Culturally Sensitive IS Teaching: Lessons Learned to Manage Motivation Issues

Wenshin Chen

Research output: Contribution to journalArticlepeer-review

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Abstract

This paper seeks to raise awareness of culturally sensitive teaching that is largely overlooked in the IS teaching community. In a global, networked environment commonly faced by the contemporary business or academic world, it is imperative to prepare future IT professionals with adequate cultural understanding of such a multicultural environment in which their future work practice will engage. Derived from a teaching case situated in the context of HBCU (Historically Black Colleges and Universities) in the US, this paper narrates and reflects cultural issues and challenges that are increasingly prevalent in today‟s education systems. More specifically, the study analyzes motivational issues that are commonly observed in a homogeneous student group and provides practice lessons to help educators who might face similar issues in their teaching context to manage those issues. Insights gained from the study help reflect the significance of developing culturally sensitive pedagogy that might require future IS educators‟ and researchers‟ attention.
Original languageEnglish
Pages (from-to)77-85
JournalInformation Systems Education Journal
Volume9
Issue number5
Publication statusPublished - Oct 2011

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