Publication Type
Journal Article
Version
acceptedVersion
Publication Date
3-2012
Abstract
In the field of higher education, it has often been claimed that in culturally-diverse classes high levels of cross-cultural competence will result in better teaching performance among faculty. Unfortunately, to date this relationship has not been tested empirically. In this study, we examine the nature of this relationship using course-related survey data from faculty members (N = 46) teaching management-related courses to master's students (N = 1,219) in four EU countries (Belgium, France, Germany, and The Netherlands). Results demonstrate that cross-cultural competence (in particular showing a high degree of cultural empathy and being open-minded) is an important asset for faculty members whenever the educational program relies on (frequent) interactions between faculty members and students.
Discipline
Educational Assessment, Evaluation, and Research | Higher Education | Multicultural Psychology | Organizational Behavior and Theory
Research Areas
Organisational Behaviour and Human Resources
Publication
Journal of Higher Education
Volume
83
Issue
2
First Page
217
Last Page
249
ISSN
0022-1546
Identifier
10.1080/00221546.2012.11777240
Publisher
Ohio State University Press
Citation
DE BEUCKELAER, Alain; LIEVENS, Filip; and BUCKER, Joost.
The role of faculty members' cross-cultural competencies in their perceived teaching quality: Evidence from culturally-diverse classes in four European countries. (2012). Journal of Higher Education. 83, (2), 217-249.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/5566
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/00221546.2012.11777240
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Multicultural Psychology Commons, Organizational Behavior and Theory Commons