Overview

The rise in international student numbers means that teachers face unique challenges arising from language and cultural differences in understanding.Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods. This book is an essential resource for teachers and lecturers looking to provide the best possible teaching experience for their students, but who may be unsure how to address the issues raised by the rise in ethnic diversity. It will also be of great interest to student teachers at both undergraduate and postgraduate levels.

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9781847200556

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Reviews

'One of the great challenges for teachers in many tertiary institutions is to effectively understand the complex multicultural classroom, both as a consequence of increasing international student mobility and as a result of the raised cultural diversity of domestic populations. Even more importantly is the need to devise practical and effective strategies that aid learning in growing international contexts. Carol Dalglish and Peter Evans, in Teaching in the Global Business Classroom, provide both and have written an excellent and invaluable guide that will help to avoid the mono-culturalism and Anglo-Americanism of many current approaches and which act as barriers both to more effective learning and enhanced performance in the global business environment.'- Roger King, Open University and formerly of University of Lincoln, UK'Dalglish and Evans' text Teaching in the Global Business Classroom draws our attention to the possibilities of enriching the experience of global business classroom for all parties. The contributors of the volume achieve this ambitious aim by delivering a highly accessible text, which offers a useful guide for teachers of global business classrooms. I certainly would like to have read this book in my early years of teaching as the volume provides a much needed injection of accessibility and evidence based recommendations and practical suggestions to a literature which so far remained anaemic in these regards.'- Mustafa A-zbilgin, University of East Anglia, UK

Author Information

Carol Dalglish, Associate Professor, School of Management, Queensland University of Technology, Australia and Peter Evans, Principal, Leadership Education Australia

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