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.'
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