Presentation from #ACBSP2016

1. Creating Cosmopolitan Thinkers and
Communicators Using the
Dialogical Approach
Julia Underwood and Becky Havens
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2. Overview of Presentation
• The Dialogical Approach
• Cosmopolitan Communicators
• Mini-Dialogical Experience
• Evidence of Learning
• Conclusion
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3. The Dialogical Approach
Background
What is the Dialogical Approach?
Applications
The Business Disciplines
Infusing Values Into Content
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4. Background
• Co-authors created, developed & facilitated five CBFA Dialogical
Conferences in the last four years, 2012-2016
References:
• Underwood & Havens (2016). Pathways to Integration: The
Dialogical Approach, Christian Business Academy Review (CBAR).
http://cbfa.org/html/christian_business_academy_review.html
• Underwood & Abigail (2015). The Vocation of Management.
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5. What is the Dialogical Approach?
• Upside-down: active, organic & synergistic
• Pre-work: prepare by reading & reflecting on key questions
• Participation: sequence of guided activities & a focused dialogue
resulting in new knowledge construction
• “Hot” learning environment: fast-paced & free-flowing
• Cosmopolitan communicators: embrace & incorporate difference
(Pearce; Lulofs)
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6. Applications
Faculty
development
Vocation
Creating new
knowledge
Teaching
pedagogy
Infuse values
into
discipline
content .
Dialogical Approach @ACBSPAccredited #ACBSP2016

7. The Business Disciplines
Accounting Economics Finance Management Marketing
Accuracy
Assets
Liabilities
Income statement
Balance sheet
GAAP
Scarcity
Market exchange
Competition
Efficiency
Distribution
Money management
Time value of money
Investments
Risk & return
Business valuation
Capital budgeting
Planning
Leading
Organizing
Controlling
Buying behavior
Value proposition
4 P’s: product, price,
promotion & place
Customer relationship
management
Possible content areas in the disciplines
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8. Infusing Values
Into Content
Dialogical Approach @ACBSPAccredited #ACBSP2016
Cosmopolitan
communicators
Accounting
Economics
Finance
Management
Marketing

9. Cosmopolitan Communicators
Thinking & Communicating from a Cosmopolitan Context
Work with First & Second Year Students
Creating a Cosmopolitan Classroom
Constructing Knowledge in the Classroom
Using the Dialogical Approach: Distinctives
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10. Thinking & Communicating from a
Cosmopolitan Context
• “Competent communication” linked to values and attitudes
• Pearce’s terminology value and attitudinal communication
processes: “Cosmopolitan” (Pearce, 1989)
• Supposition:
• Different opinions are not attempted to be measured against or lined up with
each other
• Reaching “agreement” is not a value
• Rather, different opinions are to be coordinated amongst each other (Lulofs,
1994)
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11. Work with First & Second Year Students
Observations:
• Insecurity
• Generational gaps of knowledge and work
• Learning as transaction
• Desires for employability
• Compartmentalization of faith and work
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12. Creating a Cosmopolitan Classroom
Current Issues Dialogical Approach:
“Cosmopolitan Classroom”
Linear thinkers Cosmopolitan practice
Learning as transaction Learning becomes transformational
Social networking and an altered
community dynamic
Class discussions and small group reflections “force”
meaningful dialogue
Change in creative experiences from which
to draw
Space, place & purpose for creativity is given
Application of the dialogical approach with first & second year students
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13. Constructing Knowledge in the Classroom
Traditional Dialogical Approach
Reading of course material before class
(textbook)
Reading of vocational concepts in tandem with textbook
Possible assignment prior to class (paper,
quiz, etc.)
Individual Reflection assignment loosely adapted from Kolb
Values
Literature (biblical passage or famous quote)
Lecture Individual workbook “closet” filled in
Possible class discussion Small group discussion
Sharing of reflection insights
Sharing of “closet” content and needs
Possible active or experiential learning Group discussion workbook closet
Items and resources not considered individually
Comparison of the traditional and dialogical approach in the classroom

14. Using the Dialogical Approach: Distinctives
• Opportunity for students to decompartmentalize their personal
value system (faith)
• Development of cosmopolitan communicators (those who have the
skill to take the perspective of others and see the world they way
that person sees it without necessarily giving up on their own
perspectives (Pearce, 1989; Lulofs, 1994, Tagg, 2003)
• An appreciation of others’ worldviews through self-reflection and
liberating engagement
• Moving from decompartmentalization to cosmopolitan
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15. Mini-Dialogical Experience Dinomite!
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16. Evidence of Learning
The Six Pillars of Character
Evidence: Student Work
The Dialogical Approach to Learning
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17. The Six Pillars of Character
• Trustworthiness
• Respect
• Responsibility
• Fairness
• Caring
• Citizenship
Reference: M.S. Josephson
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18. Evidence: Case 1 & Group Discussion
Martin Luther King, Jr. Steve Jobs
Roosevelt
Sheryl Sandberg
respect
citizen
responsibility

19. Evidence: Case 2 & Group Discussion

20. Evidence: Case 3 & Student notes and
Discussion
Introduction comments

21. Evidence: Case 3
Vocation Chapter:
Student notes

22. Evidence: Case 3
Vocation Chapter:
Student Reflection

23. Conclusion
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24. References
• Josephson, M.S. (1996). Making ethical decisions.
• Lulofs, R.S. (1994). Cosmopolitan communication and the evangelical
impulse: Transcending a paradox.
• Pearce, W.B. (1989). Communication and the Human Condition. Southern
Illinois Press.
• Tagg, J. (2003). The Learning Paradigm College. Jossey-Bass.
• Underwood, J. & Havens, R. (2016). Pathways to Integration: The
Dialogical Approach, Christian Business Academy Review.
http://cbfa.org/html/christian_business_academy_review.html
• Underwood, J. & Abigail, R.A. (2015). The Vocation of Management.
@ACBSPAccredited #ACBSP2016