Abstract
This study analyses interviews with Spanish students and American and British faculty in an MBA program in Spain. Predictions about cultural differences were derived from Hofstede's (1980a) study of cultural values. Cultural differences were expected primarily on dimensions of uncertainty avoidance and masculinity‐femininity. Different processes of acculturation were expected for students and for faculty, and the language of instruction (English) was expected to place an additional burden on students. Interviews showed the utility of Hofstede's concepts for understanding classroom interaction, especially pertaining to aspects of the masculinity‐femininity dimension and to the role of language. Relatively few differences were associated with the dimension of uncertainly avoidance. Also, acculturation appeared to proceed only through the early stages of cultural adaptation for students and for faculty. The discussion leads to recommendations for both longitudinal and comparative studies for understanding the role of culture in education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Journal of Organizational Analysis
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
