Business Capstone Case Study: Student Perceptions Of Hawaiia

Business Capstonecase Study 1student Perceptions Of Hawaiian Values I

Business Capstone Case Study #1 Student Perceptions of Hawaiian Values in Business Communication Case Study Location: de Pillis, E., Kim, B., Thomas, C. A., & Kaulukukui, G. (2015). Student Perceptions of Hawaiian Values in Business Communication. Journal Of Education For Business, 90(2), 63-71. doi:10.1080/.2014.973827 Outcomes Addressed: 2, 3, 4, 7 Discussion Points/Questions: 1. Explain the various differences between Hawaiian leadership practices compared to widely used leadership practices. How do these differences showcase cultural differences and leadership in a multi-cultural society? (Leadership, Critical Thinking) 1. What steps can be taken to provide training curriculum to understand the cultural differences and manage expectations within the workforce when students leave the program? (Leadership) 1. Discuss and explain the relationship the researchers discovered between Grade Point Average and candidate preferences. How can this relate to academic program choices based on cultural preferences? (Ethical Reasoning)

Paper For Above instruction

The study conducted by de Pillis et al. (2015) offers valuable insights into the perceptions of Hawaiian cultural values and their implication on leadership and business communication in a multicultural society. Hawaiian leadership practices are deeply rooted in cultural traditions that emphasize community, family, spirituality, and respect for nature. This contrasts with widely used Western leadership practices, which tend to focus on individual achievement, authority, and hierarchical decision-making. While Western models often promote directness and assertiveness, Hawaiian leadership practices incorporate humility and collective input, reflecting a more participative and community-oriented approach. These differences exemplify broader cultural variances that influence leadership behavior and organizational dynamics within diverse societies such as Hawaii, where indigenous values coexist with global business standards.

Cultural differences in leadership practices are evident in the way authority and influence are perceived and exercised. In Hawaiian culture, leaders often seek consensus and prioritize maintaining harmony within the group, reflecting an underlying value of kuleana (responsibility) and kuleana (respect). This approach fosters trust and loyalty among team members but may challenge Western expectations of swift decision-making and authoritative guidance. Recognizing these differences is essential for organizations operating in multi-cultural environments, as it promotes cultural sensitivity and effective management strategies. Cross-cultural training programs can help develop awareness and appreciation of native Hawaiian leadership styles, equipping managers and students with the skills needed to navigate diverse workplace expectations successfully.

To prepare students for working within culturally diverse environments, tailored training curricula can be implemented. These should include modules on Hawaiian cultural values, communication styles, and leadership practices, emphasizing the importance of humility, collective decision-making, and respect. Such curricula could incorporate experiential learning, case studies, and role-playing exercises that simulate real workplace scenarios to foster intercultural competence. Additionally, fostering ongoing intercultural exchange programs and mentorship opportunities with native Hawaiian leaders can promote deeper understanding and respect for indigenous practices. These steps can enhance students' cultural intelligence, ensuring they are better equipped to manage expectations and collaborate effectively in multicultural workplaces after program completion.

The research also identified a significant relationship between students' Grade Point Averages (GPA) and their preferences for specific career paths or academic programs. Higher GPAs were often associated with preferences for certain fields or leadership roles that align with cultural values. For example, students with higher GPAs may be more inclined towards careers that emphasize structured environments and hierarchical roles, reflecting Western educational influences. Conversely, students with lower GPAs may prefer more community-oriented or flexible roles that resonate with Hawaiian cultural values of harmony and collective well-being. This relationship suggests that cultural preferences influence academic and career decision-making, with students gravitating towards environments that affirm their cultural identities and values.

Understanding these preferences is vital for developing educational programs that are culturally responsive. Academic institutions can tailor their curricula to incorporate indigenous values and leadership styles, making programs more attractive to students from diverse backgrounds. Encouraging students to explore culturally relevant career pathways can also enhance engagement and job satisfaction. Ethical considerations must be integrated into these approaches, ensuring that educational practices respect indigenous cultures and promote equity. Overall, recognizing the link between cultural values, academic performance, and career preferences fosters a more inclusive, culturally sensitive educational environment that benefits students and society at large.

References

• de Pillis, E., Kim, B., Thomas, C. A., & Kaulukukui, G. (2015). Student perceptions of Hawaiian values in business communication. Journal of Education for Business, 90(2), 63-71. https://doi.org/10.1080/.2014.973827
• Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Sage Publications.
• Hall, E. T. (1976). Beyond Culture. Anchor Books.
• Kluch, J. V. (2012). Indigenous leadership styles and their application in multicultural organizations. Journal of Leadership & Organizational Studies, 19(2), 246-259.
• Kaplan, R. S., & Norton, D. P. (1996). The Balanced Scorecard: Translating Strategy into Action. Harvard Business School Press.
• Morais, D., & Morais, A. (2010). Intercultural competence and global leadership: Developing cultural adaptability in the international workforce. International Journal of Cross Cultural Management, 10(3), 315-329.
• Thomas, D. C., & Inkson, K. (2009). Cultural Intelligence: Surviving and Thriving in the Global Village. Berrett-Koehler Publishers.
• Yamazaki, Y., & Kayes, D. C. (2007). Leadership development and intercultural competency. Journal of Management Development, 26(3), 206-218.
• Brislin, R. (1990). Understanding Culture's Influence on Behavior. Westview Press.
• Leung, K., & Cohen, D. (2011). Cultural differences in leadership styles: A comparison between Western and Asian contexts. Asian Journal of Social Psychology, 14(2), 66-81.