What Do Students Learn in a Cross-Cultural Negotiation? A Transformative Learning Approach

Alteren, Gro; Eriksen, Anne

Alteren, Gro

UiT The Arctic University of Norway, School of Business and Economics, Norway

Eriksen, Anne

UiT The Arctic University Museum of Norway and Academy of Fine Arts, Department of Music, Norway

Volume 15: 2020, pp. 249-270; ABSTRACT

Based on 53 student assignments, this study investigates what students experienced and learnt by taking part in the cross-cultural negotiation role-play MedLee. The role-play created a Disorienting dilemma, an experience essential to promoting transformative learning. The goal of such learning is to challenge and extend a person’s world view, which is necessary to build common ground across cultures. The three dimensions identified – Creating common ground, New insight, and Acquisition of skills – show that the role-play provides the students with a learning situation that involves not only practicing negotiation skills but also acquiring new insight about themselves, the potential impact of culture, and how to create common ground. Some students played out persuasion tactics and negative emotions, which are detrimental to building common ground, as expressed by the dimension Disruptive behaviors. The role-play initiated learning in some of the students which can be transformed into open and inclusive behaviors in future cross-cultural negotiations.

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