Consideration of Multicultural Learning in Conference Content and Program Design: A Pilot Study

Abstract

As conferences become global, the cultural mix of their audience is becoming more diverse, bringing with it cultural differences that challenge conference organizers. As learning is the main reason for conferences, it becomes important to understand and consider the learning differences of the cultures present in the audience. This article focuses on the consideration of multicultural learning styles by conference organizers and planners. Semi-structured interviews were conducted to explore the various ways cultural learning styles and preferences are supported and accommodated, and to gather opinions on the subject.

The research has been able to identify a not very high level of awareness of multicultural learning styles in the first instance, to be able to provide for the cultures. Hence, organizers do not consciously consider cross-cultural learning differences while designing the learning content and program. It was concluded that there is lack of the use of a culture awareness tool or method to help organizers maintain awareness of cultural learning differences. The need for a format or tool that supports all cultures’ learning is also expressed, although financial costs and catering for the majority is of greater priority. It is recommended that organizers generate greater awareness to be able to decide and offer specific formats for specific cultures. It is also suggested that organizers design formats that integrate both interaction and observation, to create collaborative learning environments.

KEYWORDS:

• conference tourism
• multicultural learning styles
• cross-cultural learning
• conference content

Acknowledgments

This article was initially presented at the MPI (Meeting Professionals International) World Education Congress in July 2013 under a partnership between MPI and the Journal of Convention & Event Tourism. While the article is exploratory in nature it received the “Best Paper” award at that conference.

Notes

1. Experiential learning portrays a learning cycle—experiencing (i.e., concrete experiences), reflecting (i.e., reflective observations), thinking (i.e., abstract conceptualization), and acting (i.e., active experimentation)—a recursive process (Joy & Kolb, 2009). Divergers combine concrete experience and reflective observation; assimilators combine reflective observation and abstract conceptualization; convergers prefer abstract conceptualization and active experimentation; and accommodators use active experimentation and concrete experimentation (Joy & Kolb, 2009; Kolb, 1976). Accomodators are individuals who learn from hands-on experiences rather than logical analysis, preferring group works; divergents like to look at a situation from different points of view; assimilators like to gather information from lectures and put it into a concise, written form; and convergers like to put theories into practice (Loo, 2004). Kolb's learning styles have been further emphasized as four stages, experiencing, reviewing, concluding, and planning, based on what people do rather than how they do something by Honey and Mumford (1992). However, like Kolb's ELT, individuals may prefer to learn at a particular stage, hence the four preferred learning styles: activists (learn better from experience), reflectors (learn better from reflective observation), theorists (learn from exploring associations and interrelationships between ideas and events), and pragmatists (learn from trying out things that may be advantageous; Honey & Mumford, 1992; Vita, 2001).

2. Open space and unconference are meetings in which participants define the agenda with a relatively rigorous process and may adjust it as the meeting proceeds. “Pecha Kucha 20 × 20 is a simple presentation format where 20 images are shown for 20 seconds each” (PechaKucha, 2013). The world café is a format designed to mimic a café environment to enable a better flow of conversation between participants. This session normally consists of 4 meeting stations/tables positioned around the room, where a question or theme is posted for participants to discuss with a facilitator and notetaker posted at each table. A buzz group is a meeting format used at workshops and discussions that consists of three to six people who are given a task to be completed within a short period of time (Boudreau, 2008).