Volume 9

V9 N5 Pages 77-85

October 2011

Culturally Sensitive IS Teaching: Lessons Learned to Manage Motivation Issues

Wenshin Chen
Abu Dhabi University
Abu Dhabi, 59911, UAE

Abstract: This paper seeks to raise awareness of culturally sensitive teaching that is largely overlooked in the IS teaching community. In a global, networked environment commonly faced by the contemporary business or academic world, it is imperative to prepare future IT professionals with adequate cultural understanding of such a multicultural environment in which their future work practice will engage. Derived from a teaching case situated in the context of HBCU (Historically Black Colleges and Universities) in the US, this paper narrates and reflects cultural issues and challenges that are increasingly prevalent in today’s education systems. More specifically, the study analyzes motivational issues that are commonly observed in a homogeneous student group and provides practice lessons to help educators who might face similar issues in their teaching context to manage those issues. Insights gained from the study help reflect the significance of developing culturally sensitive pedagogy that might require future IS educators’ and researchers’ attention.

Keywords: culturally sensitive, IS Education, HBCU, Case Studies, Motivation

Download this article: ISEDJ - V9 N5 Page 77.pdf

Recommended Citation: Chen, W. (2011). Culturally Sensitive IS Teaching: Lessons Learned to Manage Motivation Issues. Information Systems Education Journal, 9(5) pp 77-85. http://isedj.org/2011-9/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2010)