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首页> 外文期刊>Academy of management learning & education >Balancing Emic and Etic: Situated Learning and Ethnography of Communication in Cross-Cultural Management Education
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Balancing Emic and Etic: Situated Learning and Ethnography of Communication in Cross-Cultural Management Education

机译：平衡情感与道德：跨文化管理教育中的交流情境学习与民族志

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摘要

We interrogate current approaches to cross-cultural management teaching and learning, which have been criticized /or delivering a curriculum modeled on "cultural patterns." Such approaches could be described as etic or culture-general. We argue for re-centering cross-cultural management teaching and learning around a stronger emic or culture-specific component, balancing the current etic emphasis. This we call the "situated cultural learning approach" (SiCuLA), which focuses on the active role that the learner plays in the specific cultural contexts of learning. First, we propose to look at emic-etic as a continuum, as others have argued, rather than an opposition. Second, we reconceptualize cross-cultural management learning as situated learning and, third, we put forward ethnography of communication (EoC) as a learning epistemology that bridges the gap between situated learning and the classroom and workplace as learning contexts. More important, we propose a novel "situated curriculum" based on practical ideas to train students as culture learners. Last, we discuss some implications for developing an ethnography of communication-based curriculum for future cross-cultural management education.
机译：我们询问当前的跨文化管理教学方法，这些方法受到批评/或提供了以“文化模式”为模型的课程。可以将这种方法描述为动机的或一般的文化。我们主张围绕更强的emic或特定于文化的组成部分重新集中跨文化管理的教学和学习，以平衡当前的主题重点。我们将其称为“情景文化学习方法”（SiCuLA），该方法侧重于学习者在学习的特定文化环境中扮演的积极角色。首先，我们建议将emic-etic视为一个连续体，正如其他人所争论的那样，而不是一个反对派。其次，我们将跨文化管理学习重新概念化为情境学习，其次，我们提出了传播人种志（EoC）作为一种学习认识论，弥合了情境学习与作为学习环境的课堂和工作场所之间的差距。更重要的是，我们基于实践思想提出了一种新颖的“情境课程”，以训练学生作为文化学习者。最后，我们讨论了为将来的跨文化管理教育开发基于通讯的民族志课程的一些启示。

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