Cross-cultural comparison: piloting an analytical framework

Jacqueline K. Prowse


With the proliferation of international education initiatives, research into cross-cultural pedagogy is essential to ensure that quality education is delivered in a culturally accessible form. One of the factors impeding such research is the lack of widely accepted frameworks, methodologies, and analytical tools (Walker & Dimmock, 2002). This paper examines the effectiveness of a cross cultural framework used to compare a Business program at a Canadian College with its transnational campus in Qatar. Teachers’ perceptions of the students’ culture and the impact it has on pedagogy is discussed. Findings are compared to research results in the literature to gauge the robustness of the framework.


culture; research framework; cross cultural pedagogy; cross cultural comparison, transnational education, branch campus, Qatar, Canada, Middle East

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