The Role of Faculty Members' Cross-Cultural Competencies in Their Perceived Teaching Quality: Evidence from Culturally-Diverse Classes in Four European CountriesIn 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.
Organizational Behavior and Theory | Social and Behavioral Sciences
Organisational Behaviour and Human Resources
Journal of Higher Education
Ohio State University Press
DE BEUCKELAER, A; LIEVENS, Filip Rene O; and BUCKER, J.
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. Research Collection Lee Kong Chian School Of Business.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/5566
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.