| It is widely agreed in the professional literature that college graduates in the United States need to be better prepared for entering the 21st century global workforce at home or abroad. In particular, the literature stipulates that business learners need to have strong verbal and nonverbal intercultural communication understanding and skills.; In the past, learners have had to major in international business or intercultural communication to get even minimal exposure to these topics and skills. Thus, the overwhelming majority of business learners have graduated from college being familiar with only U.S. business communication models, because their instructors and their textbooks have limited the scope of information.; To solve this problem, it is necessary to interculturalize the basic postsecondary business communication curriculum so that the information and experiences will reach all business degree majors. And a curriculum that matches the learning styles of adult learners from diverse cultural and subcultural groups is desirable.; This work presents original Inclusive Curriculum Models which synthesize experiential learning styles theories with culture-based values theories so that both abstract and concrete concepts, and content and process are reflected in the learning activities of adult learners.; Also, the suggested Teacher Preparation Models act as a literature review, in addition to suggesting ways for faculty to acquire and apply knowledge of culture theories of the U.S., of multicultural education issues, of learning and learning styles theories that have cultural implications, and of culture-based verbal and nonverbal business communication behaviors around the world. Likewise, the Key Resources Bibliography, in addition to the Works Cited, gives faculty a wealth of sources and source types for theory and curriculum application.; The research has combined existing research on business communication, international business, and intercultural communication into a separate discipline, "intercultural business communication," providing an especially rich ground for the future development of intercultural business communication theory, scholarly research, and informed practice. The corporate, collective, collaborative models that I have experienced and created suggest necessary learning and teaching models for the future. |
