Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 4 [1998] 1 4 9 –1 5 3
© MCB Unive rs ity Pre s s [ISSN 0951-354X]
Pedagogical engineering in intercultural teams:
critical success factors
Daniel S. Evans
De partme nt o f Manage me nt and Strate gy, Gro up ESC Po itie rs , Franc e
Stéphanie Vergnaud
De partme nt o f Manage me nt and Strate gy, Gro up ESC Po itie rs , Franc e
Based on actual cases, this paper asserts the factors necessary for successful development and implementa-tion of educaimplementa-tional
programmes in intercultural teams. The fi ndings, based on the authors’ several years of experience in the fi eld, sug-gest that international course development is a resource-intense activity that must take into consideration the cultural differences and core compe-tencies of the institutions involved if the course develop-ment is to be successful
Presented at the 7th Annual SIETAR Europa Congress. The authors thank the participants of the various course development teams for their collabora-tion. In addition they wish to thank Viviane Bourdin, Director of International Affairs, for her vision and support of the academic programmes used in the analysis. All errors and omissions are the authors’.
Background
Sin ce it s in ce p t ion , t h e Gr ou p e E SC P oit ier s Gr a d u a t e Sch ool of M a n a gem en t in P oit ier s, F r a n ce h a s p u r su ed in t er n a t ion a l d evelop -m en t of it s gr a d u a t e ed u ca t ion a l p r ogr a -m -m e. As w it h s im ila r gr a d u a t e p r ogr a m m es in m a n a gem en t t h r ou gh ou t E u r op e t od ay, t h e p r ogr a m m e st a r t ed w it h t h e sim p le exch a n ge of p r ofes s or s a n d s t u d en t s. T h ese exch a n ges p r om ot ed a n d d evelop ed t h e m a n a ger ia l sk ills (fl exib ilit y, op en n ess, et c.) r eq u ir ed of gr a d u a t es. As t h e in t er n a t ion a l p r ogr a m m e d evelop ed , it w a s clea r t h a t sim p ly exch a n g-in g p r ofes s or s a n d s t u d en t s wou ld n o lon ger su ffice.
In r ecen t yea r s a p olicy of com m on -cou r s e d ou ble-d ip lom a d evelop m en t h a s b een fol-low ed . Cou r s es a r e join t ly d evelop ed a n d t a u gh t w it h p a r t n er in s t it u t ion s. St u d en t s w h o s u ccessfu lly fi n ish t h e p r ogr a m m e r eceive t h e s ch ool’s d e gr ee a s w ell a s t h e d e gr ee fr om t h e p a r t n er in s t it u t ion con cer n ed .
T h is em p h a sis on com m on cou r s e d evelop -m en t a n d t ea ch in g in t h e la st few yea r s h a s r esu lt ed in t h e follow in g p r oject s:
• t h e In t er n a t ion a l MBA: a fu ll-t im e M BA p r ogr a m m e join t ly d evelop ed w it h N en e Colle ge a n d Un iver s it y of Leicest er ; • IBISCUS: a E u r op ea n cou r s e in in for m a t ion
s y s t em s d evelop m en t join t ly d evelop ed b et w een t h e Gr ou p e a n d in st it u t ion s fr om t h e UK, It a ly, T h e N et h er la n d s, Den m a r k a n d Sp a in ;
• t h e MSc in In t er n a t ion a l Ma n a gem en t , join t ly d evelop ed w it h t h e Un iver s it é d e Sh er b r ook e in Ca n a d a ; a n d , m ost r ecen t ly, • Aven ir s At la n t iq u e, a join t p r ogr a m m e
b et w een t h e Gr ou p e a n d in st it u t ion s fr om Ca n a d a (F r en ch a n d E n glis h s p ea k in g), Sp a in , Sw ed en a n d Ger m a n y.
T h is a r t icle b r iefl y r ev iew s t h e elem en t s t h a t h ave b een cr it ica l for t h e su cces s of t h es e p r oject s. Sp ecifi ca lly, a t t en t ion is p la ced on cr it er ia n ecess a r y for s u cces s fu l join t p ed a -gogica l en gin eer in g in in t er cu lt u r a l t ea m s. T h e p ed a gogica l en gin eer in g p r ocess is d iv id ed in t o t h r ee cr it ica l p h a s es :
1 T h e d ecision a n d p la n n in g p h a se: a ct iv it ies t h a t m u st occu r b efor e a ct u a l en gin eer in g
ca n get u n d er w ay. T h ese u su a lly in volve in d iv id u a ls of eq u a l st a n d in g in t h e in st it u -t ion s in volved . In a d d i-t ion , -t h e in d iv id u a ls in volved a t t h is st a ge sh ou ld h ave t h e p ower t o m a k e d ecision s con cer n in g r esou r ce u t ilisa t ion .
2 T h e cou r se d evelop m en t p h a se: t h is p h a se is con cer n ed w it h t h e a ct u a l cou r se d evelop m en t p r ocess. Tea m s fr om t h e in st it u -t ion s in volved w ill b e r es p on sible for cr e-a t ion of t h e cou r se. As t h e t ee-a m w ill b e m u lt icu lt u r a l, m a n y of t h e cr it ica l su ccess fa ct or s w ill b e r ela t ed t o t h e m a n a gem en t of d iver sit y in h et er ogen eou s t ea m s. 3 T h e im p lem en t a t ion a n d follow -u p p h a se:
on ce t h e en gin eer in g h a s b een com p let ed , t h e t ea m w ill b e r esp on sible for t h e su c-ces sfu l im p lem en t a t ion of t h eir p r oject a s w ell a s a n y fu t u r e m od ifi ca t ion s.
The decision and planning phase
All d evelop m en t effor t s s t a r t w it h a n exp licit a gr eem en t st a t in g ea ch in st it u t ion ’s d esir e t o colla b or a t e in join t cou r se d evelop m en t . Alt h ou gh t h is st a ge m ay seem r a t h er clea r, t h er e a r e es sen t ia l cr it er ia t h a t m u st b e con -sid er ed in or d er t o gu a r a n t ee su ccess in la t er st a ges.
A partnership based on competencies A good in t er n a t ion a l p a r t n er sh ip sh ou ld n ot b e b a sed on t h e sh a r in g of a sset s t h a t cou ld b e ob t a in ed by eit h er in st it u t ion s in t h e sh or t r u n . T h u s, a ll p a r t n er sh ip s a r e b a sed on sy n -er gist ic p os sib ilit ies in com p et en cies a n d n ot on p h y sica l com p lem en t a r it ies.
The academic environment
Danie l S. Evans and Sté phanie Ve rgnaud Pe dago gic al e ngine e ring in inte rc ultural te ams: c ritic al suc c e ss fac to rs
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 4 [1 9 9 8 ] 1 4 9 –1 5 3
Similar stakeholder interests
E a ch p a r t y sh ou ld h ave sim ila r st a k eh old er in t er est s in t h e su ccessfu l join t d evelop m en t a n d im p lem en t a t ion of t h e p r ogr a m m e. In som e p r oject s, it m ay b e t h e ca se t h a t on e p a r t y h a s a n in t er est in p a r t ia l su ccess. A good exa m p le is for p r ogr a m m es t h a t d o n ot offer d ou ble or join t d e gr ees. E a ch in st it u t ion is on ly in t er est ed in t h e su ccess of t h eir com -p on en t of t h e -p r ogr a m m e. On ce -p ed a gogica l d evelop m en t is com p let e for t h e cou r se seq u en ce t h a t in t er est s t h ese p a r t n er s, t h eir p a r t icip a t ion w a n es. If a ll p a r t ies see t h e en d a s t h e fu ll cou r se d evelop m en t a n d im p lem en -t a -t ion , a ll p a r -t ies h ave a s-t a k e in -t h e en -t ir e p r ogr a m m e a n d n ot on ly su b com p on en t s, wh ich , con cer n in g su ccess, m ay or m ay n ot b e seen a s b ein g m u t u a lly exclu sive.
A n ot e of ca u t ion s h ou ld b e m a d e h er e a b ou t t h e r ela t ion sh ip b et w een t h ose n e got i-a t in g t h e p r ogr i-a m m e d evelop m en t i-a n d t h ose d oin g t h e wor k . In or ga n isa t ion s w h er e d eci-s ion eci-s a r e m a d e in a eci-st r ict h ier a r ch ica l eci-st r u ct u r e, ct h e in d iv id u a ls d oin g ct h e a cct u a l d evelop -m en t -m ay n ot h ave t h e s a -m e in t er es t in s u c-ces s a s t h os e t h a t p u t t h e p r oject in t o p la ce. To avoid t h is it is h igh ly r ecom m en d ed t h a t t h e in d iv id u a ls t h a t w ill b e d evelop in g t h e cou r s e b e in volved w it h t h e in it ia l “n e got ia t -in g” s t a ge a s ea r ly a s p os sible.
Organised planning
A w ell d es ign ed p la n n in g of a ct iv it ies s h ou ld b e p u t in t o p la ce a n d a gr eed by a ll. As in t er -n a t io-n a l i-n s t it u t io-n s oft e-n op er a t e u -n d er d iffer en t a ca d em ic ca len d a r s, it is q u it e im p or t a n t for ea ch p a r t n er t o in d ica t e t h e p er iod s of “d ow n -t im e”. N u m er ou s t ech n iq u es exis t for p r oject m a n a gem en t . Ou r exp er ien ce su gges t s t h a t a sim p le Ga n t t ch a r t w it h m eet in g d a t es, d ea d lin es, in d iv id u a l r esp on sib ilit ies a n d ot h er u sefu l in for m a -t ion ca n b e q u i-t e effec-t ive. N eed les s -t o s ay, a s t h e t ea m s w ill oft en b e a p a r t , in d iv id u a l t im e m a n a ger s sh ou ld b e ch osen for ea ch in st it u -t ion -t o gu a r a n -t ee -t h a -t -t im e con s-t r a in -t s a r e a d h er ed t o.
A global vision
On e r ole of t h e lea d er sh ip of t h e in st it u t ion is t o r ein for ce t h e im p or t a n ce of in t er n a t ion a l s h a r in g of k n ow -h ow. Or ga n isa t ion s in volved w it h in t er n a t ion a l cou r s e d evelop m en t s h ou ld r ew a r d a n d p r om ot e in t er n a t ion a l aw a r en es s. As p r ev iou s ly m en t ion ed , t h e Gr ou p e E SC P oit ier s h a s a r r ived a t a p h a s e in it s d evelop m en t w h er e it is r ea dy a n d a ble t o d evelop com m on cou r ses w it h it s p a r t n er s. T h e p r e p a r a t or y p h a se for t h e sch ool w a s lon g a n d w a s s u p p or t ed by t h e d ir ect ion in h ir in g, s a la r y a n d ot h er d ecis ion s. Tod ay t h e
sch ool h a s fa cu lt y a n d st u d en t s fr om a r ou n d t h e glob e.
As a r esu lt of t h is glob a l v ision , t h e p r ofessor s a r e m or e w illin g t o sh a r e t h eir k n ow -h ow in t ea c-h in g. T -h is w illin gn ess t o s-h a r e a p r ior i en a bles t h e fa cu lt y t o d evelop q u ick ly a n en v ir on m en t of t r u s t a n d con fi d en ce w it h exist in g a n d fu t u r e p a r t n er s in ed u ca t ion a l d evelop m en t .
Choice of actors
F in a lly, th e tea m m em ber s for th e la ter en gi-n eer igi-n g ph a ses m u st be a ssiggi-n ed. F a ctor s su ch a s a ppr ecia tion for in ter disciplin a r y tea ch in g, u n der sta n din g of differ en t cu ltu r es, fl exibility, str on g com m u n ica tion sk ills, a n d open n ess to ch a n ge sh ou ld be essen tia l wh en selectin g pa r ticipa n ts. In dividu a ls ch osen fr om th e en gin eer in g pr ocess sh ou ld a lso be th ose th a t w ill be r espon sible for th e tea ch in g a n d su c-cessfu l im plem en ta tion of th e pr ogr a m m e.
The course development phase
On ce t h e “m a cr o” ob ject ives h ave b een fi xed , t h e en gin eer in g t ea m s ca n st a r t cou r se d evel-op m en t . Usefu l in for m a t ion t h a t w a s
ob t a in ed d u r in g t h e in it ia l d ecis ion a n d p la n -n i-n g p h a se s h ou ld b e t r a -n sm it t ed a -n d d is-cu s sed w it h a ll d evelop m en t t ea m m em b er s. In a d d it ion t o t h is sh a r in g of in for m a t ion , t h er e a r e sever a l fa ct or s essen t ia l t o su ccess.
Confirm goals
T h e in it ia l m eet in g sh ou ld b e sp en t r est a t in g t h e goa ls a s seen by ea ch in st it u t ion .
Danie l S. Evans and Sté phanie Ve rgnaud Pe dago gic al e ngine e ring in inte rc ultural te ams: c ritic al suc c e ss fac to rs
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 4 [1 9 9 8 ] 1 4 9 –1 5 3
a llow in g a ll t o exp r ess t h em selves, a n d fi n ish w it h on ly “go” or “ca u t ion ” sign s sh ow in g. Alt h ou gh t h is m et h od is q u it e effect ive it ca n b e q u it e t im e con su m in g if gr ou p s a r e la r ge.
In a d d it ion t o t h e a b ove, ea ch in st it u t ion ca n b e a s k ed t o exp r es s t h eir goa ls in t h eir n a t ive la n gu a ge. T h is avoid s a n y p os sible p r oblem s t h a t occu r w h en p a r t n er s wor k in a given la n gu a ge t h a t is n ot t ot a lly m a st er ed .
F in a lly, a lt h ou gh la t er st ep s in d evelop m en t ca n b e d on e u sin g “v ir t u a l” d evelop m en t t ools[1], it is st r on gly su ggest ed t h a t t h is p h a se b e d on e in p er son a t a n a gr eed u p on loca t ion . E lect r on ic a sy n ch r on ou s or sy n ch r o-n ou s com m u o-n ica t ioo-n h a s it s a dva o-n t a ges for geogr a p h ica lly d isp er sed t ea m d evelop m en t p r ocesses; h owever, t h e im p or t a n ce of u n d er -st a n d in g t h e cu lt u r a l n u a n ces a s well a s u sin g n on -ver b a l a n d n on -w r it t en com m u n ica t ion is essen t ia l in bu ild in g in it ia l t ea m sp ir it . If on ly elect r on ic m ea n s of com m u n ica t ion a r e ava il-a ble, p lil-a n on sp en d in g il-a n in it iil-a l p er iod of t im e exch a n gin g in for m a t ion con cer n in g t h e gen er a l a ct iv it ies of ea ch d evelop m en t t ea m m em b er. T h is p er iod of “sm a ll-t a lk ” h a s b een sh ow n t o b e ext r em ely im p or t a n t .
Semantics
As w it h a ll in t er n a t ion a l com m u n ica t ion , t h er e a r e oft en p r oblem s con cer n in g t h e wor d s t h a t a r e u sed in com m u n ica t ion . clea r ly, b efor e a n y d evelop m en t effor t s ca n get u n d er w ay, t h e in t er es t ed p a r t ies sh ou ld t a k e t im e t o exp r es s t h eir d efi n it ion s of wor d s cr u cia l t o t h e d evelop m en t p r ocess (e.g. cr ed it , cou r se, ob ject ive, a im , et c.). E xer cis es in s em a n t ics h ave exis t ed for q u it e s om e t im e a n d ca n b e q u it e u sefu l in t h is a r en a .
T h is p oin t a ga in u n d er s cor es t h e d ifficu l-t ies l-t h a l-t m u s l-t b e over com e if cr os s-cu ll-t u r a l com m u n ica t ion is t o b e effect ive.
Focus on equifinality of learning objectives Tea ch in g is som eth in g th a t is don e differ en tly in a ll cou n tr ies. Th e r ole of th e tea ch er, th e r ela tion sh ip between tea ch er a n d stu den t, a n d th e over a ll objective of edu ca tion ca n be qu ite differ en t a s oth er s (e.g. Hofstede) h ave pr evi-ou sly poin ted evi-ou t. J oin t developm en t is th e tim e to exch a n ge differ en t idea s a n d lea r n fr om on e a n oth er. However, th e existen ce of differ en t m eth ods sh ou ld n ot in ter fer e w ith developm en t. P a r tn er s sh ou ld focu s on a gr ee-m en t of th e ou tcoee-m e a n d n ot on th e “ee-m ea n s”. Togeth er, th e developm en t tea m sh ou ld clea r ly sta te wh a t stu den ts en r olled in th e pr ogr a m m e sh ou ld be a ble to do on ce th ey h ave su ccess-fu lly com pleted th e pr ogr a m m e. On ce a ll h ave a gr eed u pon th ese objectives, th e tea m ca n con cen tr a te on m a n a gin g th e ou tcom es ta k in g in to a ccou n t th e cu ltu r a l diver sity r a th er th a n m a n a gin g th e diver sity itself.
“Imagineer”
Wit h a n in t er cu lt u r a l d evelop m en t t ea m , you h ave t h e op p or t u n it y t o com p a r e a s w ell a s cr ea t e n ew t ea ch in g m et h od s. N ot on ly d o n ew t ea ch in g m et h od s a d d t o t h e r ich n ess a n d u n iq u en es s of t h e fi n a l ou t com e, join t ly d evelop ed n ew m et h od s a ls o a d d t o t h e sen se of ow n er sh ip a n d p r id e t h a t ea ch
t ea ch er / d evelop er h a s in t h e p r ogr a m m e. P u sh in g t ea ch er s t o d o som et h in g t h ey d o n ot w a n t t o d o, or in a w ay t h a t is u n fa m ilia r t o t h em , w ill lea d t o fa ilu r e. As a r esu lt of a n in cr ea sed sen s e of ow n er s h ip, t h e p r ob a b ilit y of su ccessfu l im p lem en t a t ion is gr ea t ly en h a n ced .
Alt h ou gh t h er e exist m a n y t ech n iq u es for join t d evelop m en t , t h e Gr ou p e’s exp er ien ce su ggest s t h a t b r a in st or m in g a n d id ea con soli-d a t ion t ech n iq u es wor k t h e b est . As t h is is n ot t h e su b ject of t h e cu r r en t p r esen t a t ion , t h e r ea d er is in v it ed t o con su lt t h e n u m er ou s r esou r ces ava ila ble or d ir ect ly con t a ct t h e Gr ou p e for fu r t h er d et a ils.
Go slow and have a good time
In t er cu lt u r a l t ea m wor k r eq u ir es a n in vest -m en t in t i-m e a n d even t s t h a t en cou r a ge ea ch m em b er t o u n d er st a n d a n d a p p r ecia t e on e a n ot h er. Su ccessfu l im p lem en t a t ion r eq u ir es t h a t m u t u a l r es p ect exis t s a m on g t h e t ea ch -er s if t h is r esp ect is t o b e exp ect ed a m on g t h e st u d en t s. T h e t ea ch er s w ill b e exa m p les for t h eir st u d en t s.
T h e d evelop m en t p r ocess sh ou ld n ot b e r u s h ed . For exa m p le. t h e In t er n a t ion a l MBA t ook over on e yea r t o d evelop join t ly. A gr ea t a m ou n t of t im e w a s sp en t in cr ea t in g t h e t ea m sp ir it . T h e old r u le “wor k h a r d , p lay h a r d ” is clea r ly a p p lica ble. Allow in g t ea m m em b er s t o m eet a n d exch a n ge id ea s in a r ela xed a t m osp h er e sh ou ld b e en cou r a ged . In ou r exp er ien ce w it h UK p a r t n er s, m or e is oft en lea r n ed sh a r in g a p in t of b eer in a loca l p u b t h a n cou ld ever b e lea r n ed sit t in g a r ou n d a t a ble in a cla ssr oom . Rem em b er t h is is n ot w a st ed t im e. T h is in it ia l in vest m en t w ill b e r ew a r d ed la t er.
On e fi n a l n ot e, ou r exp er ien ce su ggest s t h a t som et im es in d iv id u a ls a cce p t t o get in volved in cou r se d evelop m en t for t h e op p or t u n it y t o p a r t icip a t e in a n in t er n a t ion a l a ct iv it y. T h e ch a n ce t o t r avel t o a n d exp er ien ce t h e lifest y les of a n ot h er cou n t r y is oft en a n im p or t a n t m ot iva t ion a l fa ct or for n ew p a r t ic-ip a n t s. T h e gr ou p lea d er s sh ou ld r ecogn ise a n d m a n a ge t h is.
M inimise constraints
Danie l S. Evans and Sté phanie Ve rgnaud Pe dago gic al e ngine e ring in inte rc ultural te ams: c ritic al suc c e ss fac to rs
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 4 [1 9 9 8 ] 1 4 9 –1 5 3
cla s s s ize, et c. Tim e sh ou ld b e sp en t t o sor t ou t w h ich of t h ese con s t r a in t s ca n b e r em oved . For exa m p le, in t h e M BA d evelop -m en t , t h e on ly con s t r a in t p u t on t h e t ea -m w a s t h e t ot a l n u m b er of h ou r s. Cou r s e st a r t in g a n d en d in g t im es, h ou r s p er w eek , t h e n u m -b er of t ea ch er s p er cla s s a n d ot h er fa ct or s, u su a lly con s id er ed t o b e fi xed , w er e d et er -m in ed by t h e d evelop -m en t t ea -m .
An y con s t r a in t s t h a t exis t sh ou ld b e com -m u n ica t ed t o t h e d evelop -m en t t ea -m so t h a t t h ey ca n b e t a k en in t o con sid er a t ion .
When possible, start from scratch In s om e d evelop m en t p r ogr a m m es,
t ea ch er / d evelop er s m ay feel t h a t t im e ca n b e s aved by sim p ly a d a p t in g exis t in g m a t er ia ls or cou r s es t o t h e n ew cou r se. Wh en p os sible, t h is s h ou ld b e avoid ed . T h ese cou r s es w er e d evelop ed for a d iffer en t a u d ien ce, w it h d if-fer en t t ea ch er s, et c. T h e in it ia l cos t of u sin g a n exis t in g cou r se m ay b e low, bu t la t er cos t s in s t u d en t d is sa t is fa ct ion , u n b a la n ce ob jec-t ives a n d p r ior ijec-t ies a n d over a ll b r ea k d ow n of t h e n ew p r ogr a m m e ca n b e q u it e la r ge.
Take a step back
In or d er t o a ch ieve cu lt u r a l s y n er gy it is oft en n eces sa r y t o t a k e a s t e p b a ck fr om t h e p r o-ceed in gs. If you fi n d you r self t h in k in g or exp r es sin g id ea s lik e, “T h ese p eop le m u s t b e cr a zy ” or “t h a t wou ld n ot ” wor k b a ck h om e”, it is t im e t o st op a n d t a k e a s t e p b a ck . E ven t h e b est in t er cu lt u r a l t ea m m em b er s fa ll in t o t h e t r a p.
To get a b et t er ou t look on t h e p r oceed in gs, t r y t o r efr a m e w h a t is b ein g d on e or w h a t h a s b een sa id by look in g a t t h in gs fr om t h e p er s p ect ive of t ea m m em b er s fr om ot h er cou n -t r ies. If -t h e -t ea m fi n d s i-t self s lip p in g in -t o et h n ocen t r ic b eh av iou r, t a k e a m om en t a n d d o som e sim p le cu lt u r a l aw a r en es s exer cis es. For exa m p le, h ave ea ch m em b er st a t e h ow h e or s h e feels t h e ot h er m em b er s see h im or h er. T h is ca n b e q u it e in t er es t in g a s w ell a s fu n n y. Rem em b er, in t er cu lt u r a l d evelop m en t is n ot ea s y. Ta k e t im e t o eva lu a t e h ow t h in gs a r e goin g a n d “r ech a r ge t h e b a t t er ies” if t h in gs s t a r t goin g d ow n h ill.
Be prepared for political manoeuvring Develop in g in t er n a t ion a l ed u ca t ion a l p r o-ject s is a s t r a t e gic a n d som et im es exp en s ive d ecis ion . Un d er s t a n d a bly, t h er e is a h igh d e gr ee of r is k . In d iv id u a l “a ct or s” in t h e p a r t n er in s t it u t ion s a r e m or e t h a n h a p py t o t a k e cr ed it w h en t h e p r oject is a s u cces s. h ow ever, d u r in g t h e p olit ica l p os it ion in g p r oces s, s om et im es p a r t n er s w ill d is t a n ce t h em s elves in or d er t o b e seen a s t a k in g a less r is k y p os it ion sh ou ld t h e p r oject fa il. Som e-on e w h o is a gr ea t p a r t n er in d evelop m en t
m eet in gs m ay su d d en ly t a k e a d iffer en t p osi-t ion w h en h is or h er su p er ior s en osi-t er osi-t h e r oom . Clea r ly, t h is “in t er n a l p os it ion in g” d e p en d s u p on t h e d e gr ee of a u t on om y, r isk -t a k in g b eh av iou r, a n d p ow er d is-t a n ce in ea ch cu lt u r e.
Start with positive working assumptions All a ct or s sh ou ld en t er t h e m eet in g w it h som e com m on a s su m p t ion s in m in d . T h ese a ssu m p t ion s a r e a ls o clea r ly id en t ifi ed by Ad ler (1991) a s b ein g:
• h et er ogen eit y : w e a r e n ot a ll t h e sa m e; • d iffer en ce: t h ey a r e n ot lik e m e;
• eq u ifi n a lit y : ou r w ay is n ot t h e on ly w ay ; • cu lt u r a l con t in gen cy : ou r w ay is on e p
ossi-ble w ay.
In st it u t ion a l t ea m lea d er s sh ou ld wor k on d evelop in g t h ese a ss u m p t ion s b efor e a n y cr os s cu lt u r a l wor k b e gin s.
The implementation and follow-up
phase
Validation
Va lid a t ion ca n b e d on e b ot h in t er n a lly, a m on g t h e p a r t icip a t in g in st it u t ion s, a s w ell a s ext er n a lly. Clea r ly t h e m ea n s by w h ich va lid a t ion w ill b e d on e is d e p en d en t u p on t h e m ea n s ava ila ble t ot h e p a r t n er s h ip a n d t h e p r efer en ces t ow a r d s on e for m or a n ot h er (e.g. som e cu lt u r es fi n d it d ifficu lt t o a cce p t ext er -n a l va lid a t io-n ).
In t h e M.Sc. a d m in ist er ed join t ly b et w een t h e Gr ou p e a n d Un iver sit é d e Sh er b r ook e, ea ch cou r se lea d er (in F r a n ce a n d Ca n a d a ) va lid a t es t h e ot h er ’s cou r ses. T h e cou r se lea d er v isit s t h e p a r t n er in s t it u t ion , a t t en d s cou r ses a n d la t er b r iefs t h e fa cu lt y on h ow h e or s h e p er ceives t h e cou r se fr om t h eir ow n cu lt u r a l p er sp ect ive. In som e in st a n ces, sa t is-fy in g t h e r eq u est s for ch a n ges t h a t com e fr om t h is “ext er n a l” sou r ce a r e w elcom ed m or e ea sily t h a n ch a n ges t h a t com e fr om w it h in t h e sa m e in st it u t ion .
It is som etim es th e ca se th a t in in ter n a tion a l tea m s pa r ties fa il to r ea ch a gr eem en t r esu lt-in g lt-in a va lida tion dea dlock . It is well k n ow n th a t in ter cu ltu r a l tea m s a r e m ost efficien t wh en th er e is a n eed for differ en t idea s a n d cu ltu r a l diver gen ce. However, wh en decision s m u st be m a de, th er e is often a n eed for a n exter n a l va lida tion to h elp in con ver gen ce.
Danie l S. Evans and Sté phanie Ve rgnaud Pe dago gic al e ngine e ring in inte rc ultural te ams: c ritic al suc c e ss fac to rs
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 4 [1 9 9 8 ] 1 4 9 –1 5 3
T h e ext er n a l va lid a t ion a lso a llow s for a b en ch m a r k in g of t h e p r ogr a m m e.
F in a lly a w r itten docu m en t th a t deta ils th e ou tcom es of th e va lida tion a s well a s th e objec-tives of a n y ch a n ges to be m a de sh ou ld be a ppr oved by a ll m em ber s of th e tea ch in g tea m .
Reorientation
E n v ir on m en t s ch a n ge. As en v ir on m en t s ch a n ge s o s h ou ld t h e m a t er ia l b ein g t a u gh t a n d t h e w ay in w h ich it is t a u gh t . T h e p ed a -gogica l t ea m sh ou ld b e con cer n ed w it h t h e id en t ifi ca t ion of ch a n ges a s w ell a s t h e im p le-m en t a t ion of a n y p ed a gogica l le-m od ifi ca t ion s r esu lt in g fr om t h es e ch a n ges.
P er ce p t ion of ch a n ges in t h e en v ir on m en t is clea r ly a fu n ct ion of cu lt u r e. In a d d it ion , ch a n ges t a k e p la ce a t d iffer en t sp eed s a r ou n d t h e wor ld . Good com m u n ica t ion b et w een t h e in st it u t ion s (e.g. e-m a il) p er m it s t h e t ea m t o sen se en v ir on m en t a l ch a n ges m or e q u ick ly. In a d d it ion , t h e t ea m m em b er s ca n s h a r e t h eir d iffer en t p oin t s of v iew a s t o h ow t h e ch a n ges s h ou ld b e a d d r es s es in t h e
p r ogr a m m e. Aga in , focu s s h ou ld b e p la ced on h a r m on isin g t h e ob ject ives a n d n ot t h e m a n -n er i-n w h ich t h es e ob ject ives a r e ob t a i-n ed .
Revitalise the spirit
On ce t h e en gin eer in g p h a s e is com p let e a n d t h e in it ia l s t u d en t in t a k e is p r ogr es s in g t h r ou gh t h e cou r se seq u en ce, t ea ch er s h ave a t en d en cy t o s lip b a ck in t o t h eir h a b it u a l w ay s of wor k in g. T h is is even m or e com m on w h er e t h e cou r s e d evelop ed by t h e t ea m is t h e on ly in t er cu lt u r a l cou r se offer ed a n d t a u gh t by t h e t ea ch er s. As t im e p r ogr es s es, t h e t ea ch er s s ee t h a t m or e t im e is s p en t p r e p a r in g a cou r s e t h a t is n ot “con ven t ion a l”.
To avoi d t h e a b ove s i t u a t i on , r e gu la r m eet i n gs s h ou ld b e h eld b et w een t h e p a r t n er i n s t i t u t i on s. Clos e con t a ct ca n a ls o b e m a i n t a i n ed u s i n g e-m a i l. Tea ch er s s h ou ld s ee t h e i n i t i a l d evelop m en t a s t h e s t a r t of a lon gla s t i n g r ela t i on s h i p. E n cou r a ge i n t er -i n s t -i t u t -i on a l r es ea r ch , fa cu lt y t ea m t ea ch -i n g
a n d ot h er a ct iv i t i es t h a t p r om ot e t h e con t i n -u ed s -u cces s of t h e co-u r s e a s w ell a s t h e p a r t n er s h i p.
Some final remarks
T h e p a r t icip a t ion in in t er cu lt u r a l p ed a gogica l en gin eer in g a n d su cces sfu l im p lem en t a -t ion r esu l-t s in a n in cr ea sed aw a r en ess a n d u n d er st a n d in g of t h e in st it u t ion s in volved . T h e t im e a n d r esou r ces sp en t in en gin eer in g ca n b e q u it e h eav y. H ow ever, t h is sh ou ld b e seen a s essen t ia l t o t h e d evelop m en t of t h e cor e com p et en cies of t h e in st it u t ion . It is n ot u n com m on t h a t s u ccess fu l im p lem en t a t ion of on e cor e is q u ick ly follow ed by sever a l m or e.
In t er n a t ion a l st r a t e gies a r e seen a s b ein g m or e a n d m or e im p or t a n t for com p a n ies in t h e cu r r en t bu sin ess en v ir on m en t . Develop m en t of in t er n a t ion a l cou r ses u sin g in t er n a -t ion a l -t ea m s p er m i-t s a ca d em ic in s -t i-t u -t ion s -t o p u t in t o p r a ct ice w h a t is so oft en t a u gh t in t h e cla s sr oom . Mor eover, ca r efu l in vest m en t in in t er n a t ion a l p ed a gogica l d evelop m en t ca n r esu lt in a “com p et it ive a dva n t a ge” t h a t ca n b e su st a in a ble in t h e lon g-r u n .
Note
1. T h e Gr ou p e r ecen t ly exp er im en t ed w it h t h e u s e of In t er n et -b a s ed com m u n ica t ion for t h e Aven ir s At la n t iq u e p r ogr a m m e d evelop m en t . Us in g e-m a il com b in ed w it h a n d ft p a n d WE B s er ver, a m od ifi ed Delp h i t ech n iq u e w a s u sed t o s olve p r oblem s con cer n in g cou r se con t en t a n d t ea ch in g m et h od ologies. Ad d it ion a l t ools s u ch a s elect r on ic b r a in st or m in g ca n a lso b e u s ed . T h e a dva n t a ge of t h ese t ools is t h a t p a r -t ies a r e s e p a r a -t ed a n d -t h eir com m en -t s a r e a n on y m ou s.
References
Ad ler, N.J . (1991), In ter n a tion a l Dim en sion s of
Orga n iz a tion a l B eh a v ior , 2n d . ed . P WS-KE N T,
Bost on .
