Abstract
Using a constructivist epistemology, this paper explores the cross-cultural learning experiences of exchange students from Hochschule Düsseldorf University of Applied Sciences in Germany and the University for Development Studies in Ghana. The findings reveal differences in the students’ commitment to agreements, tasks and time; while the German students have a high commitment to time awareness -- reporting to lectures and other meetings on time -- their Ghanaian counterparts do not. We suggest that universities preparing students for educational exchange programs should actively embark on cross-cultural education and training, providing adequate information on the context and culture of the host country, targeting all stakeholders before, during and after the exchange program. This will enhance effective intercultural relations and social interaction, and minimize culture shock.
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