FOCUS FOR THIS AFTER HOURS PROGRAM
These are the types of real world situations that inspired Kühnen and Binder’s cooperation together:
>> SITUATION 1: Good grades for “bad” behavior? An international student is surprised to learn that the classmates that he considered quite rude with their critical questions that directly challenged the professor actually got better grades than he did…
>> SITUATION 2: Too “soft” to be effective? Corporate participants in an intercultural management training are irritated by what to them were unconventional, “fuzzy” facilitation methods used, and therefore they conclude it was simply not a proper training and a waste…
>> SITUATION 3: Whose social norms apply? A manager struggles to determine how to give a formal evaluation to an employee who works well, but doesn’t engage in peer banter, sometimes appearing “socially uncomfortable” online and in-person. A university lecturer finds themself facing a similar situation with many of their international and first generation students from less affluent financial backgrounds…
This research de-centers the East v West” learning styles paradigm to look at differences within and among European learners as well as across regional cultural ‘boundaries’ including those in Asia and elsewhere.
By incorporating the topic of learning beliefs across cultures in new student orientations, you can help make classroom culture(s) at your university clearer and help faculty be more aware of this phenomenon—as well as be more explicit on their own learner expectations and assumptions.
Beyond higher education settings, learn how to incorporate these insights to training for clients in corporate, nonprofit and government sectors.
HOW IT WORKS
SESSION 1 – NOVEMBER 9 OR NOVEMBER 21 – structured format*
>> Delve into culturally-informed learning beliefs research and get 3 recommended strategies
Uli and Nadine present key research findings and share strategic insights so that you will…
- Better understand the science of what we know and do not (yet) know about how culture shapes different expectations around teaching and learning,
- Learn 3 proven strategies to create learning and training spaces for culturally diverse groups for a wider variety of different learning beliefs,
- Be able to design and deliver more inclusive, powerful classes, workshops, and trainings for diverse groups by applying insights from the research and strategies, and
- Take away relevant materials such as slides, notes and references list for use in your daily work.
SESSION 2 (OPTIONAL) – NOVEMBER 28 – conversational format*
Building on Session 1, this time is dedicated solely to going beyond the data and broader strategies to answer your specific questions and feedback together…
>> Engage in in-depth Q&A and discussions directly with the Experts and fellow peers
- Get answers to your burning question and hear the same from other peers – and how the Experts recommend addressing these.
- Discuss practical applications and tactics in addition to strategies, learning from specific case studies from (higher) education, corporate and community settings,
- Explore gaps in the research and what else is needed to expand our understanding in this area, and
- Take away a custom-curated references list from the Experts.
MEET OUR EXPERTS
Ulrich Kühnen, PhD, is Professor of Psychology at Jacobs University Bremen and Academic Chair at the Bremen International Graduate School of Social Sciences (BIGSSS). In his research, he investigates how culture affects basic functions of the human mind: How does culture shape the way people tend to define the self? How, in turn, do different kinds of self-constructs affect thinking, feeling, and action-taking? Does the subjective meaning of “choice” differ between cultures? What is the role of religion in interpersonal perception and interaction? Does the Corona pandemic have an impact on the general value orientation in different societies?
Nadine Binder, PhD, is a psychologist, corporate trainer, coach, and lecturer specializing in intercultural competence and communication, DEI (diversity, equity, and inclusion), personal leadership & development, healthy work strategies, and mental health. Her dissertation examined the evidence-based design of intercultural competence interventions and intercultural learning in higher education settings. She is passionate about combining research and practice and encouraging dialogue between researchers and practitioners.