Film as a Lens for Teaching Culture: Balancing Concepts, Ambiguity, and Paradox

Abstract

Although teaching culture is intrinsically rewarding, issues associated with complexity and paradox can create a challenge for faculty. This article addresses the concerns of teaching management concepts through the use of film while identifying and acknowledging the ambiguity related to cross-cultural study. The authors present an integrated framework for measuring culture that is used to illustrate cultural dimensions and issues through film case analysis. The exercise enhances understanding of difference and helps students recognize the subtleties in dealing with complex cross-cultural issues.