Higher Education Research & Development

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Enhancing Intercultural Communication among

Business Communication Students

Susan Hellmundt , Will Rifkin & Christine Fox

To cite this article: Susan Hellmundt , Will Rifkin & Christine Fox (1998) Enhancing Intercultural
Communication among Business Communication Students, Higher Education Research &
Development, 17:3, 333-344, DOI: 10.1080/0729436980170306

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Higher Education Research & Development, Vol. 17, No. 3, 1998 333

Enhancing Intercultural Communication

among Business Communication Students
SUSAN HELLMUNDT, WILL RIFKIN & CHRISTINE FOX
University of Wollongong

ABSTRACT The issue of international students in the tertiary classroom is of broad

significance across disciplines as evidenced, for example, in the work of Ladyshewsky
(1996), Pe-Pua (1995), and Romm, Paterson and Hill (1994). The need for university
instructors to employ teaching strategies that are student-centred and interactive has also
been gaining attention in recent literature, for example, in the work of Biggs (1992, 1997),
Chalmers and Volet (1997), and McKay and Kember (1997). This article presents some
practical teaching strategies employed in an undergraduate Business Communication class
that, in our experience, provide a context that encourages student interaction and partici-
pation to the mutual benefit of both local and international students. Data collection
procedures included an open-ended questionnaire, observation of students, informal and
unstructured discussions and reflective journals of students and tutor. The conclusions
drawn here suggest that these strategies not only enhance classroom participation by
international students but also allow international and local students to interact more
productively with each other.

Introduction
International students studying at Australian universities provide diversity, income
for institutions and potential international connections for local students. Yet,
international students are also commonly seen as isolated, non-participating and
underperforming. Strategies to address these "problems" are explored here. The
issue of international students studying at Australian universities is of broad
significance across disciplines in tertiary settings, as evidenced, for example, in the
work of: Ballard (1987); Ballard and Clanchy (1991); Gudykunst and Stewart
(1984); Pearson and Beasley (1996); Pe-Pua (1995); Romm, Patterson and Hill
(1994) and Samuelowicz (1987). In these studies, the focus tends to be on inter-
national students' perceived difficulties and "deficiencies" that need to be remedi-
ated as quickly as possible for them to "adapt" to our academic traditions. In other
studies (such as those by Biggs, 1991, 1992, 1997; Chalmers & Volet, 1997; Prosser
& Trigwell, 1997 and Watkins & Biggs, 1996) the emphasis is on lecturers creating
a learning environment that is student-centred and in which students feel that it is
appropriate to speak up and participate in class and out of class in group assign-

0729-4360/98/030333-12 © 1998 HERDSA

334 S. Hellmundt et al.

ments. Rather than the students being seen as the "problem", Jackson (1997), and
McKay and Kember (1997) argue that lecturers need to re-examine their own
teaching practice to be more inclusive of all students in the tertiary classroom.
But specifically, how is a lecturer to be more inclusive? This article discusses some
practical teaching strategies employed in an undergraduate Business Communi-
cation class that, in our experience, provide a context that encourages student
interaction and participation to the mutual benefit of both local and international
students.
The course content and the teaching strategies selected reflect a critical pedagogy,
and more particularly, a dialogic method of teaching, as proposed by Shor and
Freire (1987). This method of teaching is in direct contrast to the traditional
approach of lecturing, where students are the passive, silenced recipients of knowl-
edge transferred by the "expert" teacher, where knowledge is treated as fixed,
value-free, and outside the realm of students' experience and where the teacher is
expected to be in control at all times. A critical pedagogy is situated in the students'
experience, beginning with the familiar, "to reveal it, unveil, see its reasons for being
like it is, the political and historical context of the material" (Shor & Freire, 1987,
p. 13). Established is an atmosphere where students are invited to participate "to
think critically about some issue, to co-develop the session with the 'expert' or
teacher, and to construct peer relations instead of authority-dependent relations"
(Shor & Freire, 1987, p. 41, see also Fox, 1997; Giroux, 1997). Nevertheless, the
possibility for student resistance exists, since a different way of teaching can be
threatening and confusing. There needs to be a balance between the comfort and
expertise of authority and the freedom to explore and learn in one's own style, as
Shor and Freire point out.
This report is laid out as follows: (a) a discussion of how our intercultural
approaches can be explained and justified in terms of the theory of Shor and Freire
(1987) and others; (b) a description of a Business Communication class as one
context within which these strategies were applied; (c) an explanation of the
classroom strategies and their underlying aims; (d) a description of homework that
leads students toward the same ends as the classroom strategies; (e) a reflection on
student resistance to what they find to be unusual activities; and (f) an examination
of how students have responded to these measures through various forms of
feedback, including survey responses. Finally, there is a brief summary of prelimi-
nary work and reflections on how well these strategies might transfer to other
subjects.
Feedback from students through surveys (Rifkin, Hellmundt, Fox & Romm,
1997), spoken comments, observations, and assessment scores indicate that these
strategies not only enhance classroom participation by international students but
also allow international and local students to interact more productively with each
other (Hellmundt, 1997). They are not a panacea, but indications are that they are
successful in engaging the international student more fully in the Australian univer-
sity classroom. These strategies have been employed in classes other than Business
Communication with positive results (Rifkin, Norton & Dodd, 1997). Other re-
search projects currently under way (Rifkin, Hellmundt, Fox & Romm, 1997)
 Enhancing Intercultural Communication 335

explore the strategies in some depth and compare them to conventional methods of
university teaching.

Methodology
The Business Communication class provides an instance of the application of
teaching approaches compatible with the principles of Shor and Freire. It was used
as a case study to explore how students experienced the use of interactive teaching
strategies and to explore the impact of these strategies on the students' interaction
with each other and the students' ability to speak up in class. An open-ended
questionnaire was administered during the semester to survey student response. It
was completed by 32 students spread across two tutorial groups.
Data collecting procedures also included observation of students, informal and
unstructured discussions, reflective journals of students and tutor, as well as regular
debriefing sessions with the lecturer/designer of the program. Each of the data
sources was recorded, analysed and interpreted with a focus on issues of intercul-
tural interaction. The procedure has been repeated with a larger cohort of students
and that data is currently being analysed as part of a larger project. This description
includes the results of just the two tutorial groups.

The Site
The Business Communication class is taught in the Department of Management at
an Australian regional university. The 90 students from the semester at the focus of
this article were enrolled in a wide variety of undergraduate degrees including
Management, Psychology, Marketing, Sociology, Human Movement, and Com-
puter Science, and were at varying stages of completing their degrees. The students
came from a wide range of cultural backgrounds, including Malaysia, Thailand,
India, China, Sweden, Hong Kong, Singapore, Korea, Taiwan, Australia, the
U.S.A. and France.
Students attended one weekly, 2-hour lecture with all participants. They also
attended one weekly tutorial with up to 30 students.
Business Communication was designed to give a practical insight into a variety of
facets of business communication. For example, students practise memo formats,
how to write an agenda, writing persuasively, and giving oral feedback to co-workers.
The subject also addresses other factors that must be considered in business
communication, such as gender, cultural and status differences, and how people
respond to new ideas. Various practical tasks (e.g., using networking to find out
something or relating stories of cultural differences in dinner-table behaviour) are
organized to foster understanding of communication theory.
Students are required to complete two group projects, either in the form of a
10-minute oral presentation or as a written report using a variety of information
finding and persuasive techniques. Together, these projects are worth 35% of their
final mark. Class participation combined with the completion of weekly homework
is worth another 20%. Other assessment is in the form of a mid-term group quiz
336 S. Hellmundt et al.

(15%); a take-home essay (10%); and an individual multiple choice exam (20%).
Half of the assessment is individual work and half is group work.
Rifkin, Hellmundt and tutors have made "promoting intercultural communication
among local and international students" a main theme of the Business Communi-
cation class. Teaching-learning activities provide opportunities for students to prac-
tise intercultural communication skills. Experiential, student-centred activities in
both lectures and tutorials begin with a topic close to a student's daily life, such as
their experience of persuading a friend to accompany them to a cinema. This
strategy encourages student participation by establishing an environment in which
students can gain a voice in the classroom by talking about something in which they
are expert. As students speak up, they can experience more satisfying interaction,
and they seem more willing to explore areas of uncertainty in course content. They
also exhibit an ability to make international comparisons and critiques of broader
issues (Rifkin, Fox & Romm, 1996).

Classroom Strategies to Enhance Student Interaction and Participation

A simple strategy used early in the semester to help students learn to speak up is to
ask for someone to read from the overheads. This task is employed to reduce the risk
of speaking because the words spoken are not contested. Students thus hear their
own voices in class, perhaps for the first time. At the beginning of each 2-hour class,
an outline of the issues to be covered is written on the board, and the 90 students
are asked to arrange their chairs into semi-circles. This circular pattern provides easy
shifting into small group discussion and reduces physical barriers that can be
symbolic communication barriers. Activities are very much student-centred with the
students having to move around the room, or even outside of the room. Moving and
talking to find and convey information to others is a central theme of many of the
activities.
Students are then separated into roles or discussion groups for in-class activities
using a variety of strategies. For example, slips of paper are thrown into the air, and
students have to find others with the same number/letter/colour on their slip of
paper to form a group to do the activity. The activity itself can be described on an
overhead or on the slip of paper. In this way, students are mixed culturally. The
usual cliques are often broken up, though not always. Students get to know their
classmates, which helps build confidence to contribute in class. Forming culturally-
mixed groups can reduce barriers between local and international students and lead
to a greater appreciation of each other's talents and needs (Hellmundt, unpublished
doctoral research). Observation and videotapes confirm that mixing increases as the
semester progresses.
Many activities require students to form groups to discuss various issues and then
report back to the class. Sometimes, a different reporter for each activity is required.
Each group member has the opportunity to speak out for the group, and a sense of
group support seems to make risking loss of face less problematic. Often the
reporting takes the form of the students summarizing their responses on large sheets
of butcher paper, which are then displayed. International students seem to find it
 Enhancing Intercultural Communication 337

easier to write at first than to speak. Later in the semester, students take turns to
respond to the lecturer's or tutor's questions so that all can give input. Turns can
occur by lottery, by lecturer/tutor's request, by going around the room, or by
volunteering. Although some students appear more reluctant to speak than others,
these turn-taking approaches seem to help build their confidence. Students can see
that everyone is answering, and having their personal experiences validated/legiti-
mated by the lecturer/tutor. By the end of the semester, all students have spoken out
in lectures, most voluntarily, others with gentle prompting.
A further strategy to encourage participation is to ask students by name for a
response. Hearing one's name can enhance a sense of belonging, which can lead to
more active participation. In surveys and interviews, students report positively on
the ability of the instructors to remember and use their names. By not knowing
students' names, lecturers can silence students because students can assume that the
instructor does not see them as individuals, which is a powerful form of marginaliza-
tion (Huddleston Edgerton, 1996). Addressing students by name and inviting
participation indicates a sign of trust and a recognition of individual value. This
process of validation also requires the instructor to establish a precedent and pattern
of waiting for a response. International students in Business Communication report
that often, in other classes, they are not given enough time to work out what it is
they want to say and how to say it. Giving them time, they say, indicates a
willingness to hear their opinions.

Homework Activities
Many of the shorter homework activities require the student to network with people
from a different cultural background. For example, one homework task is dis-
tributed in the lecture room in three different parts in three different languages.
Students then have to find all three parts and also find someone who can translate
the text, which necessitates intercultural interaction. International students are
treated as a valuable resource by the local students, and students evince an increased
awareness of the complexities in translating from one language to another. As well,
some of the local students have recognized what difficulties international students
may face in studying in a foreign language.
Students have two major project assignments where the topics are chosen by them
and the work is completed in groups also chosen by them. The first assignment can
be either a 10-minute oral presentation—in English or their own language—or a
written report. Students who present orally practise different methods of communi-
cating, not only the spoken word. The presentations have shown a good deal of
imagination and a variety of techniques with which to engage the audience (their
fellow students). Presentations varied extensively, from cooking demonstrations, to
graphic descriptions of how to rescue someone who has fallen into a frozen lake, to
a description of the joys of bushwalking in Australia. Those who presented in their
own language used overheads or Power Point presentations with English subtitles.
This received a positive response from the audience, particularly the white, Anglo-
Saxon students. Comments, such as: "Wow, now I know how it must be for you
338 S. Hellmundt et al.

guys having to work in a different language to your own" indicated a measure of

respect and a changed perception of these students.

Overcoming Resistance
Resistance to such activities was noticeable at first. Many of the international
students had language difficulties as well as having a need to acclimatise to this type
of learning process. Many of the local students also expressed confusion. "Why is he
doing this?" was a typical response. The lecturer, however, was aware of such
difficulties and concerns. Insight into the success or failure of these strategies is
gained in part from written feedback about the subject, which is required every four
weeks. Students critique the learning process and comment on intercultural interac-
tion. The feedback is then summarized and responded to by the lecturer, either as
a handout or on overheads.
The lecturer often asked students for the underlying reason(s) for the way in
which he was conducting the activities. He put up a cartoon of four stages of
learning that one goes through (contentment, denial, confusion, and inspiration/in-
sight). He asked the students to identify where they themselves felt they were. In the
last lecture, it was particularly satisfying that most had gone through this learning
cycle to end up feeling content. Most of the students also appeared much more at
ease with the types of activity undertaken as the course progressed. The "success"
of the activities was also evident in how many mixed cultural groups were formed.
The teacher's observations and reflective notes, recorded at the end of each week,
indicated a developmental shift toward more open communication between mem-
bers of different cultural groups. Although some students from Hong Kong, for
example, still might have tended to sit together with their original friends, there was
some re-positioning. Many of the Asian students who sat together came from
different countries. Three Asian students explained to the class that they had to
communicate in English as their languages were completely different. One student
from Singapore was particularly gregarious and had used the class to form alliances
with several of the other students, both local and international. Members of this
international network of students were often making arrangements to meet after
class. Others, who had seemed particularly shy at the beginning, did make an effort
to speak out toward the end of the semester. Classmates supported them by asking
questions. Informal and formal opportunities to ask each other questions about their
culture, perceptions and experiences seemed to serve as a valuable learning tool that
helped student interaction and participation.

Student Feedback
Thirty-two students in two tutorials completed an open-ended questionnaire in
week ten of the fourteen-week term. This questionnaire was designed to find out
what they thought about the class and, more specifically, about the student interac-
tion and opportunities to speak. Student feedback in the form of reflective journals
 Enhancing Intercultural Communication 339

was also collected from four students. Two of these students were international
students who wrote their reflections together.
The purpose of asking for these modes of feedback from students was to ensure
triangulation of data—observation, interview, survey, assessments and journals.
They were designed to give a detailed picture of how students had responded to the
interactive teaching strategies as well as elicit their feelings about the interaction with
each other and with the tutor. This feedback is discussed in the section below.
From the 32, open-ended questionnaires completed, typical responses to each
question, both positive and negative feelings about the class and interaction, are
given below.

Question 1: What do you think about today's activities?

Most responses indicated that students had enjoyed the activity, a role-play where
students had to act out in pairs a boss ordering an employee to do something. They
then swapped roles. Several reported that it had been useful and interesting and that
they learned more about each other by acting out a situation. One student com-
mented:
Not the worst activity that we have been forced to do in this subject!

Question 2: What do you think about the group members' interaction with each other?
There seemed to be a consensus that the group was interacting much more than at
the beginning, with one particularly encouraging comment:
I had very negative views on Asian students when I started this class due
to ignorance. Now I enjoy dealing with the Asian students and have totally
changed my views.
Another reported that not only was the group interaction getting better but that:
... some of us had actually arranged for dinner/tea together.
Another wrote:
Communication within the group was polite, most students gave input—
we all seemed relaxed and safe to express thoughts and opinions.
There were only two respondents who thought that there was little group interac-
tion, revealed in this comment:
There is little group interaction with each other unless directed, but Susan
[the tutor] interacts with the group.
As the student notes, interaction was generally directed through the specification of
activities and with the tutor asking questions. However, as the semester progressed,
there seemed to be much more unsolicited interaction.
340 S. Hellmundt et al.

Question 3: How easy is it for you to give your opinion in class?

Most of the responses indicated that students had felt it to be easy/very easy to give
their opinion. For example, one commented:
Very easy. I don't feel shy or embarrassed in this class, compared to other
classes.
Another commented:
I would say it is very easy because the tutor is always asking for our opinion
and she seems to be a very good listener and also that she welcome
whatever we had to say (sic).
Others, though, still seemed to experience difficulties with giving their opinions,
indicated by these comments:
I still feel hesitant in speaking up because some of those have been
extremely quick in their response. Anyway, I am satisfy 'cos I'm given
opportunities to speak up (sic).

It is not that easy. I usually like to hear other opinions first.

The majority of responses were positive, revealing that students had enjoyed partic-
ipating, that the atmosphere had been relaxed, and that they had felt accepted.

Question 4: What is it that the tutor does that is most helpful to you in class?
The responses to this question were the most diverse, including: encourages every-
one to give their opinions, provides feedback that helps them to understand, and
builds on and expands class concepts. Students also commented that the tutor
seems interested in what they had to say and knows all of their names. "Explaining"
and "encouraging participation" were the responses most often repeated.

Question 5: What could the tutor do to be more helpful to your work?

To this question, suggestions for the tutor included being more specific, giving more
examples relating to the lecture, specifying more consultation times, and giving an
outline of the topic at the beginning of the tutorial. Several students gave no
response and others had only positive comments like:

Just keep it up. Because what tutor done is quite well.

Overall, the comments in this section were positive. For instance, a slightly negative
comment was prefaced with an acknowledgment of good practice:
Be a bit more specific although I realize this may defeat some of the
purpose of the class.
 Enhancing Intercultural Communication 341

Question 6: What do you think this class is trying to achieve?

The rationale of class instruction was perceived by many of the respondents as
"making us think for ourselves", and developing more effective communication
skills, particularly with people from different cultures.

Question 7: What is the most useful thing you have learnt from this class to date?
Some of the key skills students thought they had learnt were the ability to look at
issues from a different perspective, more chances to participate, better understand-
ing of class concepts including being able to work independently, more confidence
to interact with different kinds of people, and more effective communication skills
(e.g., through other means, through the various senses). Only one person reported
that they had not learnt anything at all with another reporting the opposite:
Everything that I have learnt so far, can only benefit me in the future.

Question 8: In the last few weeks of the semester, what other skills would you like to develop
in the course?
Public speaking skills featured large in students' answers as well as how to perform
in job interviews, which was a topic addressed later in the semester. Six students did
not respond, and two suggested more practice of skills in intercultural communi-
cation, particularly in a business situation.

Question 9: Anything else you would like to add?

The final question revealed that many of them had found the tutorials extremely
worthwhile and enjoyable. The following are a selection of comments given:
At first I felt a little cautious of this course but have grown to see how
participation aids in learning.
I think I had and will carry on to enjoy this course and also it undoubtedly
allow me to speak to other students (local) as well had allowed me to find
out what is "their kind" of international student!
First time when I attended the tutorial I felt funny and stupid with the
game. But the third time, I felt something change within the tutorial group,
people just dare to talk to each other and knowing each other. I felt happy
and relaxing to attend the tutorial.
I prefer the "normal" teaching skill/style.
There seemed to have been considerable acceptance of this teaching-learning
approach, with most responding that they had found the subject very worthwhile.
Although some students still had their reservations and difficulties in speaking out,
they reported feeling satisfied with the opportunities they had been given. There
342 S. Hellmundt et al.

were only two students who reported no change in their confidence to speak up in
class. Some of the comments also suggest an excitement and a personal sense of
satisfaction that each student has developed their confidence in a way that has been
beneficial in their other subjects.

Are the Strategies Transferable?

A pilot survey across five subjects was conducted to ascertain whether these
strategies enhanced intercultural communication. A before-and-after questionnaire
designed by Rifkin, Hellmundt, Fox and Romm (1997) was administered to about
500 students. Local and international students were asked—at the beginning and at
the end of one semester—to rank on a 5-point scale how likely or unlikely they were
to engage in different levels of social and academic interaction with their local/inter-
national counterparts.
The results, reported elsewhere (Rifkin et al., 1997), were mixed, but encourag-
ing. They indicated that: the approaches do make a difference (the untreated control
group indicated a shift toward greater alienation); local and international students
responded differently (some classes evinced a greater shift toward affinity by local
students than affinity by international students and in other classes international
students shifted more toward affinity than locals); and the same approaches exe-
cuted by different lecturers/tutors seem to have different impacts. As a follow-up to
these findings, two lecturers were coached in the techniques, one intensively over a
semester and one gradually. Each lecturer reported (Rifkin, Norton & Dodd, 1997)
some degree of success.

Conclusion
The case study approach adopted here limits the generalized conclusions that can be
reached. What can be said is that observations of lectures and tutorials and
comments from students suggest that the goal of promoting and fostering intercul-
tural communication among local and international students was realized to some
degree. Experiential, student-centred activities, as one would anticipate from the
literature cited here, seemed to aid what students describe as the creation of a safe
and trusting environment that encouraged student participation and interaction.
Most of the 90 students of this study indicated that not only had their perceptions
about teaching and learning changed but also they had experienced a much higher
degree of comfort in being able to give their opinion, something that, in some cases,
had benefited them in other subjects.
Rather than treating international students as students with deficits that need to
be corrected, we sought to ensure that both international and local students in this
class were provided with activities that supported both group and independent
learning in a context where speaking up and giving an opinion was seen as
appropriate (see Biggs, 1997). Lecturers who feel overwhelmed by the increasing
cultural diversity in their classrooms may find these ideas useful. The experience in
this case has been that helping international students participate and interact with
 Enhancing Intercultural Communication 343

each other and with the local students is a beneficial learning process for all students
and is also rewarding for both lecturer and tutor.

Acknowledgments
Funding for this work has been provided by: University Teaching Development
Grant from the Office of the Pro Vice-Chancellor (Academic); Centre for Inter-
national Management and Diversity; University Postgraduate Award; Teaching and
Learning Research Group.

Address for correspondence: Susan Hellmundt, Faculty of Education, University of

Wollongong, Wollongong, NSW 2522, Australia. E-mail: susan_hellmundt@uow.
edu.au

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