Globalization is a reality for businesses and institutions of higher education. Furthermore, many U.S. based firms are expanding their businesses beyond domestic markets. These trends indicate that U.S. born individuals are likely to study or work in multicultural environments domestically and abroad. Research suggests that faculty and trainers adapt their teaching style and classroom policies to accommodate multicultural learners. Disconnections may arise, however, regarding the willingness to include these accommodations. The present exploratory study investigates the inclination and extent to which faculty and trainers adjust their teaching style, content, and policies to adapt to multicultural learners, namely, graduate and undergraduate business students and business professionals enrolled in training.

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