and their relationships


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Course Schedule

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Course Outcomes: Traditional vs. Constructivist

Traditional: •  high failure-rate in exam (above

50 %)

What remains: Impressions •  of relevant ERP contents and

their relationships

Constructivist: •  low failure-rate in exam (below 5 %) What remains: Competences

•  literature research •  English language skill •  presentation experiences •  scientific writing skills •  group organisation •  conflict solving strategies •  cultural awareness •  … and impressions of

relevant ERP contents and their relationships

Occurred Conflicts: •  language issues •  missed (internal) deadlines •  group building process


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Learning Culture

n  international survey on learners’ perceptions of and attitudes in higher education

n  since 2008, ongoing n  questionnaire-based (Likert); questionnaire in national

language (initially, German, English, Korean versions) n  representative study results available from

n  2010 Germany (1817, 3 universities, online), n  2011 South Korea (286, 39 universities, paper), and n  2013 Ghana (352, 1 university, paper)

n  “test” studies in (questionnaire translated through students) n  2012 Bulgaria (30) n  2012 Cameroon (French, 30 & British, 30) n  2012/13 Turkey (40) n  2012/13 Ukraine (53)

n  questionnaire further available in Greek, Portuguese, Japanese, & Chinese

n  d


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Learning Culture: Issues

•  the role of professor and tutor •  tasks and responsibilities of professor and tutor •  provision of feedback •  motivation •  group work related issues •  group building process •  time management •  experiences with group work and learning

contexts •  gender-specific issues


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Results LC: Time Management


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Results LC: Group Building Process


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Conclusions

n  no particular cultural patterns regarding time management were found (neither in practice nor in LC)

n  member choices in group building from German and Turkish students strongly focused on priory existing networks (conflicts regarding the centralized group building)

n  LC actually confirmed that there is a cultural biasing regarding the choice of group members.

à  The occurred conflict situation amongst the German and the Turkish students could have been predicted (and considered regarding lowering level of impact) if the data would have been available in time.

à  LC data appear to be confirmed in practice and practically applicable


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Thank you for your attention!

Any open questions? Contact: [email protected]