Teaching Practices in a Global Learning Environment by Hanne Tange

Author:Hanne Tange [Tange, Hanne]
Language: eng
Format: epub
ISBN: 9781138225961
Barnesnoble:
Publisher: Taylor & Francis
Published: 2020-10-16T00:00:00+00:00

A second theme is asymmetries arising in relation to students’ socio-cultural knowledge and background. When prompted about Chinese students’ ability to access Western Accountancy models, a lecturer admits that these frameworks are not applicable to the situation of Chinese firms, which places Asian learners in a disadvantageous position compared to their European peers. A similar observation has been made by Zhou et al. (2005), who demonstrate through qualitative research how learners may be silenced in Canadian higher education because of lecturers’ tendency to depend on themes needing insider knowledge of Canadian culture and society.

The third theme foregrounds a key challenge in MA education, which is frequently designed as interdisciplinary, taking broad themes such as International Business, Global Communications, and European Studies instead of disciplinary specialisations such as Political Science, Law, and Medicine. Land (2014, 180) characterises interdisciplinarity as a ‘venturing into strange places’, claiming that this makes knowledge unclear, uncertain, and unpredictable. Several respondents working in interdisciplinary programmes confirm Land’s observation, including this associate professor (Biology), who here reflects on the pedagogic challenges related to the teaching of Natural Science methods to a class composed of Social Science and Humanities graduates:

I had difficulties working out if they – if I hit the right level, right? Also because from the beginning we had just set the academic level far too high. Even if we did know that they were not from Biology, so we could probably not assume a great deal. But even then – that surprised me quite a bit. For I had taught 3rd semester for some years, after all, and … we lowered the level even further. (DA)

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