How Relevant Is Cultural Dimensions Theory? An Empirical Study of Sri Lankan Undergraduate Business and Management Students

David William Stoten*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. ‘Asian’ practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students? The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalHigher Education for the Future
Early online date5 Jul 2022
DOIs
Publication statusE-pub ahead of print - 5 Jul 2022

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