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Classrooms of higher education are growing more internationalized in terms of both students and professors. With increasingly cross-cultural contact in the classroom, how individuals react based on their national culture becomes increasing important for educators. This paper investigates student/professor interactions and corresponding improvement strategies across four culturally distinct samples: China, New Zealand, Poland, and the United States. Differences are identified with respect to the types of critical incidents reported and desired responses to those encounters. The potential role that differences in the cultural dimensions of individualism, power distance, masculinity, uncertainty avoidance, and time orientation may have in these findings are investigated. Suggestions are provided for specifically applying the research results in the classroom. [ABSTRACT FROM AUTHOR]

Every truth has four corners: as a teacher I give you one corner, and it is for you to find the other three--Confucius. China has recently experienced an increased demand for Western-style marketing and business practices due in part to a burgeoning economy and recent entry into the WTO. Market-based education has diffused rapidly across China as Chinese universities have started to imitate their Western counterparts and have entered into joint venture agreements with them. First, increased demand for Western-style education has far exceeded supply, causing shortages of qualified workers. Second, marketing and business education still lags behind the West in quality and pedagogical approaches. Third, Western-based approaches exert social influences by challenging the traditional assumptions of educational institutions and business and economic functions. This paper discusses the cultural development of Chinese educational systems, the growth of modern marketing and business education, and the challenges facing marketing and business education in China today. [ABSTRACT FROM AUTHOR]