The need for cultural coaching : A study of the state of cultural education in international business studies in Tamk and other universities of applied science
Plukka, Mariia (2010)
Plukka, Mariia
Tampereen ammattikorkeakoulu
2010
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2010121217904
https://urn.fi/URN:NBN:fi:amk-2010121217904
Tiivistelmä
This bachelor’s thesis is a study into the need for cultural coaching from a student perspective. It starts off from the observation that students in the TAMK IB (International Business) line of studies have different needs than other their student colleagues in other lines of study vis-à-vis cultural education. This need arises both from that facts that students in the IB line of studies already encounter a multicultural learning environment from day one, as well as train to become significant international actors in the current business climate. Therefore, the central aim of this thesis is the introduction of new perspectives to cultural education in the TAMK IB line of studies, in order to meet this need. The way it proposes to do this is through the introduction of the idea of cultural coaching.
The analysis leading to this conclusion is done in three steps over the course of two chapters. The first of these steps consist of a comparative exercise where the cultural education efforts of seven other UAS are compared to those of TAMK. The second step then draws conclusions from this benchmarking exercise noting that none of the UAS under inspection fulfil their stated goals of striving for internationalism when looking at the state of their cultural education within the IB programs of study. This becomes evident when considering that these studies rarely are situated in the basic studies part of the IB program, are taught in an overly theoretical manner, and are simply too short, which is reflected in the low ECTS point amount awarded for the completion of these courses.
To counter this trend, this thesis suggests that TAMK should adopt a holistic cultural teaching style described as cultural coaching. Here students would still be introduced to conceptual issues, but personal reflection would be encouraged and practical exercises increased in number. To this end, the third part of this thesis describes a possible course structure for such an approach.
The analysis leading to this conclusion is done in three steps over the course of two chapters. The first of these steps consist of a comparative exercise where the cultural education efforts of seven other UAS are compared to those of TAMK. The second step then draws conclusions from this benchmarking exercise noting that none of the UAS under inspection fulfil their stated goals of striving for internationalism when looking at the state of their cultural education within the IB programs of study. This becomes evident when considering that these studies rarely are situated in the basic studies part of the IB program, are taught in an overly theoretical manner, and are simply too short, which is reflected in the low ECTS point amount awarded for the completion of these courses.
To counter this trend, this thesis suggests that TAMK should adopt a holistic cultural teaching style described as cultural coaching. Here students would still be introduced to conceptual issues, but personal reflection would be encouraged and practical exercises increased in number. To this end, the third part of this thesis describes a possible course structure for such an approach.