Cultivating staff sensitivity to cultural differences

For those of us fortunate enough to be involved in cross-cultural projects, it is important to remember to acknowledge cultural differences and recognise that they may influence how an issue is perceived. Perhaps equally important is the need to be aware of and sensitive to how our own cultural values, attitudes, verbal and non-verbal language and conduct can and does impact others.

One of the major cross-cultural challenges when working with a cultural group that has markedly different value systems, behaviours and customs to our own is the development of misunderstandings.

These misunderstandings can arise when assumptions are made by the other that the language or expressions you use are insensitive to their cultural ways. Or that your own behaviour and proposals for improvement convey the appearance of superiority. Or one’s deficient understanding of the impact the cultural environment can have can lead to certain flawed assumptions being made.

‘That won’t work here’

My consultancies have taken me to several very different universities in a number of countries over the past few years, including still developing countries.

What strikes me in many of my experiences is that, although external experts have worked with the institution on a designated project, there is sometimes little, if any, evidence of actual uptake of the proposals suggested by these consultancies. This is despite their recommendations reading as thoughtful, rational and useful actions for the institution to implement, trial and review.

On a return visit 12 months after working with a new university on one of my very first international consultancies, I was asked by the executive of the institution to gather feedback and provide a progress report. It was to specifically gauge how well the academic faculties had adopted the strategic planning process we had worked on together.

Early in the return visit I started to realise that the level of progress made was at best minimal. In an attempt to understand the reason for this, I brought together some of the more vocal and confident staff members to try to understand why this was the case. I was quickly told: “I don’t think you understand … that might work with staff in your country, but it won’t work here.”

This was a valuable lesson for me. While I had been invited based on my experience and expertise in the area, had conducted considerable research into the economic, social, cultural, educational and historical context of the place and enjoyed strong staff participation in all workshops, I had not fully appreciated how certain strongly established cultural factors would influence the level of anticipated headway, which I had simply assumed would occur.

Open dialogue

It is imperative not to make assumptions or judge, but to make time to share general information, beliefs and ideas to facilitate better awareness and understanding of and (hopefully) openness to different practices, behaviours and motivations across cultures.

It starts with open dialogue, listening, sharing cultural differences and working through how they can be satisfactorily accommodated to arrive at a shared vision. That means actively engaging project participants in conversations, encouraging them to take the lead and inviting them to suggest processes to reach possible solutions. This results in stronger relationships between all parties, ones founded on mutual trust and respect.

It is important to invite all relevant parties to open forums, to promote non-judgmental communication and to seek a diversity of views. In my particular case, it was listening to how they would be better able to achieve the agreed goals and to hear from them what would and would not work.

A very valuable ready-made resource I was able to make use of in breaking down some of the cross-cultural misunderstandings was enlisting the support of local staff who had completed their own studies overseas. They were able to share their learnings and understandings attained living in another culture and studying in another country with a very different social and educational environment to their own.

This further facilitated a lessening of some misunderstandings about different cultural norms and an opportunity to share some related and sometimes amusing anecdotes. In the end, the participants agreed that the reshaped proposals were more feasible within the cultural boundaries that existed.

There was a genuine spirit of optimism and respect for making real headway and positive change at the operational level. They realised that one way or another they, not me the consultant, would be affected by what their university does and achieves and its future lay in their hands.

Teaching cross-cultural awareness

Universities have a significant role to play in ensuring their staff who are expected to engage in international projects are sensitive to and understanding of cultural practices that are different to their own. They need to support their employees to acquire the capabilities whereby they can successfully traverse and be open to other cultures, as well as develop a cultural awareness of how their own culture influences the values and behaviours they exhibit.

It is about learning to appreciate other cultural perspectives and developing strategies to adjust to cultural differences. Cultural disparities can and do impact the higher education sector. Without acknowledging that, it is doubtful that much of what you present or suggest will be well received and-or be implemented, no matter how creative and effective the proposal is when it comes to meeting the challenges of the situation.

Dr Nita Temmerman has held senior university positions including pro vice-chancellor (academic quality and partnerships) and executive dean in Australia. She is an invited accreditation specialist with the Hong Kong Council for Accreditation of Academic and Vocational Qualifications and international associate with the Center for Learning Innovations and Customised Knowledge Solutions in Dubai. She is chair of two higher education academic boards, and invited professor and consultant to universities in Australia, the Pacific region, Southeast Asia and the Middle East.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.