Cross-Cultural Teaching and Learning for Home and International Students by Ryan Janette;

Author:Ryan, Janette;
Language: eng
Format: epub
ISBN: 1047012
Publisher: Taylor & Francis Group

Methodology

The survey was sent to over 2,000 recipients from five stakeholder groups – students, tutors, faculty academic staff, faculty support staff involved in the production and presentation of the MBA and employers/sponsors. Questions were largely identical across all stakeholder groups, rephrased as appropriate, with the aim of obtaining comparable data for analysis. They sought to identify reasons that students would register for an MBA; the challenges that managers face; the knowledge, skills and values which managers need to face these challenges; the advantages and disadvantages of working in multicultural and international groups and the challenges in working in such groups. Each group was also requested to list topics they felt should be included in an MBA and their perceptions regarding the meaning of an ‘international’ degree.

The student survey was tested on a small pilot group. It was then sent to all students registered within a single year across both Stage 1 MBA modules (direct graduate route and non-graduate entry route) and for both face-to-face and online tuition versions. Tutor, faculty and administrator contact details of those involved with these modules were provided by the business school. Employers were selected as those having sponsored students on the modules for whom clear contact details were available.

The surveys were sent via a URL link in an explanatory email invitation to all stakeholder groups between 13 and 20 September 2010. Two weeks later, a reminder was sent to those who had not responded, or who had started and not yet completed the survey. The survey was live for four weeks.

The surveys attracted the response rates shown in Table 10.1.

The researchers undertook a thematic analysis, as described by Braun and Clark (2006). After studying the responses, we agreed what might constitute a theme and whether to focus on a rich description of the data set, or a detailed account of any one particular aspect. In choosing between semantic or latent meanings, we opted for semantic meanings as described by Braun and Clark (2006), identifying themes within the text at face value: that is, we did not attempt to interpret further the possible meanings of the entries. We followed Braun and Clark’s ‘guided process’ and became familiar with the data before generating initial codes. These were cross-checked between the three researchers and agreement sought, before being used to generate themes. Themes were subsequently cross-checked between the researchers, and consensus sought on the scope of each.

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