Many studies examine culture differences and their impact on international business (IB) learning processes and outcomes. Culture is a very important factor in human interaction and it is critical to incorporate it in teaching IB. However, few studies have examined how to manage these cultural differences in IB classroom settings. We still have a lot to learn about the most effective means of imparting abilities to operate efficiently and effectively in unfamiliar cultural conditions. Culture is often defined as the software of the mind. It is a set of instinctive responses reflective of our group’s way of thinking. Culture refers to the unwritten codes of conduct, i.e., the beliefs and values that groups transmit fairly unchanged from generation to generation. Culture moderates our emotions and understanding of all input information in all our human interactions and it further influences the nature of all our responses. Culture affects business decisions through beliefs and values that condition individuals’ (outside stakeholders and managers) perceptions, preferences, and behaviors. Indeed, the informal constraints imposed by culture generally exhibit a stronger influence than formal laws in shaping most decision choices. Culture is not only a very important factor in human communication, it is also a critical factor in all decision-making. There have been many attempts to measure culture and cultural differences (e.g., Schwartz Criteria, Hofstede Dimensions, World Values survey). The most common culture measures used in academic scholarship is the one by Hofstede. Hofstede (2010) introduces six dichotomous cultural dimensions that reflect a nation’s or a group’s culture: 1) individualism versus collectivism (IDV), 2) power distance (PDI), 3) uncertainty avoidance (UAI), 4) masculinity versus femininity (MAS), 5) long-term versus short-term orientation (LTO) and 6) indulgence versus restraint (IVR). Many scholars have investigated the impact of cultural differences on teaching methods and on student learning. Indeed, in his early work, Hofstede (1986) showed that cultural differences can have an important impact on the IB education experience. Past issues of JTIB have included papers that focus on awareness of cultural differences of teaching IB. For example, a classroom of students with mixed cultural backgrounds may seem like a great opportunity for understanding and teaching cultural differences and helping students develop cross-culture competence. Nevertheless, in such settings, mixed results have been seen in the education literature. Ramburuth and Welch (2005), in their study “Educating the Global Manager”, focus on the development of students’ cultural competence and provides useful insights on how to incorporate elements of cross-cultural competence in the context of teaching IB. Furthermore, Koh (2004), in his study “Teaching Understanding Cultural Differences for Business in an Internet-Based Economy”, provides a detailed session-by-session guide as well as other resources on the pedagogy to popularize the learning of the origins of national culture and how culture impacts on business management practices as well as the business management system. Understanding cultural difference is one of the important elements in IB education. Managing these cultural differences should also be one of the important elements. For example, Cox and Blake (1991) argue that people with various backgrounds in terms of gender, nationality and ethnic groups provide different perspectives on management issues. These cultural differences could help firms to increase creativities and inspire innovative activities. More importantly, these different perspectives improve the decision process and decision quality. They demonstrate that cultural diversity could be used by organizations to improve their competitive advantage. With the importance of managing

中文翻译：

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文化差异的教学管理

许多研究检查文化差异及其对国际商务（IB）学习过程和结果的影响。文化是人类互动中非常重要的因素，将其纳入IB教学中至关重要。但是，很少有研究检查如何在IB课堂环境中解决这些文化差异。关于在不熟悉的文化条件下传授有效运作能力的最有效方法，我们仍有很多要学习的知识。文化通常被定义为心灵的软件。这是一组本能的反应，反映了我们小组的思维方式。文化指的是不成文的行为准则，即群体代代相传的信念和价值观。文化减轻了我们在人类所有互动中的情绪和对所有输入信息的理解，并进一步影响了我们所有回应的性质。文化通过影响个人（利益相关者和管理者之外）的观念，偏好和行为的信念和价值观影响业务决策。确实，在塑造大多数决策选择时，文化施加的非正式约束通常比正式法律表现出更大的影响力。文化不仅是人类交流中非常重要的因素，而且还是所有决策中的重要因素。已经进行了许多尝试来衡量文化和文化差异（例如Schwartz标准，Hofstede Dimensions，世界价值调查）。霍夫斯泰德（Hofstede）曾在学术研究中使用最常见的文化手段。霍夫斯泰德（Hofstede，2010）引入了反映国家或群体文化的六种文化维度：1）个人主义与集体主义（IDV），2）权力距离（PDI），3）避免不确定性（UAI），4）男性气质与女性气质（MAS） ），5）长期取向与短期取向（LTO）和6）放纵与约束（IVR）。许多学者研究了文化差异对教学方法和学生学习的影响。实际上，霍夫斯泰德（1986）在他的早期工作中表明，文化差异可能会对IB教育经历产生重要影响。JTIB的过去发行的论文集中于对IB教学的文化差异的认识。例如，一个由具有不同文化背景的学生组成的教室似乎是理解和教授文化差异并帮助学生发展跨文化能力的绝佳机会。然而，在这种情况下，在教育文献中已经看到了不同的结果。Ramburuth和Welch（2005）在他们的“教育全球经理人”研究中，着重于学生文化能力的发展，并就如何在IB教学中融入跨文化能力的要素提供了有益的见解。此外，Koh（2004）在他的研究“如何理解基于互联网的经济中企业的文化差异”中，提供了逐节的详细指南以及有关教学法的其他资源，以普及对民族文化起源的了解，以及文化如何影响业务管理实践以及业务管理系统。了解文化差异是IB教育的重要内容之一。处理这些文化差异也应是重要因素之一。例如，考克斯和布莱克（Cox and Blake，1991）认为，具有不同背景的人们在性别，国籍和族裔群体方面对管理问题有不同的看法。这些文化差异可以帮助公司增加创造力并激发创新活动。更重要的是，这些不同的观点改善了决策过程和决策质量。他们表明，组织可以利用文化多样性来提高竞争优势。与管理的重要性